School Grade Level 11
DAILY LESSON LOG Teacher Learning Area H.O.P.E. 3
Department of Education Teaching Dates and Time WEEK 7-8 Quarter FIRST QUARTER
Session 1: Session 2: Session 3: Session 4:
I. OBJECTIVES
The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity assessment
A. Content Standards
performance, and as a career opportunity.
B. Performance Standards The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively.
C. Learning Analyzes physiological indicators such as heart rate, rate of perceived exertion and pacing associated with MVPAs to monitor and/or adjust
Competencies/Objectives participation or effort.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
a. Begin the lesson by asking students if they are familiar with physiological indicators such as heart rate and rate of perceived exertion (RPE).
a. Reviewing previous lesson or b. Review the different ways to monitor physical activity intensity such as using a heart rate monitor or checking their RPE.
presenting the new lesson c. Introduce the competency for the lesson: analyzing physiological indicators associated with MVPA to monitor and/or adjust participation or
effort.
a. Explain to students that the purpose of the lesson is to understand the importance of monitoring physiological indicators during MVPA and
b. Establishing the purpose of how to use this information to adjust their participation or effort.
the lesson b. Tell students that by the end of the lesson, they should be able to identify and analyze their physiological indicators and use this information
to adjust during physical activity.
c. Presenting a. Show students a chart of heart rate zones and explain the importance of staying within a certain range based on their fitness level and goals.
examples/instances of the
new lesson Here's a chart of heart rate zones and their corresponding percentages of maximum heart rate:
● The chart above shows the different heart rate zones and their corresponding percentages of maximum heart rate. It's important to stay
within a certain range based on your fitness level and goals because this can help you achieve your fitness goals more effectively and
safely.
● For example, if your goal is to improve your cardiovascular endurance, you would want to spend more time in zone 2, which is the light
exercise zone. If your goal is to burn fat, you would want to spend more time in zone 3, which is the moderate exercise zone. If your goal is
to increase your anaerobic fitness and power, you would want to spend more time in zone 4, which is the high-intensity exercise zone.
● Staying within your target heart rate zone can also help prevent injury and avoid overexertion. If you go too hard too quickly, you risk
injuring yourself or burning out. By staying within your target heart rate zone, you can make steady progress towards your fitness goals
without putting too much strain on your body.
b. Provide examples of how RPE can be used to monitor physical activity intensity and how to interpret the scale.
c. Show students how to take their heart rate manually by counting the number of beats in a certain amount of time.
d. Demonstrate how to use a heart rate monitor or fitness tracker to track their physical activity and monitor their heart rate and RPE.
a. Explain the concept of pacing and how it relates to physical activity.
d. Discussing new concepts b. Discuss how physiological indicators can be used to adjust pacing during physical activity.
and practicing new skills #1 c. Provide examples of different MVPA exercises and how the physiological indicators can be used to adjust the intensity of the exercise.
d. Have students practice monitoring their heart rate and RPE during a low to moderate intensity exercise.
a. Discuss the importance of rest and recovery in physical activity.
e. Discussing new concepts b. Explain how physiological indicators can be used to determine if a person is overexerting themselves.
and practicing new skills #2 c. Provide examples of how to use physiological indicators to adjust rest and recovery time.
d. Have students practice monitoring their heart rate and RPE during a high-intensity exercise.
a. Developing Mastery Create a mini-competition between the groups to see who can monitor their physiological indicators the most accurately and adjust their
participation and effort effectively during the physical activity.
Here's an idea for a mini-competition that can be used to test the accuracy of monitoring physiological indicators and adjusting effort during
physical activity:
I. Divide the class into teams of 3-5 members.
II. Each team is provided with a fitness tracker or heart rate monitor.
III. The teams will participate in a timed physical activity, such as a 10-minute run, a series of bodyweight exercises, or a dance routine.
IV. Before starting the physical activity, each team member will take their baseline physiological measurements such as resting heart rate,
blood pressure, and perceived exertion.
V. During the physical activity, each team member will wear the fitness tracker or heart rate monitor and continuously monitor their
physiological indicators such as heart rate, calorie burn, and steps taken.
VI. After completing the physical activity, each team member will record their final physiological measurements.
VII. The team with the most accurate monitoring of their physiological indicators and adjustment of effort during the physical activity wins the
competition.
To add an extra challenge, the teacher can introduce a surprise element during the physical activity, such as adding weights, increasing the
intensity, or changing the duration of the activity, to see how well each team can adjust their effort and monitor their physiological indicators
accordingly.
b. Finding practical a. Discuss how monitoring physiological indicators can be applied to daily physical activity such as walking, jogging, and doing household
applications of concepts chores.
and skills in daily living b. Provide examples of how to adjust physical activity intensity based on physiological indicators during daily living.
c. Generalizing and
a. Have students reflect on the lesson and discuss how they can apply what they learned to their personal physical activity routines.
abstractions about the
b. Encourage students to share their experiences with monitoring their physiological indicators during physical activity.
lesson
a. Conduct a quiz or assessment to test the students' understanding of physiological indicators and how to monitor and adjust physical activity
d. Evaluating Learning
based on the data.
e. Additional Activities for a. Assign a physical activity for the students to perform outside of class and ask them to monitor their physiological indicators.
Application or Remediation b. Provide additional readings or resources on the importance of monitoring physiological indicators during physical activities.
V. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
