School Grade Level 11
DAILY
Teacher Learning Area
LESSON LOG PE & Health
Teaching Dates and
Semester/Quarter 1st Semester/ 2nd Quarter
Time
I. OBJECTIVES
A. Content Standards The learner...
Demonstrates understanding of sports in optimizing one’s health as a habit; as requisite for physical activity assessment performance, and as
a career opportunity.
B. Performance Standards The learner...
Leads sports events with proficiency and confidence resulting in independent pursuit and in influencing others positively
C. Learning Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a variety of settings in- and out-
Competencies/Objectives of school (PEH11FH-IIa-t-8)
(Write the LC code for each)
Health-optimizing P.E. (H.O.P.E.) 2
II. CONTENT Sports
a. Individual and Dual sports
b. Team sport
III. LEARNING RESOURCES Book/Teaching Guide, Curriculum guide, TV screen, laptop
A. References Physical Education and Health, V1, LF-Callo, PF Dajime
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Curriculum Guide, Teacher’s Guide
Resources (LR) portal
B. Other Learning Resources slideshare
IV. PROCEDURES
A. Reviewing previous lesson or presenting The teacher does the routinely activity.
the new lesson Questions to be asked for the review:
1. Discuss FITT briefly.
B. Establishing a purpose for the lesson Warm-up Activity: Rank ‘Em!
Directions: Let them rank the following physical activities according to the level of effort they would have to exert to accomplish them. Rank
first (1st) the physical activity that requires the most level of effort to accomplish and 10th the physical activity least requiring level of effort.
Let them explain their rankings.
_____ competitive badminton for 30 minutes
_____ volleyball spiking and blocking drills for 10 minutes
_____ running uphill for 5 minutes
_____ 3-on-3 basketball for 30 minutes
_____ sprinting for 20 seconds
_____ swimming 10 laps continuously
_____ climbing 1 flight of stairs
_____ 3k fun run in 1 hour
_____ leisurely biking
_____ walking in the mall
C. Presentation examples Explain the differences in the level of effort needed to accomplish various physical activities. Emphasize that the rankings of each student may
or instances of the new lesson differ from others because of the differences in fitness levels.
Ask how the students gauged the level of effort necessary to accomplish the different physical activities. Use their answers to connect to the
topic of discussion.
D. Discussing new concept and practicing Discuss the following:
new skills #1 Physical Fitness. When you engage in physical activities for health and fitness improvements, you need to monitor the effort you are giving.
This is because the effort given in doing physical activities contributes to the achievement of your fitness goals. By monitoring your effort, you
will be able to know if you are reaching at least a moderate intensity level and at most a vigorous one.
Heart Rate. Also known as pulse rate, this is the number of times a person’s heart beats per minute. It indicates the effort your heart is doing
based on the demands you place on your body. The more demanding your physical activity is, the faster the heart rate.
Rate of Perceived Exertion (RPE)
This is an assessment of the intensity of exercise based on how you feel. It is basically a subjective assessment of effort which ranges from 6
(very, very light) to 20 (very, very hard) with 1 point increments in between. The target zone for aerobic activity is from 12 to 16.
Pace and Pacing. These refer to the rate or speed of doing physical activities. This means that a person can take it slow when engaged in
physical activities or do them quickly depending on the FITT Principle.
E. Discussing new concepts and practicing According to Hoeger and Hoeger (2011), research indicates a more favorable prediction using the computation below than the equation 220 -
new skills #2 age.
Tell the students to do the following:
Steps to get your target heart rate:
1. Estimate your maximal heart rate (max HR/MHR) according to the following formula:
maxHR/MHR = 207 – (0.7 x age)
2. Check your resting heart rate (RHR) sometime in the evening after sitting quietly for 15 to 20 minutes. You may take your pulse for 30
seconds and multiply by 2, or take it for a full minute.
3. Determine heart rate reserve (HRR) using this formula:
HRR = MHR – RHR
4. Calculate the training intensity at 30, 40, 60, and 85 percent. Multiply HRR by the respective 0.30, 0.40, 0.60, and 0.85, and then add the
HRR to all four training intensities. Example:
60% Training Intensity = HRR x 0.60 + RHR
F. Developing Mastery Activity 1: My Target
(Leads to Formative Assessment) Directions: Ask the students to compute their threshold of training and target zones. Ask them to identify physical activities that they could do
to reach these.
G. Finding practical applications of Activity 2: Rate it this time
concepts and skills in daily living Directions: Ask the students to look at their answers in the warm-up activity. Now knowing about RPE, ask them to rate the different physical
activities according to their perceived exertion if they were to accomplish those physical activities. Let them explain their answers.
Ask the students to compare their rankings with the RPE they gave for each physical activity. Let them analyze if the physical activities they
ranked high (1st to 3rd) were also rated high in perceived exertion.
Let the students compare their answers and emphasize that RPE is relative and is dependent on several factors such as a person’s fitness
level.
H. Making generalizations and abstracts Tell the students to wrap up the lesson of the day.
about the lesson
I. Evaluating Learning Identify the following:
1. This is the number of times a person’s heart beats per minute.
2. It indicates the effort your heart is doing based on the demands you place on your body.
3. This is an assessment of the intensity of exercise based on how you feel.
4. It is basically a subjective assessment of effort which ranges from 6 (very, very light) to 20 (very, very hard) with 1 point increments in
between.
5. These refer to the rate or speed of doing physical activities. This means that a person can take it slow when engaged in physical
activities or do them quickly depending on the FITT Principle.
J. Additional activities for application or
remediation Activity 3: Pace Yourself
Directions: If they were to do the different physical activities, how will they pace themselves? Ask them to complete the table.
Physical Activity Frequency Intensity Time
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lessons
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help
G. What innovation or localized material
did I use/discover which I wish to share
with other teachers?
