Module 1-week 1 and 2 Philippine physical activity pyramidRogelioPasion2
The document describes the Philippine physical activity pyramid. It explains that the pyramid is a plan to guide people towards an active lifestyle through different levels of physical activity. The bottom level involves activities people should reduce like sitting or taking elevators. The next level includes recreational activities to do 2-3 times a week like dancing, sports, or yoga. The third level suggests playing sports 3-5 times a week. The top level includes activities to incorporate into daily life like walking or household chores. It provides an example questions to identify the level different activities fall into based on the pyramid.
Module 1-week 1 and 2 Philippine physical activity pyramidRogelioPasion2
The document describes the Philippine physical activity pyramid. It explains that the pyramid is a plan to guide people towards an active lifestyle through different levels of physical activity. The bottom level involves activities people should reduce like sitting or taking elevators. The next level includes recreational activities to do 2-3 times a week like dancing, sports, or yoga. The third level suggests playing sports 3-5 times a week. The top level includes activities to incorporate into daily life like walking or household chores. It provides an example questions to identify the level different activities fall into based on the pyramid.
The document provides information about musical notes on the G-clef or treble clef staff. It defines key terms like melody, tones, pitch, and notes. It identifies the lines and spaces that make up the staff as well as the pitches notated on the lines and spaces of the G-clef staff from middle C and below. It includes examples of short exercises to identify the pitch names of notes presented on the staff.
K TO 12 GRADE 4 TEACHER’S GUIDE IN HEALTH (Q1-Q4)LiGhT ArOhL
The document provides information about the authors and contributors who developed the Teacher's Guide for Grade 4 Physical Education and Health Education. It lists the project leaders, content reviewers, writers, language reviewers, illustrators, and layout artists for both subjects. It also provides publishing details for the Teacher's Guide, including copyright notes.
•Nabibigyang kahulugan ang Simuno at Panaguri
•Natutukoy ang kaibahan ng simuno at panaguri sa pangungusap.
•Natutukoy ang simuno at panaguri sa pangungusap.
•Nakakapagbigay ng pangungusap na may simuno at panaguri.
Real or make believe fact or non fact imagesLily bag
Images can be either real or make-believe, depending on whether they depict objects and events that exist in reality or are imaginary. The document discusses examples of both real and make-believe images and how to identify which is which. Real images portray people, places, and things that exist in real life, while make-believe images show imaginary characters, settings, or events. Both real and make-believe images can be used for purposes like education, entertainment, and persuasion. The document provides guidance on evaluating images and determining whether they represent facts or non-facts.
This document discusses target games as part of Filipino culture and describes both individual and team target games. It notes that target games can be played indoors or outdoors and involve either aiming to hit a target alone or using offensive/defensive strategies against an opponent. Examples of individual target games include palo sebo, luksong baka, sipa, billiards, shooting range, golf, and bowling. Team target games examples include bati-cobra, calahoyo, tumbang preso, luksong tinik, ubusan nang lahi, siyato or tiato, football/soccer, and baseball. The document also lists skills developed through target games like coordination
The document provides information about musical notes on the G-clef or treble clef staff. It defines key terms like melody, tones, pitch, and notes. It identifies the lines and spaces that make up the staff as well as the pitches notated on the lines and spaces of the G-clef staff from middle C and below. It includes examples of short exercises to identify the pitch names of notes presented on the staff.
K TO 12 GRADE 4 TEACHER’S GUIDE IN HEALTH (Q1-Q4)LiGhT ArOhL
The document provides information about the authors and contributors who developed the Teacher's Guide for Grade 4 Physical Education and Health Education. It lists the project leaders, content reviewers, writers, language reviewers, illustrators, and layout artists for both subjects. It also provides publishing details for the Teacher's Guide, including copyright notes.
•Nabibigyang kahulugan ang Simuno at Panaguri
•Natutukoy ang kaibahan ng simuno at panaguri sa pangungusap.
•Natutukoy ang simuno at panaguri sa pangungusap.
•Nakakapagbigay ng pangungusap na may simuno at panaguri.
Real or make believe fact or non fact imagesLily bag
Images can be either real or make-believe, depending on whether they depict objects and events that exist in reality or are imaginary. The document discusses examples of both real and make-believe images and how to identify which is which. Real images portray people, places, and things that exist in real life, while make-believe images show imaginary characters, settings, or events. Both real and make-believe images can be used for purposes like education, entertainment, and persuasion. The document provides guidance on evaluating images and determining whether they represent facts or non-facts.
This document discusses target games as part of Filipino culture and describes both individual and team target games. It notes that target games can be played indoors or outdoors and involve either aiming to hit a target alone or using offensive/defensive strategies against an opponent. Examples of individual target games include palo sebo, luksong baka, sipa, billiards, shooting range, golf, and bowling. Team target games examples include bati-cobra, calahoyo, tumbang preso, luksong tinik, ubusan nang lahi, siyato or tiato, football/soccer, and baseball. The document also lists skills developed through target games like coordination
1. Subject : Physical Education 4
Topic
: Ang Physical Activity
Guide para sa Batang
Pilipino
Name : Darel D. Caubang
Teaching Position : Teacher I
District : Sorsogon East
School
: Buhatan Integrated
National School
13. Aling mga gawain sa tsart ang ginagawa
mo na naaayon sa rekomendasyon ng
pyramid?
Aling mga gawain sa tsart ang sa tingin mo
ay dapat mong dalasan ang paggawa?
Bakit?
14.
15. Mag-isip ng mga gawain na wala pa sa pyramid.Ilarawan sa
pamamagitan ng isa o mahigit pa na mga eksena o presentasyon ang
mga gawain.
16. - Sang-ayon ka ba sa mga
gawaing ipinakita ng ibang grupo?
- Naayon ba ang mga ito sa
dalas ng paggawa na rekomendado
ng pyramid?
17. Base sa iyong natutunan, lagyan ng tsek (√) ang tsart. Huwag mag-alinlangan na
baguhin ang iyong sagot base sa natutunan.
18. Takdang Aralin:
Simulan ang pagtatala ng mga gawaing iyong ginagawa
sa araw-araw. Gumawa ng tsart na pang-isang linggo at isulat
ang mga gawaing ito. Kopyahen sa iyong kuwaderno.
Linggo Lunes Martes Miyerkules Huwebes Byernes Sabado
Hal. Pagtulong
sa paglalaba
Paglaro
Habulan
21. III – Pamamaraan
A. Pang-araw-araw na Gawain
Pagtsek ng attendance at angkop na kasuotan
B. Panimulang Gawain
1. Pampasiglang Gawain
Ipasagot ang gawaing pampasigla na nasa LM.
a. Lahat ba ng gawaing nasa tsart ay ginagawa mo? Ilang beses sa isang linggo?
b. Aling mga gawain ang mas madaling gawin? Ang mas mahirap gawin?
2. Balik-aral
Itanong kung ano-anong mga gawaing pisikal ang kanilang natatandaan
at natutuhan sa Ikatlong Baitang. Talakayin.
C. Panlinang na Gawain
1. Ipakita sa mga mag-aaral ang Physical Activity Pyramid Guide para sa
Batang Pilipino at itanong kung ano ang masasabi nila tungkol dito.
2. Ipaliwanag ang gamit ng PAPG para sa batang Pilipino at kung ano
ang maitutulong nito sa kalusugan ng mga mag-aaral na kasalukuyan aktibo at
kasalukuyang hindi gaanong aktibo.
3. Ipasusri sa mga mag-aaral ang kanilang sagot sa Simulan Natin at
sagutin ang Suriin Natin.
22. D. Paglalapat
Pangkatin ang klase sa apat.
Ilalarawan sa pamamagitan ng isang eksena o presentasyon ng bawat grupo
nang mga gawain sa araw-araw. Ipaliwanag na kailangang mag-isip sila ng mga gawaing
wala sa pyramid. Ipaliwanag kung papaano ang paggawa ng eksena o presentasyon.
Unang Grupo: araw-araw na ginagawa
Pangalawang Grupo: 3-5 beses sa isang linggo
Pangatlong Grupo: 2-3 beses sa isang linggo
Pang-apat na Grupo: 1 beses sa isang linggo
- Ang lider ng bawat grupo ay ipapaliwanag kung ano ang ipinapkitang gawain ng
mga kasapi
Itanong ang mga sumusunod:
- Sang-ayon ka ba sa mga gawaing ipinakita ng ibang grupo?
- Naayon ba ang mga ito sa dalas ng paggawa na rekomendado ng pyramid?
E. Pangwakas na Gawain
Ipagawa ang gawain sa LM. Huwag mag-alinlangan na baguhin ang iyong
natutunan.
IV – Takdang Aralin
Ipagawa ang gawain sa LM