The document discusses different physical education activities that involve moving and bending the body into various shapes, including bending at the knees. It provides illustrations of movements like kneeling positions and includes songs to sing while doing activities. Students are instructed to form groups and challenge each other by creating exercises combining kneeling positions with arm movements.
Here are the steps for the Tiklos dance:
Figure 1
1-2 Change step to R
3-4 Change step to L
5-6 Heel and toe change step to R
7-8 Heel and toe change step to L
Figure 2
1-2 Cut step to R
3-4 Cut step to L
5-6 Touch R, close L
7-8 Touch L, close R
Figure 3
1-2 Jump, land on both feet with R in front
3-4 Jump, land on both feet with L in front
5-6 Change step to R
7-8 Change step to L
Repeat figures 1-3
This document describes different body positions and actions that can be done while standing, kneeling, and sitting. It outlines standing positions like standing with feet together, lunging, and half-knee bends. It also lists various sitting positions such as long sitting, stride sitting, hook sitting, frog sitting, cross sitting, tuck sitting, heel sitting, side sitting, and hurdle sitting. The purpose is to provide examples of how to balance the body in fixed positions.
K to 12mapeh (pe) III complete objectives and subject matterAlcaide Gombio
The document outlines an elementary physical education curriculum guide containing 8 lessons per grading period. The lessons focus on developing motor skills like locomotion, manipulation, balance and rhythmic skills. Specific activities include basic positions and movements, flexibility exercises, folk dances like Tiklos and Kunday Kunday, ball skills, indigenous games, and using implements like hoops, balls, sticks and maracas for rhythmic routines. The goal is to help students learn proper body mechanics, coordination, flexibility and enjoyment through fun physical activities.
The document discusses body management and movement skills. It explains that the body has different parts that enable specific movements and that these parts must be moved properly to perform everyday activities. It also outlines four basic body shapes - stretch, curl, tuck, and twist - that the body forms when moving and provides examples of when each shape is used. Maintaining awareness of how the body forms these shapes is important for physical education and safety.
Here are the steps for the Tiklos dance:
Figure 1
1-2 Change step to R
3-4 Change step to L
5-6 Heel and toe change step to R
7-8 Heel and toe change step to L
Figure 2
1-2 Cut step to R
3-4 Cut step to L
5-6 Touch R, close L
7-8 Touch L, close R
Figure 3
1-2 Jump, land on both feet with R in front
3-4 Jump, land on both feet with L in front
5-6 Change step to R
7-8 Change step to L
Repeat figures 1-3
This document describes different body positions and actions that can be done while standing, kneeling, and sitting. It outlines standing positions like standing with feet together, lunging, and half-knee bends. It also lists various sitting positions such as long sitting, stride sitting, hook sitting, frog sitting, cross sitting, tuck sitting, heel sitting, side sitting, and hurdle sitting. The purpose is to provide examples of how to balance the body in fixed positions.
K to 12mapeh (pe) III complete objectives and subject matterAlcaide Gombio
The document outlines an elementary physical education curriculum guide containing 8 lessons per grading period. The lessons focus on developing motor skills like locomotion, manipulation, balance and rhythmic skills. Specific activities include basic positions and movements, flexibility exercises, folk dances like Tiklos and Kunday Kunday, ball skills, indigenous games, and using implements like hoops, balls, sticks and maracas for rhythmic routines. The goal is to help students learn proper body mechanics, coordination, flexibility and enjoyment through fun physical activities.
The document discusses body management and movement skills. It explains that the body has different parts that enable specific movements and that these parts must be moved properly to perform everyday activities. It also outlines four basic body shapes - stretch, curl, tuck, and twist - that the body forms when moving and provides examples of when each shape is used. Maintaining awareness of how the body forms these shapes is important for physical education and safety.
This lesson plan aims to teach primary school students proper walking techniques and flexibility exercises through fun activities set to music. The plan outlines warm-up exercises, preparatory activities like singing songs with motions, and developmental activities such as walking in formations to music. Students are assessed on their ability to perform exercises correctly and their enjoyment of the activities. The goal is to help students improve coordination and flexibility while having an enjoyable physical education class.
This document provides a lesson plan on teaching students about the Philippine Physical Activity Pyramid and indicators of fitness. The lesson plan includes:
1) An introduction to the Physical Activity Pyramid which categorizes activities as moderate, vigorous, exercises for muscle fitness, and minimal. Example activities are provided for each category.
2) An explanation of the four indicators of fitness - cardiovascular endurance, muscular strength, muscular endurance, and flexibility. Pictures are used to demonstrate levels of fitness.
3) An assessment for students to identify example activities and place them in the appropriate Physical Activity Pyramid category. Students are also asked to define the Physical Activity Pyramid.
The lesson aims to educate students on maintaining a
This document outlines objectives and activities for teaching students about sound and silence in music. The objectives are to relate visual images of quarter notes, eighth notes, and quarter rests to sounds and silence, describe and distinguish between sound and silence aurally and visually. The document explains that sounds are composed of vibrations transmitted through air and are represented by note symbols, while silence is the absence of sound and is represented by rest symbols where no sound is produced. It provides examples for students to identify sounds and silence and imitate animal sounds from a video, and clap the rhythm of a song containing notes and rests.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
1. The document discusses exercises and activities to improve flexibility through bending and stretching movements.
2. It provides instructions for warm-up exercises and games where students form shapes with their bodies like a farmer planting rice.
3. Flexibility is important for injury prevention and maintaining good posture, and the activities focus on bending, stretching, and moving in ways that enhance flexibility.
This document provides information about the major ethnic groups in the Philippines. It discusses 7 main ethnic groups: Ilocano, Pangasinense, Kapampangan, Tagalog, Bicolano, Visayan, and Moro/Muslim. It then provides more details about specific ethnic groups located in Luzon, including the Aeta, Mangyan, Ifugao, Kalinga, Ivatans, Ilongot peoples. For each group, it discusses their location, culture, traditions, and way of life. It aims to inform the reader about the diversity of indigenous peoples across the Philippines.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
This document contains a learner's material on health and nutrition for grade 3 students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, vitamins and minerals, overeating and under eating, and maintaining a healthy lifestyle. The material was collaboratively developed by educators in the Philippines and is intended to help students understand the importance of balanced nutrition and healthy choices.
This lesson plan aims to teach primary school students proper walking techniques and flexibility exercises through fun activities set to music. The plan outlines warm-up exercises, preparatory activities like singing songs with motions, and developmental activities such as walking in formations to music. Students are assessed on their ability to perform exercises correctly and their enjoyment of the activities. The goal is to help students improve coordination and flexibility while having an enjoyable physical education class.
This document provides a lesson plan on teaching students about the Philippine Physical Activity Pyramid and indicators of fitness. The lesson plan includes:
1) An introduction to the Physical Activity Pyramid which categorizes activities as moderate, vigorous, exercises for muscle fitness, and minimal. Example activities are provided for each category.
2) An explanation of the four indicators of fitness - cardiovascular endurance, muscular strength, muscular endurance, and flexibility. Pictures are used to demonstrate levels of fitness.
3) An assessment for students to identify example activities and place them in the appropriate Physical Activity Pyramid category. Students are also asked to define the Physical Activity Pyramid.
The lesson aims to educate students on maintaining a
This document outlines objectives and activities for teaching students about sound and silence in music. The objectives are to relate visual images of quarter notes, eighth notes, and quarter rests to sounds and silence, describe and distinguish between sound and silence aurally and visually. The document explains that sounds are composed of vibrations transmitted through air and are represented by note symbols, while silence is the absence of sound and is represented by rest symbols where no sound is produced. It provides examples for students to identify sounds and silence and imitate animal sounds from a video, and clap the rhythm of a song containing notes and rests.
This document outlines a music lesson plan with the following key points:
- The objective is to relate images with sound and silence within a rhythmic pattern.
- Students will study rhythmic patterns using songs, then discuss how movements represent sounds and silence.
- An assessment asks students to evaluate their ability to differentiate sounds, identify sounds without hearing, and perform rhythmic patterns through various means.
- The lesson aims to have students maintain a steady beat through different movements while singing. Rhythmic instruments will be used to demonstrate steady beats.
- Stick notation will be introduced to represent rhythmic patterns. Students will clap patterns from a song and discuss long and short sounds. Instruments will be
1. The document discusses exercises and activities to improve flexibility through bending and stretching movements.
2. It provides instructions for warm-up exercises and games where students form shapes with their bodies like a farmer planting rice.
3. Flexibility is important for injury prevention and maintaining good posture, and the activities focus on bending, stretching, and moving in ways that enhance flexibility.
This document provides information about the major ethnic groups in the Philippines. It discusses 7 main ethnic groups: Ilocano, Pangasinense, Kapampangan, Tagalog, Bicolano, Visayan, and Moro/Muslim. It then provides more details about specific ethnic groups located in Luzon, including the Aeta, Mangyan, Ifugao, Kalinga, Ivatans, Ilongot peoples. For each group, it discusses their location, culture, traditions, and way of life. It aims to inform the reader about the diversity of indigenous peoples across the Philippines.
1. The document discusses musical concepts like melody, pitch, and form. It provides lesson plans and activities to teach these concepts to grade 3 students.
2. The lessons include singing songs, identifying high and low pitches, exploring melodic contour through body movements, and analyzing musical form through same/similar/different phrases.
3. Repetition in music is discussed, with an activity having students sing songs following repeat signs. Overall the document aims to develop students' understanding of fundamental musical elements through engaging hands-on activities.
1. The document provides instructions for a drawing lesson on landscape drawing. It explains that in a landscape drawing, the nearest objects are drawn in the foreground and are usually the largest. Objects behind the foreground are drawn in the middle ground, and the farthest objects are drawn in the background and are the smallest.
2. Students are instructed to draw a landscape showing a foreground, middle ground, and background. They are told to position objects to show balance in the composition.
3. The summary restates the key points that in a landscape drawing, objects are drawn at different sizes depending on their placement in the foreground, middle ground, or background to create a sense of depth and balance.
This document contains a learner's material on health and nutrition for grade 3 students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, vitamins and minerals, overeating and under eating, and maintaining a healthy lifestyle. The material was collaboratively developed by educators in the Philippines and is intended to help students understand the importance of balanced nutrition and healthy choices.
This document contains a unit on melody and form from a MAPEH (Music, Arts, Physical Education, and Health) learner's material. It discusses various concepts of melody including pitch, melodic contour, perfect pitch, musical form, repetitions in music, and musical lines. The material was collaboratively developed by educators and is intended to help teachers and students learn about musical elements and concepts.
This document provides an overview of the first quarter music lessons for students. It includes 6 lessons on topics like pulse in music, rhythm, and ostinato. The lessons involve singing songs, performing rhythmic patterns through body movements, playing instruments, and evaluating musical skills. Students are divided into groups to collaborate on activities like creating simple ostinato patterns to accompany songs. The goal is to help students understand foundational musical concepts and work together through experiential learning.
This document is an instructional material for a MAPEH (Music, Arts, Physical Education, and Health) unit on texture and tempo in music. It contains 8 lessons that teach students about concepts like slow, moderate, and fast tempo; variations in tempo; two-part rounds; partner songs; single and multiple melodic lines; and texture in music. Each lesson includes introductions, activities like singing songs and doing movements, and evaluations to assess student understanding.
This document contains a lesson plan on personal health and prevention of diseases for third grade students. It includes 8 lessons that discuss topics like health and wellness, common childhood illnesses, factors that influence health, hygiene practices, nutrition, exercise, immunization, and maintaining a healthy environment. The lessons include activities, worksheets, and assessments to teach students healthy habits and help them prevent common diseases.
The document provides instructions for a lesson on still life painting of fruits for students. It instructs students to observe the colors, shapes, textures of different arranged fruits and to draw and paint them using watercolors, adding white or black to create lighter or darker areas. The goal is for students to paint a realistic still life of fruits by overlapping shapes and choosing the right colors for each fruit.
This document contains a unit from a MAPEH (Music, Arts, Physical Education, and Health) learner's material on timbre and dynamics. It discusses various lessons including identifying sources of sound through their timbre, the human voice, musical instruments as sound sources, interpreting dynamics through body movements, and variations in dynamics. The lessons include activities like singing songs, identifying sources of sounds, and applying dynamics through movement. They aim to help students understand timbre, sources of sound, and how to interpret dynamics in music.
This document provides a learner's material on consumer health for third grade students in the Philippines. It was collaboratively developed by educators from various schools and reviewed by the Department of Education. The material encourages teachers and other stakeholders to provide feedback to help improve future editions. It includes 7 lessons to teach students about making healthy consumer choices, consumer rights and responsibilities, and finding reliable sources of health information.
This document provides instructions for making different types of puppets out of various materials for educational purposes. It includes directions for making finger puppets out of cardboard, hand puppets from paper bags, sock puppets from old socks, and stick puppets from popsicle sticks. The puppets are to be decorated and used to retell stories, myths and legends in mini puppet shows. Emphasis is placed on using recycled materials and working collaboratively in groups.
The document provides instructions for a lesson on printing using found objects, where students will create prints for items like shirts or bags by stamping designs made from parts of found objects dipped in paint onto paper. Students are encouraged to think of words, acronyms, or abstract designs to create with the found objects. The prints are meant to convey a message and can be replicated through the stamping process.
The document provides instructions for a basketball skills lesson that teaches dribbling and shooting. Students are introduced to proper dribbling technique at different height levels. They then participate in a shooting game to practice these skills. Finally, they reflect on their ability to dribble properly and display sportsmanship during the game. The goal is to help students develop coordination and accuracy through enjoyable practice of fundamental basketball techniques.
This document provides a 3-lesson module on injury prevention and safety for grade 3 learners. It includes lessons on road safety signs, safely crossing the street, safety at loading/unloading zones, safety inside vehicles, unsafe road situations, hazards in the community, being prepared for emergencies, and ways to stay safe. Learners are engaged through readings, activities, songs, and practice applying safety rules to real-life situations. The goal is to educate young children on essential information to avoid accidents and promote safety.
This document contains information about a MAPEH (Music, Arts, Physical Education, and Health) learner's material for Grade 3. It includes 8 lessons on various physical education topics such as moving in different speeds and directions, throwing and catching skills, dance movements for kunday-kunday, and rhythmic routines using implements like rings and balls. It also has 2 lessons on basic basketball skills of dribbling and shooting. The material was collaboratively developed by educators and is intended to encourage the development of motor skills through fun activities.
This document contains instructions for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) lesson on dance mixers. It instructs students to form two circles, with boys in the inner circle facing counterclockwise and girls in the outer circle facing clockwise. The students are directed to sing "Leron Leron Sinta" while clapping or marching, then find a new partner to perform the dance mixer "Kamayan" which involves shaking hands. Finally, the document evaluates the students' enjoyment and cooperation in the dance mixer activities.
This document contains a draft learner's material for Physical Education (P.E.) for Grade 3 students in the Philippines. It includes 8 lessons on forming different body shapes and movements, as well as flexibility, locomotor skills, and walking exercises. The lessons incorporate warm-up activities, songs, games and partner/group activities to teach the students about their bodies and developing motor skills in a fun way. Guidelines and illustrations are provided for the teachers. Self-assessment checklists allow students to evaluate their own performance.
This document provides instructions for physical education lessons to teach children body shapes, actions, and flexibility. It includes warm-up exercises like jogging, breathing, and stretches. Games are described like "Popcorn" where children quickly form shapes, and "Merry Go-Round" where they move between stations forming different shapes. Bending, stretching, and partner exercises are practiced to improve flexibility. The lessons encourage proper form and cooperation.
The document provides instructions for a physical education lesson plan focusing on bending and flexing the knees. It includes warm-up exercises, activities like mimicking a farmer planting rice, and games involving locomotor movements. The goal is to teach students proper form and flexibility through song, dance, and partner activities.
The document provides instructions for a physical education lesson plan focusing on bending and flexing the knees. It includes warm-up exercises, activities to practice different motions like lunges and marches, and songs to sing while performing actions. The goal is to teach students about proper body mechanics and flexibility through physical movement and routines.
K TO 12 GRADE 3 LEARNING MATERIAL IN PELiGhT ArOhL
The document provides instructions for a physical education lesson plan focusing on bending and stretching the body to improve flexibility. Students are led through various warm-up exercises, partner activities like the Chinese Get Up, and group games involving locomotor movements. The lesson emphasizes performing movements correctly to prevent injury and maintain good posture.
The document provides instructions for a physical education lesson plan focusing on bending and flexing the knees. It includes warm-up exercises, activities to practice different motions like lunges and marches, and songs to sing while performing actions. The goal is to teach students about proper body mechanics and moving in different ways using locomotor skills.
The document provides instructions for a physical education lesson plan focusing on bending and flexing the knees. It includes warm-up exercises, activities to practice different motions like lunges and marches, and songs to sing while performing actions. The goal is to teach students about proper body mechanics and flexibility through physical movement and routines.
This lesson plan outlines a physical education class focusing on walking and flexibility exercises set to music. The 40-minute class will include warm-up exercises, walking in different directions to music, and flexibility exercises performed while singing songs. The objectives are to walk properly, move to sounds and music, do flexibility exercises with singing, and have fun. Assessment will involve student self-evaluation of flexibility exercises.
This lesson plan aims to teach primary school students proper walking techniques and flexibility exercises through fun activities set to music. The plan outlines warm-up exercises, preparatory activities like singing songs with motions, and developmental activities such as walking in formations to music. Students are assessed on their ability to perform exercises correctly and their enjoyment of the activities. The goal is to help students improve coordination and flexibility while having an enjoyable physical education class.
This lesson plan focuses on improving flexibility and proper body mechanics through a variety of physical activities. It includes objectives, topics, skills, values and materials. A series of warm up exercises are outlined to prepare students, followed by preparatory, developmental and closing activities. Assessment is conducted through a checklist. Students are assigned to practice shapes and flexibility exercises at home. The lesson emphasizes bending, stretching, locomotion and cooperation through pair and group activities to promote fitness and enjoyment.
1. The document provides instructions for a Grade 3 MAPEH (Music, Arts, Physical Education, and Health) learner's material.
2. It includes lessons on locomotor movements, manipulatives, dance mixers, rhythmic exercises with maracas and sticks, lead-up games, and the traditional Philippine dance Luksong Tinik.
3. The lessons are designed to develop students' physical skills like coordination, balance and flexibility through singing, dancing, and playing games and relays either individually or with partners and groups.
This document provides information about a MAPEH (Music, Arts, Physical Education, and Health) learner's material for Grade 3 students. It includes 8 lessons that teach locomotor skills, manipulatives, dance mixers, rhythmic exercises, and lead-up games like the famous Filipino folk dance "Luksong Tinik". The goal is to develop students' physical, mental, social and emotional skills through fun and engaging physical activities.
This document provides instructions for a Grade 3 Physical Education learner's material on the dance Tiklos. It includes descriptions of the basic steps of Tiklos including the change step, heel and toe change step, cut step, and touch step. It also provides illustrations and instructions for students to practice the dance steps, learn the rhythm and timing, and perform the full Tiklos dance with a partner or in a group.
The document discusses moving in personal and general spaces through non-locomotor and locomotor movements. It provides examples of both types of movements and instructs students to practice them. Students are asked to explore general space by performing locomotor movements in groups in different patterns and levels. The activities aim to help students understand the difference between personal and general space through embodied experiences moving in their own space and transferring between spaces.
The document provides instructions for a basketball skills lesson that teaches dribbling and shooting. Students are introduced to proper dribbling technique at different height levels. They then participate in a shooting game to practice these skills. Finally, they reflect on their ability to dribble properly and display sportsmanship during the game. The goal is to help students develop coordination and accuracy through enjoyable practice of fundamental basketball techniques.
Gymnastics stunts can be individual, dual, or group activities. Individual stunts are performed solo and test flexibility, balance, and strength. Examples include the turk stand, rocking chair, and ankle hold walk. Dual stunts involve two people, like the wheelbarrow and double feet walk. Group stunts have three or more participants and can be more complex, such as the full elevator, liberties, and pyramids. Stunts are used to build skills and condition the body for gymnastics and tumbling.
Gymnastics stunts can be individual, dual, or group activities. Individual stunts like the turk stand, rocking chair, and prone rocking test flexibility, balance, and strength. Dual stunts such as the wheelbarrow and knee stand involve two people. Group stunts include pyramids with multiple flyers and bases. Common individual stunts are described in detail, along with dual stunts like the handstand and group stunts including the full elevator and liberties. Stunts build skills and can be used for conditioning exercises or gymnastic introductions.
This document provides a teaching guide for a 1st grade physical education class. It outlines four modules that teach students about body awareness, action songs, moving with confidence, and exploring personal and general space. The modules include performance standards, competencies, lesson plans, worksheets and assessments. The lessons incorporate locomotor skills, non-locomotor movements, rhythmic activities, dances, and games to develop students' physical fitness and motor skills.
When I say a direction, move to face that direction quickly and accurately.
North, East, South, West, North, etc.
8. Do challenge 2
Challenge 2: Imagine that you are standing in the middle of the clock and facing north (12:00 o’clock)
This document provides a teaching guide for a physical education class for grade 1 students. It outlines 4 modules that will be covered in the first quarter which focus on body awareness, action songs, confidence in movement, and exploring personal and general space. Each module provides learning objectives, procedures for lessons, worksheets, and a knowledge check. The goal is for students to develop understanding and skills in body management, rhythm, fitness, and locomotor movements.
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Filipino q4 week 3 naisakikilos ang napakinggang awitEDITHA HONRADEZ
Naisakikilos ang napakinggang awitF4PN-IVc-5
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon tulad ng pagsasabi ng punaF4PS-IVc-12.16
Nasasagot ang mga tanong tungkol sa binasang teskto ng awit.
F4PU-IVc-2.1
1. 1
MAPEH
P.E.
Learner’s Material
Unit 1
This instructional material was collaboratively developed
and reviewed by educators from public and private schools,
colleges, and/or universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at
action@deped.gov.ph.
3
2. 2
MAPEH – Grade 3
Learner’s Material
First Edition, 2013
ISBN:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Printed in the Philippines by ____________
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, PSC Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
3. 3
Table of Contents
Lesson 1
Body Shapes and Actions……………………4
Lesson 2
Let’s Move and Be Flexible…………………. 11
Lesson 3
Let’s Walk and Sing ………………………….. 18
Lesson 4
Let’s Move and Bend our Knees ………….. 23
Lesson 5
Let’s Sit and Create Shapes ……………….. 34
Lesson 6
Stretching Challenge ………………………. 34
Lesson 7
Shapes on Hold ……………………………… 43
Lesson 8
Flexibility on Trial ……………………………. 49
4. 4
QUARTER 1
Lesson 1: BODY SHAPES AND ACTION
Look at the picture above. What are the children doing?
If you think they are playing, you are correct.
What kinds of shapes did the children form with their bodies?
Can you do the same?
Did you know that your body can form different shapes and
lines such as straight, curled and twisted?
5. 5
Note: Your teacher will assist you in every activity
Look at the pictures below.
Can you follow or imitate these? Do it with the help of your
teacher. Are you ready?
A. Jog in place (8 counts) or walk in place (8 counts).
B. Do breathing exercises. (10 counts)
c. Do a head bend.
Bend forward (4 counts) with hand support
Bend backward (4 counts) with hand support
Bend sideward right with hand support (4 counts)
Return to position (4 counts).
6. 6
d. Head Twist
Twist your head sideward right (4 counts).
Return to position (4 counts).
Twist you head sideward left (4 counts).
Return to position (4 counts)
e. Shoulder circle
Start with hands at your sides.
Move your shoulders forward (4 counts) with hands
on your sides.
Move your shoulders backward (4 counts) with hands
on your sides.
f. Trunk Twist
Raise your arms to your chest
with palms facing down
Move to the right (count 4)
Return to position
Repeat to the left (count 4)
Back to position
g. Knee stretching/Pushing
Stand straight with feet
apart,with your hands in front
7. 7
on your lap
(count 4)
Slowly move your body
Downward.
(count 4)
Return to position
h. Ankle (foot) Circle
Lift right your foot and rotate
clockwise 4 counts and
counter-clockwise 4 counts.
Repeat with the left foot
i. Starting position: half knee bend.
Inhale as you slowly stand up and straighten your
knees.
Raise arms slowly sideward, upward. (8 counts.)
Exhale as you slowly bring arms downward to its
original position.
Repeat 3 times
You did well in the warm-up exercises. Very good!
How did you feel after the exercise?
Did your heart beat faster?
Did you feel energized? If you did, then you are now
ready to participate in today’s activities.
How would you like to sing a familiar action song?
Sing with your teacher and do the actions too.
8. 8
I’m a Little Teapot
I’m a little teapot short and stout
Here is my handle and here is my spout
When the water‘s boiling hear me shout
Lift me up and pour me out
What actions did you perform while singing?
What shapes did you form with your body?
How did you do it? Can you show it?
How about another game? Are you ready?
How many of you love POPCORN?
What sound does corn produce when it pops?
Let’s have a game called POPCORN. Instead of popping,
you perform the position quickly in two counts.
Are you ready?
Listen to the teacher as s/he gives instructions.
(The teacher will show the illustration taken from the TG)
What actions did you perform?
What parts of your body moved?
How did you do it?
Now, Choose a partner, face each other and do following as if
one of you is the reflection on a mirror
Stand feet
together with your,
arms raised
upward
Stride stand.
Twist your trunk to
the right
Raise your arms
sideward.
Bend trunk
forward, keeping
your back straight,
and raise your
arms forward.
What can you say about the movements?
What different shapes can you do together?
9. 9
Can you describe the different shapes you formed while moving
your feet and arms?
What body parts did you use to form the shapes?
Can you do it again?
Let’s have another activity.
Merry Go Round
The activity is called the Merry Go Round because you have
to move around in a clockwise manner after doing the task in
each station.
Perform the activity at every station while singing Twinkle,
Twinkle Little Star. At the end of the song, transfer to the next
station using the required movement until you finish the four
stations.
Our bodies can perform different shapes
and lines such as straight, curled and
twisted and It can show different shapes
and actions.
If you can move your body and form
shapes in many ways, you will enjoy
exercising.
10. 10
Station 1 – Form a circle with your arms raised upward
Station 2 – Form a square with your arms sideward
Station 3 – Form a triangle with your arms placed in front
Station 4 - Form a diamond with your arms in front
What shapes did you able to form?
What locomotor movements did you use in traveling from
one station to another?
Let’s have a Follow the Leader activity.
Listen. As your teacher blows the whistle, do the action as fast as
you can.
Once stand with feet together (parallel)
Twice do stride stand (stand with
11. 11
feet apart)
thrice do side lunge position
How fast did you able to execute the actions?
Put a check (√) in the box that matches to your performance.
Yes No
1. Did you perform
correctly?
a. feet together (parallel)
b. stride stand
c. side lunge
2. Did you perform correctly
the following shapes
alone or with a partner
a. straight
b. curve
c. twisted
3. Did you cooperated in
the different activities?
4. Did you enjoy the
different activities?
QUARTER 1
Lesson 2: LET’S MOVE AND BE FLEXIBLE!
Bending and stretching are movements that improve
enhance flexibility. The proper way of doing bending and
stretching can prevent injury. A flexible person can assume good
posture at all times.
12. 12
Note: Your teacher will assist you in every activity.
Wear your proper P.E attire. Do the warm-up exercises. Add the
new one for flexibility.
Now, you may stand and perform the different body shapes and
actions that you did in the Popcorn.
Stand with feet
together with your
arms raised
upward.
Stride stand.
Twist your trunk to
the right.
Raise arms
sideward.
Bend trunk
forward, keeping
your back straight,
and raise your
arms forward.
13. 13
Look at the illustration. What is the farmer doing?
Yes, he is planting rice.
What body movement do you is need when you plant rice ?
Yes, you have to bend and stretch.
Try to imitate the farmer in planting rice. While doing so, sing
and do the actions with your teacher.
(Your teacher will show the copy of the song)
Did you imitate the farmer correctly?
Did you bend properly?
How did you rise from a bent position?
Pupils like you must always be alert. Be attentive when
listening to the commands of your teacher.
Let’s play another game.
Game: READY, GET SET, GO!
Form a group with four members. Face the finish line.
Be attentive. Your teacher will give commands. Listen to the
command of your teacher.
Do the action at your teacher’s signal GO and freeze the action
for five seconds.
If you do the action correctly, step forward until you reach the
finish line.
Remember: Be very alert. Your teacher may give the
command in a different order .
1. Pick up things from the floor.
2. Reach upward to pick mangoes from a tree.
14. 14
3. Sway from side to side like a bamboo tree.
4. Pass the ball backward to a friend.
5. Guard your line in patintero.
What movements did you do in Ready Get Set Go?
How many groups reached the finish line?
How did you do it?
Now, find a partner for another activity.
With your partner, sit back to back on the floor, with arms
locked together. Stand without releasing you hold on your partner
and bring both feet closer. This stunt is called Chinese Get Up.
Were you able to do it?
15. 15
How? What movements are needed to do the Chinese Get
Up?
What movements enhance flexibility?
Why do we have to do these movements properly?
Move around the area assigned by your teacher for the
activity called Travelogue. There is an activity card in every area.
Follow the directions. Move to the next area when your teacher
gives the signal.
How did you do the different movements?
Which movements are easy to do? Why?
Which movements are hard to do? Why?
Bending and stretching are movements that
improve flexibility. The proper way of doing
these movements can prevent injury.
A flexible person can do many movements
safely and assume good posture at all times.
16. 16
Now sing and dance as you shake your body.
Shake-Shake-Shake
(Your teacher will provide the copy)
Now perform the following flexibility exercises.
1. Backward Arm Circle
a. Stand straight with feet shoulder-width apart and
arms extended to the sides, parallel to the floor.
b. Slowly circle the arms backward.
c. Start with small circles, then make to large ones.
2. Lateral trunk flexion
a. Stand with hands on your waist, feet shoulder width
apart.
b. Bend at the waist and lean to the side. Return to
straight position, then lean to the other side.
c. Repeat movement with the side
17. 17
3. Bend the trunk forward and back.
Check the box on the self assessment portion that matches
to your performance.
Legend: 3 - Very good
2 - Good
1 - Needs improvement
ACTIVITIES
Self
Assessment
Teacher’s
Assessment
1. Bend forward
2. Bend backward
3. Bend sideward
18. 18
B. How well did you perform the Chinese Get-up?
Check one:
Very good
Good
Needs improvement
Did you like your performance? Why/Why not?
Lesson 3: LET’S WALK AND SING!
Walking can bring you to many places. Correct body
movements in walking help improve your body and prevents
injury.
Are you ready to walk and sing with your classmates?
19. 19
Note: Your teacher will assist you in every activity
Look at the illustrations below.
Can you follow these?
Perform the following:
Figure A-B
1. (Starting Position) Stride stand.
2. Bend trunk sideward right, with the left arm overhead (
Hold for 6 counts).
3. Back to Starting Position (Hold for counts 7-8).
4. Bend trunk sideward left, with the right arm overhead (
Hold for 6 counts).
5. Back to Starting Position (Hold for counts 7-8).
Figure C
1. (Starting Position) Stride stand.
2. Raise heels, raise arms upward, (Hold for 6 counts)
3. Back to Starting Position (for counts 7-8).
Figure D
1. (Starting Position) Stride stand.
2. Hands on waist (Hold for 6 counts).
3. Back to Starting Position (for counts 7-8).
4. Repeat A-D.
5. Inhale and exhale (8 counts).
20. 20
Do you know the song Tong tong tong tong pakitong kitong?
Let us learn the lyrics of the song.
Song: Tong tong tong tong Pakitong kitong
Tong tong tong tong Pakitong kitong
Alimango sa dagat, malaki at masarap
Mahirap mahuli, sapagkat nangangagat.
(repeat)
What animal was mentioned in the song?
Can you create actions for the song?
What parts of your body did you use in doing the
movements?
Are these movements locomotor or non- locomotor? Why?
What do you see in the pictures?
A and B?
C and D?
Compare the pictures A and B.
Who walks properly the boy in the Picture C or the one in
the Picture D?
Who can demonstrate proper walking?
21. 21
WALKING ALL THE WAY
Form four columns with five members for each line.
Follow the music. As your teacher’s whistle signal,you must
walk properly with good posture.
What can you say about the walking activity?
Do you want another challenge?
Let’s do Wring the Dishrag
Choose a partner.
Face your partner and join hands.
Raise one pair of your joined hands
while lower the other ..
Walking properly in different directions is
an enjoyable activity.It helps in the
proper functioning of our body system.
Values infusion:Patience and
discipline are important when playing
with classmates.
22. 22
Turn your bodies until you both end
in a back-to back position.
Now let us sing the song with actions
Song: “ Maliit na Gagamba “
Maliit na gagamba umakyat sa sanga
Dumating ang ulan tinaboy sila
Sumikat ang araw natuyo ang sanga
Maliit na gagamba palaging Masaya.
Check under the column which picture shows correct proper
body mechanics.
B. Direction: Answer the following question with YES or NO
1. Do you walk with arms raised upward? _______
2. Do you walk crisscrossed? _______
3. Do you walk with knees bent? _______
4. Do you walk with arms swinging the sides?____
5. Do you walk in a straight line? _______
23. 23
QUARTER 1
Lesson 4: LET’S MOVE AND BEND OUR KNEES
Your feet support you when you walk and move around. You
can walk forward in different directions, or just stand at attention
like when the Philippine flag is raised.
‐
24. 24
Your teacher will assist you in every activity
Look at the illustrations below
Can you follow these?
Perform :
Figure A, B, C, D (TG)
How would you like to try some movements using other body
parts as your support, like your knees? Can you imitate the
pictures below?
25. 25
Is it easy?
Now try the following:
This time, add arm movements while doing the three
kneeling positions.
How many arm movements did you make? Color the
equivalent number of stars.
4‐5
2‐3
Only 1
26. 26
Do the Kneeling Challenge
Form a group with five members. Create an exercise with
different keeling positions.
In 2 minutes practice this exercise with arm movements.
Next, do the movements while singing “BAHAY KUBO”.
UMUPO, TUMAYO
(To the tune of Rocking the Boat)
Your teacher will provide the copy of the song
KUMUSTA KA
Kumusta ka,ako ay masaya
Umikot ng umikot at humanap na iba
knees can also be used as base of support.
Just like the feet. You can create flexibility
exercises while kneeling. Kneeling exercises
focus on flexibility, balance and strength.
27. 27
After doing the activities, put a check on the space before the
number if the picture shows proper kneeling and cross (x) if it does
not.
28. 28
Lesson: 5 LET’S SIT AND CREATE SHAPES!
You have performed conditioning and flexibility exercises
that improve your body posture. In this lesson ,you will learn
different sitting positions with correct body mechanics. Enjoy
participating in these simple activities.
Note: Your teacher will assist you in every activity,
Do the bending, stretching, twisting, and balancing
exercises:
Recall the different kneeling positions you learned in lesson 4.
Form four columns. Each column will do the following:
29. 29
Kneel on both legs
Stride kneeling
Half kneeling
Half kneeling with one leg extended sideways
Sing and put actions to this song.
“Sit Down, You’re Rocking the Boat”
(Your teacher will give you the copy of the song)
What body movements did you do while singing the song?
Did you enjoy the actions?
Look at the illustrations of different sitting positions.
Describe the different positions in each picture.
Can you do it?
Sitting Positions:
30. 30
Look at the pictures.
Describe each picture.
What is the child doing?
Can you do it?
Now, do the different sitting positions correctly. Do it by
group.1st group, 2nd group, and 3rd.
Answer the following questions:
1. What different sitting positions did you do?
2. Did you do the different positions with correct body
mechanics? Yes/No?
3. Which movements of sitting positions did you find difficult?
Why?
31. 31
Creating Body Shapes
Join a group. Practice the sitting positions and form shapes
with your body. You may do it alone, with a partner or with the
group.
Rate your accomplishment. Color the number of suns that
matches the body shapes you formed.
Activities Scores
Formed at least three body shapes
Formed at least two body shapes
Formed at least one body shape
Now, that you have done the different sitting positions, answer
this question.
Why is it important to know the basic l sitting positions
properly?
Knowing the basic sitting positions will help
you to explore different movements and
shapes.
The proper execution of each position will
improve posture or correct defects.
32. 32
Sitting Relay (Group work)
Hip Walk
Round 1. Forward. Each group member moves forward to
the finish line.
Round 2. Backward . Each group member moves
backward to the finish line
33. 33
What position did you use in Hip Walk?
What body shapes did you form in this activity?
What different movements did you make?
Did you do the activity correctly?
Did you enjoy the activity?
Let’s sing “Look at Me”
Look at me (2x)
I am a butterfly
I can fly (4x)
Like a butterfly
Check the appropriate column that matches to your
answer.
Activities Yes No
1. Performed the different sitting positions
correctly
2. Creates at least 3 body shapes
3. Executed the body positions clearly and
correctly
4. Participates in relay and races actively
5. Worked cooperatively with the group
34. 34
Lesson 6: STRETCHING CHALLENGE
There are different body movements in sitting. Now, as you
go along: let us describe, perform and enjoy simple static and
dynamic flexibility exercises that help improve body posture in
sitting.
Are you ready to participate?
Note: Your teacher will assist you in every activity
Do the warm up exercises to prepare your body.
Do the body shapes and sitting actions that you learned
from the previous lesson while singing
Lubi-lubi. Each position should be done in 4 counts.
36. 36
Now, let us imagine that we are on a boat. You perform
actions while singing the song “Row, Row, Row your Boat”.
Can you answer the following questions?
1. What is described in the song?
2. How do you row a boat?
3. What body parts are used in rowing a boat?
4. What arm movements are used in rowing?
5. What body movement is used in rowing?
Do you want more activities? Let’s do the “Limbo Rock”.
Follow the simple instructions below
37. 37
A garter supported by a stand is placed horizontal to the
ground or held by two pupils. Form a column. Each person will try
to pass under the garter. After everyone has tried, the garter is
lowered an inch or two preferably until waist level of the teacher.
The group who could not touch the garter with any part of their
bodies without exerting strength other than feet touched the
ground wins.
Note: When passing under the garter, you must bend backward or
forward.
Answer the following questions:
a. What body movements are used in playing the game?
b. How can you cross even if the garter is lowered inch by inch?
c. What parts of the body are stretched?
d. What parts of the body are bent?
e. What did you do while waiting for your turn?
Is the activity Limbo Rock connected to flexibility?
What is flexibility?
What are the two kinds of flexibility?
How do you show each kind of flexibility?
Flexibility is the ability to bend or stretch
without hurting themselves.
Two Kinds of Flexibility
1. Static Flexibility- doing flexibility
exercises on a stationary position
2. Dynamic Flexibility- doing flexibility
exercises while moving
38. 38
Now, you will do static flexibility exercises. Follow the steps
below:
Flexibility Exercise on Seated Position (Static Flexibility)
SP: (Starting Position)
Long sitting position
a. Bend right knee close to
the chest. Slightly lean trunk
backward and hold
position for 6 counts.Return to
starting position position count 7 and 8
Repeat with the left leg 8 counts
Repeat all in 16 counts
In this part, you will do dynamic flexibility exercises.
Follow the steps below:
SP: Long sitting
39. 39
Flexibility Exercise on Seated Position (Dynamic Flexibility)
SP: Long sitting rest position
a. Bend right knee close to the
Chest, count 1,2
b. Stretch right leg upward,
toes pointed up, count 3,4
c. Bend right knee close to
the chest, count 5,6
a
b
c
d. Long sitting rest
40. 40
d. Long sitting restd. Back to long sitting rest
position count 7,8
Repeat with the left leg
for 8 counts.
Repeat all for 16 counts
Answer the following questions:
1. How will you describe static flexibility based on first
activity?
2. How will you describe dynamic flexibility based on second
activity?
Can you still improve your ability in doing dynamic and static
flexibility?
Follow the directions below
Thigh Stretch (Dynamic Flexibility)
SP: Stride sitting
a. Place both hands in front closer to your thighs.
Move your right and left hands alternately as if you are
walking forward with your hands.
41. 41
a
a
Bring your trunk close to the floor with every step of your
hands.
Thigh Stretch (Static Flexibility)
SP: Stride sitting position
a. Slowly bend your body forward, extending your arms and
hands to reach for the right toe. Do not bend your knees.
Hold position for 8 counts .Repeat position with the left
toe. Hold position for 8 counts.
Repeat the activity for 16 counts.
42. 42
Pause while in a heel- sit position. You sing and act to Leron, Leron
Sinta using these steps.
a. Sway your arms overhead to the right and to the left .Bend
your trunk sideward to the right end to the left counts
b. Arms overhead swing right hand downward-backward, left
hand remains overhead, twist the body sideward 2 counts
.Swing right arm upward to its original position 2 counts.
Repeat all movement on the left hand repeat all R and L (12
counts.)
T
(Your teacher will give you the rubrics).
Legend:
5 – Excellent 2 - Fair
4 – Very Satisfactory 1 – Need Improvement
3 – Satisfactory
Assignment:
A. Ask the pupils to practice the different movements.
B. Ask them to draw symmetrical and asymmetrical
shapes in their notebooks.
43. 43
Lesson 7: SHAPES ON HOLD
You have already learned and formed shapes by using body
parts. You will now learn about two different kinds of shapes. Are
you ready to start?
Note: Your teacher will assist you in every activity
Look and study the illustration. Then answer the questions.
A B
1. What can you say about the pictures?
2. Can you describe the movements in the picture?
3. What body parts were used as a base support?
4. Can you perform these movements?
You have just seen two different kinds of shape and positions.
The one on the right is an asymmetrical shape while the one on
the left is a symmetrical shape.
Picture A shows balance. When you divide it in the middle,
both sides form identical shapes. That is why it is called
Symmetrical.
44. 44
Picture B shows uneven balance. When you cut it at the
middle the two sides form different shape that is why it is called
Asymmetrical
Before you start participating in the activities, do a simple
warm-up to prepare your body and prevent any injury.
Do the warm up exercises following the rhythm of the music.
(Refer to pages 2 to 4 of Lesson 1)
Now that you have warmed-up, you are now ready for the
group activity.
TRAVELOGUE
Follow this procedure:
1. Form five groups. Select your leader. Go around the stations
and do the actions/body shapes in the illustration.
2. Remember the safety precautions while performing the
activity. (Teacher will give the safety precautions)
3. Perform the activity by group.
Station I
a. Stride Standing b. Side Lunge Standing
45. 45
Station II
a. Stride Kneeling b. Half Kneeling
Station III
a. Side Sitting b. Frog Sitting
Station IV -
a. Side Lying b. Prone Lying
46. 46
Station V -
a. Dog stand b. Knee Scale
Answer the following questions:
1. What body positions did you do in stations 1-5?
2. Besides your feet what body parts did you use as base
support ?
3. Which body shapes and actions show symmetry or
asymmetry?
Stride standing, stride kneeling, frog
sitting, prone lying and dog stand are body
shapes/actions that show symmetrical
shapes.
Side lunge, half kneeling, side sitting
and knee scale are body shapes/actions
that show asymmetrical shapes.
47. 47
Standing Position
This time try to create shapes. Get a partner. One will be the
sculptor and will do the statue position that is similar to the picture
shown in the station and hold it for 10 seconds.
Move to the next station when the music is played. When the
music stops, create the next statue and hold it for 10 seconds.
Move to the next station when the music is played. When the
music stops, do the next statue and hold it for 10 seconds.
Activity: Creating Shape
Directions:
Work in pairs, One will play the sculptor while the other will
be the statue. When the music plays, each pair may
move. The sculptor will create the statue/shape shown on
the teacher’s flashcard. When the music stops the statue
must stop moving and freeze. The sculptor must say if
his/her creation is a symmetrical or an asymmetrical
shape.
1 2
Two hands and one foot
as base of support
48. 48
FROG SIT
KNEE -SCALE
3 4
5
1. Did you enjoy the activity?
2. Were you able to quickly form the shape before the music
stopped?
Now form two different circles.
Sit Indian style and enjoy singing Leron’leron Sinta while
clapping your hands.
DOG STAND
49. 49
Demonstrate the body shapes or actions. Check (√) yes if
you performed well and check (√) No if not.
BODY SHAPES/ACTIONS YES NO
1. Stride Kneeling
2. Side Sitting position
3. Frog Sitting
4. Dog Stand
5. Prone Lying
QUARTER 1
Lesson 8: FLEXIBILITY ON TRIAL
You learned in your past lessons about the correct body
posture, like correct posture in standing, sitting, walking and
others. In this lesson you will study how to improve body posture
through conditioning and flexibility exercises.
Note: Your teacher will assist you in every activity
To prepare your body, do the warm up exercises on pages 2-
4 of lessons 1.
Do you know the song “Do the Boggie Woggie”? Your
teacher will sing and you will follow.Sing and do the movements.
50. 50
Toe Touch
(To the tune of Do the Boggie Woggie)
By: Urcesio A. Sepe,Rhodora B. Pena and Sonny F. Meneses Jr.
Sit on the floor while legs stretched apart
Slowly bend your body forward
And do the double toe touch
And do the double toe touch
Let’s do another one
Chorus:
Toe touch on the right
Toe touch on the left
Double toe touch on open sitting position
(Repeat chorus 2x)
Did you like the song?
How did you feel while doing the activity?
Did you enjoy doing it?
Look at the picture. Guess the missing letters to form words
related with the pictures.
51. 51
1.
2.
3.
4.
5.
Did you complete the words? Now look and study the
following illustrations.
m c e
o y
t e c h
l e i
b
g
e r i s
SEATED L
SEATED STRADDLE
52. 52
In the illustrations presented, which movements or exercises
show conditioning and flexibility exercises?
Which movement or exercise shows non-conditioning
flexibility exercise?
Which body parts are stretched?
Can you perform this kind of movement?
WING STRETCHING STRETCHING
SEATED TOE TOUCH
BEAR HUG
CROSS LEG STRETCH
RUN/MARCH IN PLACE
53. 53
Answer the following questions:
What flexibility exercise did you perform?
Which body parts did you use in the first and second
exercises?
How did you feel while doing the activity?
Which part of your body was stretched?
Do you think this activity will improve body posture? How?
Now , let us move and have a game. Always remember
safety precautions while doing the game.
Activity 3: Let’s Move
Leap and Stretch
(Note: Consider the safety precautions)
(Your teacher will provide the copy)
Did you enjoy the game?
What did you do to win?
Did you follow the safety precautions?
Form a big circle. Do the sitting position with an open legs
which are not too wide. Sing again the song “Toe Touch” with
actions.
There are different conditioning and
flexibility exercises that will help us to
improve body posture.
54. 54
Study the illustrations. Put a double check (√√) if it shows
body conditioning and flexibility and single check (√) if not.
Body Conditioning and Flexibility Exercises
√ √ √
1. Run/March in place
2. Seated toe touch
3. Seated Straddle
Side Sitting