TG Pe G8

Grade 8 Teaching Guide
(Under K to 12 Curriculum)
Learning Area: MAPEH
Physical Education
Quarter 1
Defining the Learning Outcome
Grade Level Standard:
The learner demonstrates understanding of how the family fitness helps in
sustaining an active lifestyle.
Content Standard:
Learning Competencies:
The
learner
demonstrates
Let your students know that at the
understanding of the benefits of health end
of
this
particular
learning
related fitness (HRF) to the family
materials/module, they are expected to
Performance Standard:
The
learner
produces
a
comprehensive and appropriate HRF
plan.
undertake fitness tests;

identify the physical activity habits of
the family in terms of health-related
fitness components;
assess the familys strengths and
weaknesses in the components of
HRF;
perform
exercises
to
enhance
cardiovascular and muscular fitness;
regularly demonstrate HRF for the
family to ensure its promotion of an
active lifestyle;
explain why the seriousness of
purpose is critical in ensuring the
conduct of activities in the family; and
design physical activities
that
promote cardiovascular and muscular
fitness activities to family member.
Assessment Plan
Product/Performance
Task:
Use
formative
and
summative assessment
A comprehensive and tools to assess the
an appropriate HRF plan competencies:
for the family
Differentiate the Healthrelated
fitness
components and relate
their importance to family
wellness
Relate HRF to daily
physical activities of the
family
Assess the strengths
and weaknesses of the
family in relation to the
HRF components
Provide
different
options/choices
for
familys HRF activities
Create
and
perform
physical
enhancement
activities for the family
Assess
familys
performance in physical
activities in relation to
their level of wellness
Assess the performance

task using the following
criteria:
Assessment of HRF plan
for the family using the
following criteria:
Appropriateness of the
HRF activities for the
family
Relevance
to
the
needs of the family
members
Completeness of the
plan
Teaching-Learning Plan
Introduction
This quarter allows the Grade 8 learners to explore and to develop

their knowledge and skills that will help them and their family establish a lifelong
habit of physical wellness. Initiating these activites and motivating students will be a
real challenge for you teachers!
With the advancement of technology today, people are less physically active
and dont participate much in fitness-relevant activities. Although we are well aware
of the health benefits that can be derived from engaging in physical activities, we still
tend to take its significance for granted. Even young people, like your learners, do
not anymore engage in worthwhile physical exercises on a daily basis. This may be
because they rarely have health problems. It is possible that in the late stage of their
adult life they will tend to remember how important diet and exercise are to their
health. They need to be reminded that physical well-being is crucial to a long and
healthy life and this reduces the risk of hypertension, heart diseases, and other
health problems. Being physically fit can help them get through the stresses and
demands of life and this improves their self-esteem, develops their confidence, and
self-concept.
Health-related fitness plays a vital role in the holistic development of a person.
Fitness activities, usually depend on individuals choice, age, and ability. Healthrelated fitness ensures cardiovascular fitness and thus helps them in the process of
aging.
Health-related fitness activities are provided for your students to have a better
grasp on the lesson at hand and to help them choose and select the appropriate
exercises or activities that will help them and their family achieve a level of physical
wellness. Expectations from these activities should be made clear to your learners
and questionsfrom them are encouraged to bridge differences of ideas.
Encourage your students to design an HRF (Health-Related Fitness) plan that
will cater to the needs of their family. Even after the implementation of the designed
HRF plan, your students will still need to evaluate its success or failure and make
revisions, if needed, motivate them and their family to continue the HRF activity for
3
life. There is also a need to emphasize the importance of making the activity fun and
enjoyable for your students to make exercise a habit for life.
Objectives
At the end of this module, the students should be able to

undertake fitness tests
identify the physical activity habits of the family in terms of health-related fitness
components
assess the familys strengths and weaknesses in the components of HRF
perform exercises to enhance cardiovascular and muscular fitness
regularly demonstrate HRF to the family to ensure its promotion of an active
lifestyle
explain the serious of purpose to ensure the conduct of activities in the family
design physical activities that promote cardiovascular and muscular fitness
activities to family members
Pre-Test
Assess the learners prior knowledge of Health-Related Fitness.

Have them identify and classify the pictures shown to them.
Instruct them to explain how these HRF activities can benefit their family in line
with physical wellness.
Inform them that the pre-test will not be graded but will help the teacher
determine their prior knowledge about the lesson-at-hand.
Learning Goals
And Targets
Encourage the learners to reflect on and write their expected learning goals and
targets.
Part I. WHAT TO KNOW
In this stage your students will reflect on the effectiveness of doing daily
routines. Be aware of their expectations about the topic and encourage them to ask
questions for further clarifications. Make them do the following activities to assess
their knowledge about health-related fitness exercises. Give them oppurtunities to
identify and clarify any misconceptions they have about the lesson.
Activity 1
Where Am I?
Introduce to your students this brain teasing fun game called Word
Scramble. Instruct them to find from the untangled letters the components
associated with Health-Related Fitness. The words could be in any directions as long
as the letters are all inter-connected. Let them write these words below and define
each.
S C E
B T
D U R A
O L
A N
D F
Y C O M N D
S O
O G
M A X
M U M H
R O W
My answers: (in any order)

1. Flexibility
2. Body Composition
3. Strength
4. Endurance
If they have found the words and were able to

define each of their answers that would mean that
they have the basic knowledge of HRF.
Below is a discussion on the components of
HRF. Let the students read and answer the
questions found below the reading material. Have
them use their worksheets for their answer.
Components of Health-Related Fitness

Fitness is defined as a condition in which an individual has enough energy to avoid
fatigue and enjoy life. Analyze your day. Do you have lots of energy, or do you get
tired easily?
Physical fitness is divided into four health- and six skill-related components.
Skill-related fitness enhances ones performance in athletic or sports events.
Health-related fitness is the ability to become and stay physically healthy.
Health Components
Cardio-respiratory fitness
Muscular strength and endurance
Flexibility
Body composition
Skill Components
Agility
Balance
Power
Speed
Coordination
Reaction time
Health-related components focus on factors that promote optimum health and

prevent the onset of disease and problems associated with inactivity.
Four Components of Health-Related Fitness
Cardiovascular fitness is the ability of the heart (cardio) and circulatory system
(vascular) to supply oxygen to muscles for an extended period of time.
Cardiovascular is also called cardio-respiratory (lungs) fitness. Usually the 1km run
or some other type of continuous fitness activity (12-minute run, cycling, step-test,
etc.) is used to assess cardiovascular fitness.
Muscular strength and endurance is the muscles ability to produce effort or
perform work.
Muscular endurance refers to the ability of the muscles to work over an extended
period of time without fatigue. Performing pushups and sit-ups or crunches for one
minute is commonly used in fitness testing of muscular endurance.
Muscular strength refers to the maximum amount of force a muscle can exert
against an opposing force. Fitness testing usually consists of a one-time maximum
lift using weights (bench press, leg press, etc.).
Flexibility is the ability to move a body part through a full range of motion (ROM) at
a joint. The sit-and-reach is commonly used to determine flexibility.
Body composition is the ratio of body fat to lean body mass (including water,
bones, muscles, and connective tissues). Having too much fat tissues is a risk factor
for cardiovascular diseases, diabetes, cancer, and arthritis.
In addition to improving quality of life, health-related fitness
increases muscle tone and strength;
decreases susceptibility to injuries and illness;
improves bone mineral density;
reduces risk of osteoporosis;
improves posture;
increases efficiency of the respiratory and circulatory systems;
decreases risk of cardiovascular disease and stroke;
improves blood pressure;
decreases risk of diabetes and some cancers;
improves self-esteem and self-confidence;
decreases body fat and improves metabolism; and
increases energy level and academic achievement.
After the students finish reading, let them answer the following questions. Tell them
to use their worksheet for their answers:
1. In your own words, define fitness.
___________________________________________________________________
___________________________________________________________________
_____.
2. Describe the difference between health-related and skill-related fitness
components.
___________________________________________________________________
___________________________________________________________________
_____.
Activity 2
Quest for Fitness
In this activity, let your students reflect on their daily activities and write them
down on the table below. Remind them to give special attention to activities that will
help improve their HRF and maximize their body potentials. After a few minutes,
group them into 5 or 8 and let them discuss their answers with the group. Give them
time to present their output in class.
What are my
daily routine or
tasks associated
with healthrelated fitness?
My daily routines/tasks
HRF components
1.
2.
3.
4.
Motivate students by telling them
that doing household chores helps a lot in
maintaining physical fitness. Tell them that
they have been sitting the greater part of
the day, which reduced their regular
physical workload, so encourage them to
make time doing household chores as part
of their daily routines.
Activity
on
the next page is a
reinforcement of
what they have
learned in part 1.
Activity 3
Picture Parade
In this activity, your students are required to bring pictures showing different
activities of a person. Allow them to display their pictures and let them describe the
actions and how the person in the picture might be feeling. Instruct them to list down
benefits associated with each activity.
Examples of pictures might include the following:
A running smiling child (feeling free and happy)
A group of people engaged in a game or sport (having fun)
A performing figure skater, dancer, or gymnast (graceful, powerful)
After displaying their picture parade, ask one of their classmates to report his/her
list of benefits associated with each activity in class. Allow each of them to explain
his/her answer.
Variation: Create a collage or bulletin board display from the cut-out pictures of
newspapers or magazines that will illustrate the benefits of being active.
Congratulate them for doing a
great job and for presenting a beautiful
work of art. Based on their work, it is
now very clear that they have
understood their lesson well.
Activity 4
Family
Connection
In this activity, tell your students to identify the physical activity habits of their
family in terms of health-related fitness components. A table is provided for them to
list down important details that are helpful for the when they design their family HRF
activity plan.
Family
Members
Age
Occupation/
Work/Job
Example:
54
PUJ Diver
Mother
48
Housewife
Sister
25
None
Brother 1
22
Laborer
Brother 2
18
Student
Me
14
Student
Activities involved in
relation
to
the
Occupation/Work/Job
HRF
component
involved
Drives and sits for 8

hours
Father
Household
Chores
HRF
component
involved
Feeds the
chicken
repair
damages in
the house . .
.
(If they are living with relatives or a working student just indicate those people they
are living with)
Tell your students that they have done a great

job! Your students are now ready to level up. The next
activities that await them will be more interesting and
fun-filled. So let them enjoy the experience!
Part II. WHAT TO PROCESS
For the students to have a deeper understanding on the importance of

exercise in building total fitness and family wellness, provide them with activities that
will allow them to develop, reflect, rethink, validate, and revise their understanding of
fitness HRF.
Once again the students must
undertake the fitness test for comparative
purposes in determining general fitness.
This is a test given to them every year. So
this would not be hard for them to perform.
Tell the students to make sure they follow
the instructions to avoid accidents.
10
Activity 1
Physical Fitness Test (HRF)
1. Tell your students to prepare for the test:

Review the procedures in conducting the Physical Fitness Test.
Wear appropriate attire.
Do the warm-up exercises on their own or with their partner.
Orient them on the proper execution of the tests and recording of test
results.
Go through with the test without exerting maximum effort.
Observe safety.
2. Let them perform the test with a partner.
3. Record their test results.
Physical Fitness Test
Health Related Fitness
BODY COMPOSITION is the bodys relative amount of fat to fat-free mass.
A. Body Mass Index (BMI)
WEIGHT [in Kilograms]
HEIGHT [in Meters]2
Example:
30
(1.20)2
CLASSIFICATION:
BELOW 18.5
18.5 24.9
25 29.9
30.0 ABOVE
30
1.44
Underweight
Normal
Overweight
Obese
A.1 Weight the heaviness or lightness of a person.

Equipment:
Weighing Scale
11
20.83 (NORMAL)
Procedure:
For the test taker:
a. Wear light clothing.
b. On bare feet, stand erect and still with weight evenly distributed on the
center of the scale.
For the partner:
a. Before the start of weighing, adjust the scale to zero point.
b. Record the score in kilograms.
Scoring record body mass to the nearest 0.5 kilograms
A.2 Height it is the distance between the floor to the top of the head in standing
position.
Equipment:
1. An even and firm floor and flat wall.
2. L square
3. Tape measure laid flat to a concrete wall. The zero point starts at the
bottom of the floor.
Procedure:
For the student:
a. Stand erect on bare feet with heels, buttocks and shoulders pressed
against the wall with tape measure.
For the partner:
a. Place the L-square against the wall with the base at the top of the head
of the person being tested.
b. Record the score in meters.
Scoring record standing height.
* 1 meter = 100 centimeters
B. Waist Circumference
waist circumference is a good predictor of visceral fat which
contributes more risk of cardiovascular disease and diabetes
than fat located in other areas of the body.
Equipment:
Tape Measure
12
Procedure:
For the student:
a. Wear light clothing before taking waist circumference.
b. On bare waist, stand erect and wrap tape measure around waist.
For the partner:
a. Record the score in centimeters.
Standard
Risk
Very High
High
Normal
Low
Very Low
Men
Centimeter
>120
100 120
102
80 99
<80
Inches
>47
39.5 47
40
31.5 39
<31.5
Women
Centimeter
>110
90 109
88
70 89
<70
Inches
>43.5
35.5 43
34.6
28.3 35
<28.5
STRENGTH refers to the muscles ability to generate force against physical

objects. In the fitness world, this typically refers to how much
weight you can lift for different strength training exercises.
1. 90 Degree Push-up
Purpose to measure strength of upper extremities
Equipment
Exercise mats or any clean mats
Procedure
For the student:
a. Lie down on the mat; face down in standard push-up position: palms on
the mat under the shoulders, fingers pointing forward, and legs straight,
parallel, and slightly apart, with the toes supporting the feet.
b. FOR BOYS: Straighten the arms, keeping the back and knees straight,
then lower the arms until there is a 90-degree angle at the elbows
(upper arms are parallel to the floor).
13
FOR GIRLS: With knees in contact with the floor, straighten the arms,
keeping the back straight, then lower the arms until there is a 90-degree
angle at the elbows (upper arms are parallel to the floor).
c. Perform as many repetitions as possible, maintaining a cadence of 20
push-ups per minute (2 seconds going down and 1 second going up).
For the tester:

a. As the student assumes the position of push-up, start counting as the
student lowers his body on the ground until he reaches 90-degree angle
at the elbow.
b. Make sure that the student performs the push-ups in the correct form.
c. The test is terminated when the subject can no longer perform the pushups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or breaks his/her cadence.
Scoring record the number of push-ups made.
2. Curl-ups
Purpose to measure strength of abdominal muscles
Equipment
Exercise mats or any clean mats
Procedure
For the student
a. Lie on back with the knees flexed and the feet 12 inches from the
buttocks.
b. Feet cannot be held or rested against an object. The arms are extended
and are resting on the thighs.
c. Complete a slow, controlled curl-up, until the student's shoulders come
off the mat two inches, then back down again.
d. The curl-up should be performed at a rate of one every 3 seconds or 20
curl-ups per minute (2 seconds going up and 1 second going down).
e. There should be no rest at the bottom position, and students should
perform as many curl-ups as possible without stopping.
14
For the tester

a. One curl-up is counted each time the students shoulder blade touches
the floor.
b. Make sure that the student performs the curl-ups in the correct form.
c. The test is terminated when the subject can no longer perform the curlups in the correct form (three corrections are allowed), is in pain,
voluntarily stops, or breaks his/her cadence.
Scoring record the number of curl-ups made.
FLEXIBILITY refers to the ability of the joints to move through a full range of
motion.
1. Sit and Reach a test of flexibility for the lower extremities particularly the
hamstring.
Purpose to be able to reach as far as possible without bending the
hamstring.
Equipment:
Tape Measure
Procedure
For the student:
a. Sit on the floor with back flat on the wall, with feet approximately 12
inches apart.
b. Without bending your back, knees, and elbows, place one hand on top
of the other and position the hands on the floor.
c. After the tester has positioned the zero point of the tape measure, start
the test by slowly reaching the farthest point possible without bending
the knees.
15
For the partner:

a. As the student assumes position (b) procedure, position the zero point of
the tape measure at the tip of the finger farthest from the body.
b. See to it that the knees are not bent as the test taker reaches the farthest
that he/she could.
c. Measure the farthest distance reached.
d. Record the score in centimeter.
Scoring - record sit and reach to the nearest 0.1 centimeter.
2. Zipper Test a test of upper arm and shoulder girdle flexibility intended to
parallel the strength / endurance assessment of the region.
Purpose to touch the fingertips together behind the back by reaching
over the shoulder and under the elbow
Equipment:
Ruler
Procedure:
For the student:
a. Stand erect.
b. To test the right shoulder, raise your right arm, bend your elbow, and
reach down across your back as far as possible.
c. At the same time, extend your left arm down and behind your back, bend
your elbow up across your back, and try to cross your fingers over those
of your right hand.
d. Reach with the right hand over the right shoulder and down the back as if
to pull a zipper or scratch between the shoulder blades.
e. To test the left shoulder, repeat procedures a d with the left hand over
the left shoulder.
For the partner:
a. Observe whether the fingers touched or overlapped each other.
b. Measure the distance in which the fingers overlapped.
c. Record the score in centimeters.
16
Scoring record zipper test to the nearest 0.1 centimeter.

Standard
0 fingers did not touch
1 fingers just touched
2 fingers overlapped by 1-2 cms.
5 fingers overlapped by 8 cms. or more.
CARDIOVASCULAR ENDURANCE is the ability of the heart, lungs, and

blood vessels to deliver oxygen to working muscles and tissues,
as well as the ability of those muscles and tissues to utilize that
oxygen. Endurance may also refer to the ability of the muscle to
do repeated work without fatigue.
1. 3 Minute Step Test
Purpose - to measure cardiovascular endurance
Equipment
1. Step with a height of 12 inches
2. Stopwatch
Procedure
For the student:
a. Position in front of the step.
b. At the signal go, step up and down on a bench for 3 minutes at a rate of
24 steps per minute. One step consists of 4 beats that is, up with the
left foot, up with the right foot, down with the left foot, down with the right
foot.
c. Immediately after the exercise, stand and relax. Don't talk.
17
d. Right after the activity, locate your pulse. (the first beat is zero.)
e. Count the pulse for 10 seconds. Multiply by 6.
For the partner:
a. As the student assumes the position in front of the step, signal, Ready
and Go, start the stopwatch for the 3-minute step test.
b. After the test, let the student count his pulse for 10 seconds and multiply
it by 6.
Scoring record the 60-second heart rate for the activity.
PERFORMANCE TARGETS FOR BOYS

STRENGTH
AGE
ENDURANCE
FLEXIBILITY
Partial CurlUps
90 degree
Push-Ups
Sit and Reach

(cm.)
Zipper
Test
3 min. Step
Test
23
15
37
122
10
25
16
39
121
11
26
17
41
119
12
28
18
43
117
13
32
19
45
115
14
36
20
50
110
15
38
21
55
107
16
42
22
56
105
17
45
23
64
102
18
47
24
69
99
19
49
25
70
98
20
51
26
72
96
21
55
27
72
95
1 Km.
Walk/Run
4:57
4:40
4:27
4:25
4:19
4:18
4:14
4:10
4:00
3:55
3:45
3:35
3:30
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PERFORMANCE TARGETS FOR GIRLS

STRENGTH
AGE
ENDURANCE
FLEXIBILITY
Partial CurlUps
90 Degree
Push-Ups
Sit and Reach

(cm.)
Zipper
Test
3 min. Step
Test
20
43
119
10
21
45
117
11
21
47
115
12
22
49
113
13
22
10
52
111
14
23
11
54
108
15
23
12
58
103
16
24
13
63
101
17
25
14
68
100
18
26
14
72
98
19
27
15
74
96
20
30
15
75
95
21
30
16
75
93
1 Km.
Walk/Run
5:30
5:00
4:55
4:50
4:47
4:38
4:30
4:25
4:17
4:10
4:05
3:37
3:35
Pictures: Sherwin S. Simangan, Justin Roi V. Dulin, Kim Cepeda, Zhanne Kisner Collado
Theyve done it teacher! So now, they can have a comparison of

their previous fitness test results with their current test results. Have they
improved? Well, that would mean they are doing well physically.
The succeeding activities on the next page will assess your

students skills on HRF. A variety of activities like sports and fitness
exercises are prepared for them to keenly select among these activities
what will suit the needs of their family.
19
Activity 2
Tough Nut to Crack
Provide your students with sports equipment available in your school. Give
them freedom to select among these sports equipment what they like. Let them think
of different ways to play or manipulate the equipment in such a way that the body will
be involved. Let them play for 10-15 minutes with their friends. Instruct them to jot
down notes on the different movements they have executed during the game. Let
them relate these movements to the health-related fitness. Tell them to write their
observations on the activity sheet/notebook.
Tell your students what to observe by asking the questions below:

What are the different movements you executed? (e.g. running, swinging the
bat, throwing the ball . . . )
1. Identify the parts of the body involved while playing with the sports
equipment.
2. While performing the sports, what specific skills/movements do you think
will help you build the 4 components of HRF?
3. Reflect how this sports activity can help enhance health related fitness and
achieve a balanced and total fitness.
4. Among these activities, what would suit the needs of your family in terms
of HRF?
Alternative Activity: Target Zone
On their activity notebook, tell them to copy the table as shown below and let
them identify what activity is represented by each sports material. Let them reflect on
the health benefits derived from engaging in these activities. Tell your student to
select the best and most appropriate activity for their family since they will design an
HRF plan.
20
Activity 3 below can also be done with their

family at home. This would be an excellent
opportunity for the family to get involved promoting closer bonds with each other and most
importantly designing an HRF plan for them.
Whew! That
was quite fun
for
them,
right?
Activity 3
Listen to your Heart
1.
2.
3.
4.
5.
Tell your students to do the following:

Look for a partner (a friend, a relative, a neighbor) for this activity.
Review their knowledge on how to check the pulse rate before and after a
physical activity.
Execute the exercises or activities for each component of the HRF. Choose
from the suggested exercises below.
Observe carefully what exercises are mild/easy, average, and intense/difficult.
Chart their pulse rate before and after the activity.
Pulse Rate
Exercise A
Exercise B
Exercise C
Before:
Example: mild
After:
6. Answer the following questions on their activity sheet after performing the
exercises:
a. Assess the physical activity or exercises given to them.
b. Do they think that these exercises or physical activity are appropriate for
their family?
c. If they are to design a fitness plan for the members of the family, what are
the things they need to consider?
d. What are the possible activities they would they? Cite examples.
e. Would these activities fit each member of their family?
21
Suggested Exercises:
FLEXIBILITY EXERCISES
Stretch #1: Shoulder & Chest
This can be performed kneeling or standing. Clasp your hands
behind your back and straighten your arms. Raise your hands as
high as possible and bend your body/trunk forward from the waist
and hold the position for ten seconds.
Stretch #2: Arm Across Chest
Place one of your arms straight across your chest. Place your other hand
on your elbow and pull your arm towards chest and hold. Repeat with
your other arm.
Stretch #3: Triceps Stretch
Place one hand behind your back with elbow in air. Place your other
hand on elbow and gently pull towards your head. Hold and repeat with
your other arm.
Stretch #4: Gluteus Stretch
Sitting on the floor with your right leg bent, place your right
foot over your stretched left leg. Place your left arm over your
right leg so your elbow can be used to push your right knee.
Hold and repeat with the other side.
Stretch #5: Adductor Stretch
Stand with your feet as wide apart as is comfortable. Shift weight to
one side as your knee bends. Reach towards your extended foot and
hold. Repeat for other side.
Stretch #6: Single Leg Hamstring
Place your leg out straight and bend the other so your foot is flat into
your thigh. Bend forward from your waist keeping your back flat. Hold
and repeat with the other leg.
Stretch #7: Standing Quadriceps
Standing on one leg grab the bottom of your other leg (just above the
ankle). Pull your heel into your buttocks and push your hips out. Your
thigh should be perpendicular to the ground. Hold and repeat with the
other leg.
22
Stretch #8: Standing Calf

Place your feet in front of each other about 18 inches apart. Keep your
back leg straight and your heels on the floor. Push against a wall to
increase the stretch. Hold and repeat with your other leg.
STRENGTH EXERCISES
CARDIOVASCULAR ENDURANCE EXERCISES

These exercises would consist of jogging, cycling, stair climbing, and running.
23
Activity 4
Because I Care
Tell your students to review and assess their output in Family Connection
activity, focus on the strengths and weaknesses of each family member with regard
to health-related fitness. Tell them to take special attention with regard to age and
physical capacity of their family members. Let them copy the following table and do
their own assessment:
Family Health Assessment
Family
Members
Father
Mother
Sister
Brother 1
Brother 2
Me
Age
Body Composition
(BMI)
Medical
history
HRF components
Weaknesses
Strengths
By now your students should have gathered the

necessary information and data of each family member.
Well these are the important things they have to
remember when planning for the HRF activity of their
family. So let them keep that in mind!
Now that they

have identified the
weaknesses
and
strengths of each
family member, the
next activity below
will help them plan
exercises for the
family.
Activity 5
Work it Out
Tell the students to propose exercises for flexibility, strength, and cardiorespiratory endurance (at least 5 exercises for each component). Their output will be
presented to the class. Instruct them to provide their own music.
When they are performing their exercises tell them criteria below:
1. Exercises chosen fit well with the HRF goal; Timing and coordination blends
well with the music; There is unified effort of the group members (if done in
groups) and exercises are excellently executed.
24
Congratulate your students, they have hurdled

another challenge in this quarter. This proves they are
doing fine and going on the right track. Now that they
have tackled Part II of this quarter, it is understood that
they have now fully grasped the essence of these
activities.
Part III. WHAT TO REFLECT

AND UNDERSTAND
In this stage, the students are given opportunities to reinforce and deepen
their understanding on the importance of HRF activities and exercises. Your students
are provided with activities that will assess the mastery of their understanding.
Activities 1-3 are provided for them to have a deeper understanding on the
importance of exercise in building total fitness and family wellness. The activities will
also allow them to develop, reflect, rethink, validate and revise, their understanding
of fitness exercises.
Activity 1
Health and Fitness Updates
Tell your students to read the article on the next page. Instruct them to read it
carefully and make a reaction paper based on their readings. Their thoughts and
opinion about this article will help them reflect on their understanding of fitness
exercise. Instruct them to write their reaction paper on their worksheet.
-
25
For
additional
reading
materials
browse
on
this
address:
http://www.webmd.com/fitness-exercise/features/exercise-and-music)
Active Video Games Help Some Kids Get Active

By Jennifer Warner
WebMD Health News Reviewed by Louise Chang, MD
Oct. 1, 2012 -- One type of TV time may actually play a valuable role in the battle
against childhood obesity.
A new study suggests active video games may help children, especially girls,
raise physical activity levels.
The results show most teens who play active video games play at moderate or
vigorous intensity levels that would help them meet the recommended 60 minutes
of physical activity on most days.
Researchers say so-called exergames may also help at-risk young people get
moving.
Because exergames can be played in a variety of settings, including unsafe
neighborhoods, they can increase opportunities for youth to engage in [physical
activity] and decrease sedentary behavior, researcher Erin OLoughlin of the
University of Montreal, Canada, and colleagues write in Pediatrics.
Exergames are screen-based active video games in which individual players or
groups interact in a physically active way. They include rhythmic dancing games,
virtual bicycles, balance board simulators, and virtual sport simulators.
They require a screen, like a TV or computer, and a gaming console, such as the
Nintendo Wii. The video games track the players movements onscreen as they
attempt to reach a goal.
Active Video Games Count as Exercise
In the study, researchers surveyed more than 1,200 10th- and 11th-grade
students in the Montreal area about their use of active video games.
The results show nearly one-quarter of the children said they played active video
games. Gamers played an average of two days per week for about 50 minutes at
each session.
Nearly three-fourths (73%) said they played at a moderate or vigorous level of
physical intensity that would count toward meeting the recommended physical
activity guidelines.
Researchers also found that exercise video games like "Wii Fit" and "Dance
Dance Revolution," which require high amounts of energy, were among the most
popular active video games.
26
New Role for Active Video Games?

Researchers say the results suggest that active video games may have a unique
role in the battle against rising childhood obesity rates.
The study shows that boys are more likely to play non-active video games, and
girls were more likely to play active video games.
Researchers also found that most children who played active video games
played at home, but many also played at friends homes.
It is possible that some girls may be uncomfortable exercising at school or in
community settings because they feel scrutinized or judged and therefore prefer
exercising at home alone or with friends, the researchers write.
Lack of school-based exergaming may represent a missed opportunity to
introduce young people to another form of [physical activity], they write. The
feasibility of exergaming in community centers or at school needs to be tested,
and research on the sustainability of exergaming is warranted.
Activity
2
Health Perks
In order for the students to successfully design and implement a HRF (Health
Related Fitness) plan for their family they need to make additional research. Inform
them to make a report or a power point presentation on the health benefits derived
from involving oneself in the HRF activity. Let them tackle on the four (4)
components: strength, flexibility, endurance, and body composition. Below is a
sample:
27
ideal body type prevent s

joint problems and diabetis
Body
Composition that certain amount of fat is
needed by the body to
function well
Flexibility
Strength
strengthen immunity
protection against injury
Endurance
improved Heart-Lungs
functioning
increase oxygen supply
improve posture
decrease risk of injury
Tell your students that after the presentation they are expected to make a
generalization on the importance of engaging in exercise and the drawbacks or
disadvantages of lack of exercise.
Reflection / Realization: Let your students complete the sentences below.
1. Cardio-respiratory
endurance
can
help
me
______________________________.
2. ____________________________________ can help me achieve an ideal
BMI.
3. Bending
and
stretching
allow
me
to
__________________________________.
4. _______________________________________________ strengthen my
body.
5. Therefore
I
have
learned
that
________________________________________.
Present to the students the guides for the oral presentation below: (Criteria)
1. Presentation of the HRF health benefits should be addressed clearly.
2. Visual and audio presentation should be well-organized and well-explained.
3. Effective communication skills should be evident.
That wasnt tough for your students, right? This is going

to be easy for them once they have answered all the questions.
Let them try the next activity below, this has something to do
with the lifestyle check of their family in terms of the HRF
issues. This will help them understand and evaluate how far or
how slow is their familys involvement in fitness.
28
Activity 3
Together in Fitness
Ask the students to make a scrapbook with pictures of their family showing
the progress or regress of the familys state of health. Included in the scrapbook are
pictures of their familys past HRF activities (sports, exercises and recreational
activities). The scrapbook should tell a story about family wellness. This activity will
help them assess and understand the state of health of their family.
That was quite enjoyable for your students,

making their own family scrapbook. Allow them time to
scan over their scrapbook so that they can reflect the
health status of their family. If they have lots of pictures to
show that would mean their family is doing great
physically.
Part IV.
WHAT TO TRANSFER
At this stage your students will plan physical activities for their family which can
be considered as their lifetime engagement to achieve family wellness.
Activity 1
Goal Setting
By this time, it is affirmed that Health-Related Fitness plays a very important

role in family wellness. Tell your students to design an HRF plan for their family.
1. Let your students review and assess the output in Because I Care by
identifying what particular exercises or physical activities are needed by their
family members to achieve family wellness and enjoy a lifelong good health.
Let them focus on the HRF activities and exercises. They may choose
exercises from the suggested exercises in Listen to your Heart.
29
Now is the time for your students to work on their HRF

Plan. Setting of their goals here is crucial to the
development of their HRF plan. Remind them to
look into the very needs of their family referring
to the outputs they have on the previous activities
as their bases for their plan.
Activity 2
Hit the Target
Inform them that in designing their HRF Plan it must be simple, enjoyable and
suited to the needs of their family in order to attain maximum level of physical
wellness.
Tell the students to use the following chart to plan their activities. Make sure
they include activities for the whole family. Their log should show complete thought
and effort and be as detailed as possible.
Below is an example of a fitness plan for their basis.
Suggested plan: Join community Fun Runs, ballroom dancing, assign household
chores and others.
30
Supplementary activity: Family Day

Tell your students to submit a narrative report about the actual implementation
of the HRF Plan they have designed. They will also provide proof to support the
narrative report like pictures, videos, signatures or through other media technologies.
It is expected that this implementation will take a while, so allow the students enough
time to submit this narrative report and evidences before the end of the first quarter
period.
Assess the HRF plan for the family using the following criteria:
Appropriateness of the HRF activities for the family
Relevance to the needs of the family member
Completeness of the plan
Bravo, your students made

it! Things did turn out well. Dont
forget to tell your students that
working on this activity brings them
closer to their family. Remember,
family bonding creates harmony
and understanding at home. So,
this is a great opportunity for them
to experience. Maybe at some
point they have encountered
difficulties but let them keep in
mind that The more difficulties one
has to encounter, within and
without, the more significant and
the higher in inspiration his life will
be.
- Horace Bushnell
31
SUMMATIVE TEST
I. Modified True or False.
Direction: Write T if the statement is true and if the statement is false change
the underlined word or phrase to make it true on the space provided.
______1. Physical movement is a condition in which an individual has enough
energy to avoid fatigue and enjoy life.
______2. Health-related fitness is the ability of the heart and circulatory
system to supply oxygen to muscles for an extended period of time.
______3. Jogging and swimming are good forms of exercise for people with
asthma.
______4. Weight training is a good example of cardio-vascular endurance.
______5. 900 push-up is a test for muscular strength of upper extremities.
II. Multiple Choice:
Direction: Encircle the letter of the correct answer.
1. Defined as the ability to become and stay physically healthy.
A. aerobics B. dancing C. health-related fitness
D. skill-related fitness
2. The ratio of body fat to lean body mass
A. body composition
B. fitness
C. force
D. wellness
3. Refers to the maximum amount of force a muscle exerts against an opposing
force
A. agility
B. balance C. speed
D. strength
4. The following are health-related fitness except one:
A. body composition
B. flexibility
C. speed D. strength
5. Heaviness and lightness of a person
A. age
B. height
C. waist circumference
D. weight
6. The distance between the floor to the top of the head in standing position
A. arms span B. height
C. leg length
D. sitting height
7. Flexibility exerciseA. bicycle exercises B. cardio work out C. gluteus stretch D. Pilates
routine
8. The following are strength exercises except
A. Ab crunch B. Alternate hammer curl C. dumbbell press D.
shoulder
stretch
9. Exercises for cardio-respiratory endurance
A. basketball pass B. jogging
C. shuttle run D. zipper test
10. A test of upper arm and shoulder girdle flexibility intended to parallel the
strength/endurance assessment of the region.
A.
B.
C.
D.
11. Interpret the HRF battery test based on the procedure given below and
identify the test.
11a. Sit on the floor with back flat on the wall with feet are approximately
12
inches apart.
11b. Without bending your back, knees and elbows, place one hand on top
of the other and position the hands on the floor.
32
11c. After the tester has positioned the zero point of the tape measure,
start the test by slowly reaching the farthest point possible without
bending the knees.
Choices:
A. Arms span
B. Basketball pass C. Flex arm hang D. Sit and Reach
III. Matching Type:
Direction: Match the appropriate activity for each of the family members.
Select the best choice by connecting a line from column A to B.
A
B
1. Toddler age 3
a. ballroom dancing
2. Father age 57
b. soccer
3. Sister age 14
c. drag racing
4. Brother age 16
d. ballet
5. Mother age 55
e. jogging
f. playing catch ball
IV. Problem Solving:
Direction: Show your solution
1. Chloes weight is 50 kilos and 1.52 meters. Aedre has a weight of 40 kilos
and a height of 1.60 meters while Gianna weighs 67 kilos and 1.62 meters
tall. Solve for the BMI of each girl and identify which among the girls are
classified under obese, overweight, normal, and underweight.
V. Create at least 5 physical exercises for a family of 5 with ages ranging from 6-50.
Key Answer
I.
Modified True or False
1. Fitness
2. Cardio-respiratory endurance
3. T
4. Strength exercise
5. T
II.
Multiple Choice
1. C
2. A
3. D
4. C
5. D
6. B
7. C
8. D
9. B
10. C
11. D
33
III.
IV.
Matching type
A
1. Toddler
2. Father
3. Sister
4. Brother
5. Mother
B
a
b
c
d
e
f
Problem Solving
BMI Formula = weight
Height2
Solution:
Chloe =
50
(1.52)2
50
2.31
= 21.64 Normal
Aedre =
40
(1.60)2
40
2.56
= 15.62 Underweight
Gianna = 67
(1.62)2
67
2.62
= 25.53 Overweight
34
SUMMARY
It is expected that by this time the learners have already understood the
essentials of health-related fitness and its relation to family wellness. This quarter
provides them discussions on the importance of HRF and supplies them with
different activities to help them assess themselves and their family in terms of healthrelated fitness and thereby guides them to design an appropriate HRF plan for their
family that will sustain for life. Furthermore, this module focuses on a wide range of
activities that will help the learners develop appropriate skills, enables them to
understand fitness concepts and their application, as well as, fosters confidence and
appreciation of physical activity as a means to wellness.
Part I gives the learners a brief recall on the HRF components. It also
provides them with activities to help strengthen their knowledge on the lesson at
hand. A brief assessment of their familys daily physical activity habits is also asked
for them to plan out later the appropriate activities and exercises that will suit each of
the family member.
Part II enables the learners to perform and demonstrate the HRF test. The
result of the fitness test is their basis for self-assessment. A table is also provided for
them to list down and assess their familys health status that is crucial in designing
their family HRF plan.
Part III provides the learners with different activities and discussions that
helps them reflect and think deeper on the essentials of health-related fitness. It also
talks about the health benefits of engaging in physical activities and exercises. The
activities, exercises and sports introduced in Part III were carefully selected for the
learners to choose and decide the appropriate HRF activities for them and their
family.
Part IV is the final phase of Quarter 1. The learners are expected to design an
appropriate HRF plan for their family that will sustain a lifelong active lifestyle. Taking
into consideration what they have learned in this chapter, the activities provided in
Parts I-III will help and guide the learners in their proposed HRF plan.
35
GLOSSARY OF
TERMS
Fitness the condition of being physically fit and healthy, especially as a result of
exercise and proper nutrition.
HRF (Health-Related Fitness) - ability to become and stay physically healthy.
SRL (Skill-Related Fitness) - focuses on the performance in a sport.
Perks benefits; privileges; bonuses
Regress - returning to a former state; get worse or fall back to a previous condition.
Wellness the quality or state of being healthy in body and mind, especially as the
result of deliberate effort.
Collage - form of art in which various materials such as photographs and pieces of
paper or fabric are arranged and stuck to a backing.
SOURCES:
http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012
http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/
http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012
http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf 11-28-2012
http://www.state.nj.us/education/frameworks/chpe/chapter8f.pdf 11-28-2012
http://fitness.ygoy.com/2010/05/29/health-related-fitness-activities-importance-and-different-types/ 11-28-2012
http://www.commonhealth.virginia.gov/documents/hf/AllTogetherNow.pdf 11-28-2012
http://depedmarikina.ph/resource%20material/DepEd%20Physical%20Fitness%20Test.pdf
http://www.jumpusa.com/agility_slats.html 11-28-2012
http://www.muscleandfitness.com/features/athletes-and-celebrities/your-cheat-sheet-london-2012-summer-olympics?page=6
http://www.bittersweetfitness.com/cardiovascular-exercise/ 11-28-2012
http://www.hygenicblog.com/2011/07/01/systematic-review-supports-balance-training/ 11-28-2012
http://health.howstuffworks.com/wellness/diet-fitness/exercise/back-strengthening-exercises7.htm 11-28-2012
http://www.stayfitbuzz.com/tag/eat-clean-train-dirty/ 11-28-2012
http://www.amazingfitnesstips.com/easy-muscular-strength-exercises 11-28-2012
http://blog.isowhey.com.au/2012/02/09/how-fit-are-you-test-yourself/ 11-28-2012
http://www.thehealthybackblog.com/wp-content/uploads/2011/06/flexibility-exercises-like-pilates-and-yoga-could-prevent-treat-stiffarteries1.jpg 11-28-2012
http://blogs.plos.org/obesitypanacea/2012/02/10/why-the-body-mass-index-bmi-is-a-poor-measure-of-your-health/11-28-2012
http://dwellingintheword.files.wordpress.com/2010/04/27-teacher.gif 11-28-2012
http://www.kamogatanishi-e.ed.jp/english/clipart/People.htm 11-28-2012
http://www.glencoe.com/sites/common_assets/health_fitness/gln_health_fitness_zone/pdf/heart_rate_monitor_activities/health_skill_related_itn
ess/health_skill_related_fitness_activity_3.pdf, 11-08-12
http://www.doe.virginia.gov/instruction/physed/fitness_testing/fitness_testing_info.pdf, 10 -24-12
http://www.sport-fitness-advisor.com/flexibility-exercises.html 11-28-2012
http://www.amazingfitnesstips.com/fitness-for-life
http://www.webmd.com/fitness-exercise/news/20121001/active-video-games-help-some-kids-get-active 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training_lower_body/ 11-28-2012
http://www.summitmedicalgroup.com/library/sports_health/strength_training/ 11-28-2012
36
PHYSICAL EDUCATION
Grade 8
Quarter II
TEAM SPORTS-BASKETBALL
The learner demonstrates understanding of family fitness in sustaining an active
lifestyle.
Content Standard:
Competencies:
The learner
The learners
demonstrates understanding of the

benefits that the family can derive from
participating in team sports.
discuss the nature and background of

basketball
explain the health and fitness benefits
derived from playing basketball
The learner
engages in team sports to promote
fitness, health, and wellness among
family members.
practice proper and acceptable

behavior (e.g. fairness, respect for
authority) when participating in
basketball
execute proficiently basic skills and
tactics in basketball
interpret rules and regulations of

basketball
exhibit
enjoyment
basketball
in
playing
37
Assessment Plan
Product/Performance
Task:
The learners
execute
proficiently
the
skills and basic
rules in playing
basketball through
actual
participation in the
game.
Use formative and summative Assess

the
tools
to
assess
these performance using the
competencies:
following criteria:
1. Express understanding
of the nature and
background and other
relevant
topics
in
basketball.
Proficiency
in
the execution of
skills in team
sports
Ability to adapt
or use skills to
certain
sport
situations
Behavior
playing
sports
2. Demonstrate techniques
in executing basic skills
of basketball.
3. Exhibit
acceptable
behavior while playing
basketball guided by the
rules and regulations of
the game.
in
team
4. Explain the benefits

derived
from
participating
and
engaging in team sports.
5. Interpret
rules
and
regulations of the game
and using them in
exhibiting
decisionmaking
skills
and
acceptable
behavior
while
playing
team
sports.
6. Assess
performance
sports.
ones
in team
38
TEACHING-LEARNING PLAN
Introduction:
The module introduces learners to the world of team sports. As learners
continue with the lesson, they will encounter activities that allow them to demonstrate
understanding of the benefits that can be derived from their engagement and
participation in team sports together with their family, which eventually, promotes
family fitness, health and wellness.
Objectives:
At the end of the lesson, learners should be able to
discuss the nature and background of basketball
explain the health and fitness benefits derived from playing basketball
practice proper and acceptable behavior (e.g. fairness and respect for authority)
when participating in basketball
proficiently execute basic skills and tactics in basketball
interpret rules and regulations of basketball
exhibit enjoyment in playing basketball
Pre-Assessment:
Before learners proceed any further, let them work on the items
below. This is for the purpose of knowing their prior knowledge on the
terms, skills, and level of understanding of team sports. Let learners
read the directions carefully and write their answers in their activity
notebook.
1. On page 2 of the Learning Material is a table indicating the basic skills in

playing basketball, baseball and softball. The learners task is to identify
which of the sport is appropriate for each of the skills indicated in the table
below is appropriately used.
2. Ask learners to write the corresponding team sport in the space provided at
the right side of the column for basic skills.
3. This time, find out whether the learners answers are correct or not. Refer to
the following answer key:
39
Terms in Team Sports

1. Dribble
2. Chest Pass
3. Bounce Pass
4. Assist
5. Bat/Batting
6. Pitch
7. Shoot
8. Free Throw
9. Inning
10. Homerun
11. Strike
12. 3 Seconds Violation
13. Home Base
14. Bunt
15. Short Stop
CORRESPONDING TEAM SPORT

Basketball
Basketball
Basketball
Basketball
Baseball/Softball
Baseball/Softball
Basketball
Basketball
Baseball/Softball
Baseball/Softball
Baseball/Softball
Basketball
Baseball/Softball
Baseball/Softball
Baseball/Softball
4. After checking learners answers, group them into three.

5. Let each group choose one team sport to creatively describe.Descriptions
may come in different forms, such as demonstration of the basic skills,
dramatization of a certain team sport scene, performing the selected team
sport skills with an action song and others. Give learners five minutes to do
the activity.
6. Allow group presentation of their work. Show affirmation or acknowledgement
after every presentation.
7. After the group presentation, ask learners to answer the following critical
questions in their activity notebook:
a.
What do team sports mean to you?
b.
What values or virtues can team sports develop in you?
c.
What benefits can you derive from participating in team sports?
Learning Goals and Targets:
This time, ask learners to focus their attention to the team sport
engagement survey form found in page 3 of the Learning Material.
This questionnaire will assess their engagement in team sports which
will later serve as a reference in identifying their personal goals and
targets as regards their engagement and participation in team sports.
Let learners
copy the survey form in their activity notebook and reflect on their participation
in team sports by honestly responding to the questions given.
40
put a checkmark ( ) on the corresponding column of the particular team

sport corresponding to their responses.
copy the target and goal prompts on page 4 of the Learning Material in their
activity notebook. Let them state their goals and targets on involving
themselves, their family, and community in team sports. Herewith is an
example is given below for learners to refer to.
Example:
Personal Goal/Target:
Family Goal/Target:
Community Goal/Target:
I will make team sports my lifetime fitness activity.

I will share my knowledge and skills in team sports with my
siblings, father and mother so we can enjoy the benefits of
playing participating in it.
I will actively particpate in community team sports activities.
share their goals and targets with the class.
PART I: WHAT TO KNOW

In this phase of the learning sequence, learners will be given activities to
activate their prior knowledge and to know the key concepts of the lesson. They
will also give tentative responses to questions given; identify misconceptions and
alternative concepts about the lesson based on their responses; be informed of
the assessment technique to be used; be provided with information they need to
learn about team sports, specifically basketball; and assess their knowledge by
answering the given focus questions at the end of this part of the lesson.
Invite learners to do Activity 1: Fill-in the missing component

In this activity, learners prior knowledge on specific team sports will be diagnosed
and pre-assessed.
Let learners
copy the table in page 6 of the Learning Material comprising three columns
identified as team sports, basic skills and components of physical fitness
involved in performing the basic skills.
identify the component of physical fitness involved in performing the skills in
each team sport included. Let them write their answers in column 3.
41
Meet and share with the group, or with their friends or relatives, and
consolidate their answers in another sheet.
identify three most frequent components of physical fitness based on their

groups or friends responses and come up with an exercise of four repetitions
each.
present their output to the class.
provide affirmation and acknowledgement to learners outputs.
Have them do Activity 2: The team sport that I would like to know more
This activity will allow learners to share what they know about team sports,
their expectations of the lesson, their prior knowledge and skills, and the specific
team sport they want to learn more about.
Let learners
copy the K-W-L chart on page 7 of their Learning Material in their activity
notebook.
write three things that they already know about your chosen team sport in
column K (what you KNOW).
write three things that they want to know more about under column W (what
you WANT to KNOW. Dont let them write anything yet on the L column.
do this in their activity notebook.
share the things they KNOW and the things they WANT to KNOW to the
class, friends, relatives, or members of their family.
Collect their papers and execute the following skills: (activity may vary
depending on the team sport chosen by the learners).
a.
b.
c.
d.
Do four jumping jacks;

Catch a passed ball in the three point line;
Dribble the ball in a zigzag pattern as you approach the ring; and
Do a lay-up or jump shot.
Note: In case a whole court is available, divide the class into two. One group will do
the activity in half of the court, the other will do the same in the other half court (for
those who chose basketball)
42
Let them do Activity 3: Can You Meet My Expectations?

This time, learners need to clarify what are expected of them in terms of products
and performances, including how these shall be assessed and rated at the end of
the lesson.
1. At the end of all lessons, the following are the expected outputs for learners to
accomplish:
a.
Product:
Create a journal containing pictures of learners family showing their

engagement in team sports. Indicate dates, places and short description
(caption) for each picture, including an essay talking about the benefits that
their family derived from engaging in team sports.
If learners find it difficult to gather said pictures of their familys
engagement in team sports, they may collect cut-out pictures from magazines
depicting families engaged in team sports. As they include these cut-outs in
their team sports journal, they may include captions or essays that clarify their
ideas about the qoute: The family that plays together, lives longer!
Criteria for Assessment:
Content and relevance of pictures presented
Creativity and resourcefulness of presentation
Understanding (benefits of team sports to family fitness and wellness)
b.
Performance:
Learners demonstrate understanding of team sports by proficiently executing

the skills and basic rules in playing any team sport.
Proficiency in the execution of skills in the team sport
Ability to adapt or use skills to certain sport situations
Behavior in playing team sport
Engage learners in Activity 4: Points to ponder
This activity allows learners to form tentative understanding of the succeeding
lessons. They will be shown video clips and be given critical questions to answer.
Provide them with the following videos to watch:
http://www.youtube.com/watch?v=fxLxPyTcWSg
(youtube-Milo Commercial-Annie)
http://www.youtube.com/watch?NR=1&v=IuS3hRTDjuA&feature=endscreen
(Milo Kids Mondial 90s hires)
http://www.youtube.com/watch?v=mWJs2Gof538
(Remember the Titans-Inspirational Moments)
http://www.youtube.com/watch?v=ouC5HWVyAi4&feature=related
(Space Jam UNRATED)
43
NOTE: In the event that the foregoing video clips are unavailable, other related video
clips may be used for these activity.
Questions to answer:
Process learners understanding of the video clips watched by asking them to
answer the questions hereunder listed, also found in page 9 of the Learning Material.
Let them write their answers in their activity notebook.
What is your favorite team sport? Why?

Who influenced or motivated you to choose such team sport to play?
How?
Do you think playing team sports can promote fitness, health and
wellness among family members? How?
Give your reaction or idea regarding this quote: In sports, its not
winning that matters most, its how you play the game.
What other physical, emotional, mental, and social benefits can you
derive from playing team sports?
Direct their attention to Activity 5: Lecture-Discussion (Multi-Media-Aided

Presentation is Encouraged)
A copy of the lecture on basketball is giveen in Appendices A-D for learners to
read. You may also consider coming up with a digital copy of the lecture for
efficiency purposes.
The lecture-discussion shall contain the following topics in basketball:
-
Nature and background of basketball

Basic skills
Facilities, equipment, and playing attire and shoes
Basic rules and officiating (violations and misconduct)
Assess learners knowledge based on the lecture given through the tasks
given at hand.
After delivering the lecture, do the following activities:
1. Group the class into four. Each shall form two columns with each member
respectively numbered.
2. Each group will be given a set of 10 terms written on strips regarding
basketball.
3. This time, all first members will draw one strip each. Upon drawing the strip
with the basketball term, each shall give a description or idea describing the
drawn term.
44
4. After giving the description, identify which of the content classifications

indicated on the first column does the term belong, then let learners perform
with the group the assigned warm-um exercise corresponding to the
classification of the term drawn:
CONTENT CLASSIFICATION
GROUP NAME
Nature and background

Basic skills
Facilities, equipment, attire
Basic rules and officiating
Shuffle/Galop Group
High Knees Group
Back Pedal Group
Jumping Jack Group
EXERCISES TO BE EXECUTED
4 Left/4 Right
8 Forward/8 Backward
8 In place/8 Backward
4 Repetitions in place
Encourage them to do Activity 6: Pick-Shoot and Answer!

In this activity, learners will be given strips of papers containing questions
regarding basketball. All they need to do is read each question, think of the answer
and write their answers in their activity notebook.
1. Group class into four.
2. Provide each group with a bowl containing strips of paper with numbered
questions related to basketball.
3. Assemble each group in columns facing the blackboard about three meters
away; place the bowl of questions in front and a basket near the board about
three meters away.
4. Give the go signal and allow the first member of each group to pick his/her
strip of question to answer. Within 10 seconds, each of them shall think of the
corresponding answer then crumple the strip of paper and shoot it in the
basket provided per group.
5. Have the first set of members go to the board and write their answers on the
corresponding number.
6. Make sure that the questions given per group vary in numbers to prevent
copying of answers.
7. Declare the group with the most number of correct answers and successful
shots combined, winner of the game.
Make them do Activity 7: Assessment of Knowledge
This time, assess learners knowledge based on the lecture-discussion given
previously. Learners responses to the given questions shall be adequate and
relevant. Let them copy the assessment questions below and write their answers in
their activity notebook. Learners scores in this activity will be graded and recorded.
1. What are the basic skills in playing basketball?
2. How can playing basketball develop specific fitness components?
45
3. Why are rules and regulations essential in playing basketball?

4. What makes basketball an excellent means of enhancing family fitness and
wellness?
5. What values can be fostered as you and your family engage and participate in
team sports such as basketball?
Part II: WHAT TO PROCESS

In this phase, learners are provided with various learning resources and
learning experiences to enable them to understand and perorm better in team
sports.
Let them experience Activity 1: By-Station Drill Lessons
This activity provides an opportunity for learners to demonstrate the basic
skills they have learned previously. Five skill stations will be provided for them to
demonstrate the basic skills they need to perform.
Remind them that they will need
ball
playing area with a ring and board
partner/goup
a good pair of playing shoes
Basic skills to be taught include
shooting
dribbling
passing
rebounding
running
1. Remind them to consider the following before starting the activity: proper
basketball attire, warm-up exercises, and safety precautions.
2. Also, let each group choose their leader; probably the one who can
demonstrate the skills proficiently.
3. Instruct learners to proceed to the open ground or basketball court designated
for this activity. The five stations corresponding to each basic skill will be
provided for them. Refer to the Drill Illustration as your guide.
4. Have learners pass through each station of drill lessons on basic skills. After
undergoing the drill lesson in one station, let learners move to the next station
so that they will experience all drill lessons. Refer to the chart on Drill
Sequence.
46
5. Encourage learners to do well in this activity because their performance will

be rated according to the criteria indicated in the rubrics.
6. At the end of the lesson, gather learners in circle. This time, ask learners to
share to the class their gained insights and other experiences.
7. As they share their experiences, expect reactions from them. As this happens,
encourage learners to openly accept their classmates reactions, be it positive
or negative. Let it be a room for them to improve more on their basketball
performance.
Drill Sequence:
TEAM
SPORT
Station I
Station II
Station III
Station IV
Station V
Basketball
Shooting
Dribbling
Passing
Rebounding
Running
Drill Illustration:
Station 2: Dribbling
Start
Finish
----------------------------------------------------------------------------------------------------------------------------Station 3: Passing (Chest and Bounce Pass)

Chest Pass
Station 1:
Shooting Area
Bounce Pass
Station 4:
Rebounding Area
------------------------------------------------------------------------------------------------------------------------Back Pedal
Shuffle/Galop
Station 5:
Running Drills
Carioca
High Knees
How well did learners perform the tasks-at-hand?

Before proceeding to the next basketball challenge, check if learners have
done well in the activities given. Let them copy the table on self-assessment tool and
perform the given instructions.
47
Let learners put a checkmark ( ) on the column corresponding to their

response to the items in the table. The learners should consider well the criteria
before they start the activity: proficiency in the execution of skills - 40%, ability to
follow instructions - 30%, and behavior during the drill - 30%).
SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL
Name:
Section:
Date:
Advanced Proficient Approaching Developing Beginning
STATION DRILLS
Proficiency
Station 1: Shooting
Station 2: Dribbling
Station 3: Passing
Station 4: Rebounding
Station 5: Running
For a more accurate self-assessment, refer to the rubric given in Part IV of this
module.
Invite them to do Activity 2: Message Relay
Let learners proceed with the introduction to basic rules and regulations of
basketball. Ask learners to study them carefully because they will need them to
overcome the challenges of the next activity.
ball
partner or goup
Basic skills to be taught include
shooting
dribbling
passing
rebounding
running
basic rules and officiating
Heres how:
1. Draw learners attention to the following table that shows the crucial aspects
of basketball rules and regulations.
2. Remind them that were talking of amateur basketball, not of professional
Basketball yet, because in professional basketball like in the Philippine
Basketball Association (PBA) or in the National Basketball Association (NBA),
rules and regulations are highly technical.
48
3. Discuss thoroughly about the aspects of playing basketball as indicated in the

table given.
4. Encourage learners to do some research on this matter to enrich their
knowledge of basketball rules and regulations.
5. Orient learners that amateur rules discussed may vary depending on
tournament or league agreements, like for instance game duration,
substitution and others.
ASPECTS OF THE GAME
TEAM COMPOSITION
START OF PLAY
DURATION OF THE GAME
TIME-OUTS
SUBSTITUTIONS
REGULAR FOULS
THINGS TO CONSIDER
10 Players per team
5 Players to play per quarter
Jump ball
8-minute quarter (32 minutes per game)
2 time-outs per quarter except for the
last quarter which is 3
5 maximum substitutions per quarter
Blocking foul
Charging/Offensive foul
Illegal use of hands
Holding
REGULAR VIOLATIONS
Goal-tending
Travelling violation
Backing violation
Stepping on the line
Loose ball
TIME VIOLATIONS
3-second violation
5-second violation
8-second violation
Shot Clock violation (24-second violation)
SERIOUS OFFENSES/MISCONDUCTS
Assault to an opposing player

Disrespect to officials
In case of tie, 5-minute overtime is given
Referee
Umpire
Time keeper
Scorer
OVERTIME
OFFICIALS OF THE GAME
6. This time, let learners play a game called Message Relay. Assure them you
know theyre familiar with it, but you will put a little twist on it. Content of the
messages will be the referees hand signals or calls to corresponding fouls,
violations, or misconduct committed by a player.
7. Divide the class into five groups. Name each group after a basic skill in
basketball. For example: shoot, pass, dribble, rebound or run. There should
be no duplication of group name.
49
8. Let each team come up with a group cheer and demonstrate the skill with
which they are named after.
9. Instruct each group to be in column formation about a meter away from each
member.
10. Call the first set of members from each group to move to the front and show
an image or picture of a referees hand signal or call, let them think of the
name of the hand signal shown in picture or illustration and wait for the go
signal.
11. As soon as you give them the go signal, instruct them to immediately go to
the group and relay the name of the hand signal shown.
12. Remind each of them that as the message reaches the last member, he/she
shall run to the front as fast as he/she can and lead the group in performing
the group cheer and skill. He/she then goes to the teacher and say the
message.
13. Award a point to the first group that performed its respective cheer and skill
properly and got the correct message or name of the hand signal shown.
14. The last member from each group who gives the answer in the first round will
then move in front.
15. Allow the process to continue.
16. Consider the group with most correctly relayed messages as the winner of
the game.
Example of Referees Hand Signals:
50
Have them do Activity 3: Ignorance of the rules excuses no one

In this activity, invite learners to apply the basic rules and officiating in
basketball that they have learned earlier. It wil be a test of their sense of immediacy
and decisiveness.
Encourage learners to do the following:
1. Form three groups. Groups 1 and 2 will play first while group 3 will manage
and officiate the game. Make sure that participation of learners is maximized.
Consider only a quarter of 8 minutes to allow rotation of roles among all
groups. For example:
Game 1
Game 2
Game 3
Group 1 vs. Group 2

Group 2 vs. Group 3
Group 3 vs. Group 1
Officials: Group 3
Officials: Group 1
Officials: Group 2
2. Encourage learners to give their best performance because they will be rated
based on the criteria set in the rubrics in Part IV of this module.
Invite them to do Activity 4: Skills Refinement
Provide learners with lead-up activities tht will enable them to see that
combining basic skills, can make a more efficient and effective basketball play.
ball
partner/Group
Have them refine their skills in
shooting
dribbling
passing
rebounding
running
Be guided with this procedure:

1. Remind learners to consider the following before starting the activity: proper
attire, warm-up exercises, safety precautions.
2. Retain the same three groups as in the previous activity. Groups 1 and 2 will
participate in the drill lessons. The third group will manage the drills and
retrieve balls.
51
3. Carefully observe the mechanics of the activity to guide learners on what to

do during the game; and on the role of the third group in managing it.
4. Remind them that the performance of the third group determines the success
of the drill.
5. Allow rotation to follow after each group finishes the drill so that all groups will
get to experience the drill and manage it.
6. Inform learners that their performance will be rated according to the criteria
set in the rubrics in Part IV of this module.
Drill Matrix: Pass-Dribble-Shoot!
PHASES
Group I
I
II
Dribble and Shoot

Drill Managers/Ball
Retrievers
III
Guards
GROUP ACTIVITY
Group II
Guards
Dribble and Shoot
Drill Managers/Ball
Retrievers
Group III
Drill Managers/Ball
Retrievers
Guards
Dribble and Shoot
Drill Illustration:
Ball Retrievers
Guards/
Defense
Pass-Dribble-Shoot
52
Engage them in Activity 5: Checking Your Understanding

Assess learners understanding of the essence and benefits of participating in
team sports. Allow them to present their responses in any form they are comfortable
with like accomplishing the following graphic organizer. Have them consider other
forms of representing their understanding. Let learners do this activity in a separate
sheet of paper or even in their activity notebook.
TEAM SPORTS
PHYSICAL BENEFITS
__________________
__________________
__________________
__________________
EMOTIONAL BENEFITS
___________________
___________________
___________________
___________________
MENTAL BENEFITS
___________________
___________________
___________________
___________________
____
SOCIAL BENEFITS
___________________
___________________
___________________
___________________
Part III. WHAT TO REFLECT AND UNDERSTAND
In this phase, provide learners with other learning resources and learning
experiences for them to enrich, broaden, and refine their understanding of the
lesson.
Invite them to do Activity 1: Lets learn from the experts!
In this activity, learners will be given opportunities to rethink and refine their
understanding on team sports by listening to invited resource persons as they speak
on how team sports influenced them as individuals and as members of their family.
1. Group learners into three.
2. Have learners in each group decide on who among the home-grown team
sports enthusiasts in their community interests and inspires them most; and
could share to the class meaningful insights on their participation in team
sports.
53
3. Let learners draft an invitation letter requesting the sports enthusiast to speak
to the class about the following topics:
a. Persons who influenced them to engage in team sports
b. How team sports contributed to their success in life
c. The role of the family in their active participation in team sports
d. Their achievements (winnings, awards, recognitions) in team sports
e. How team sports influenced them as individuals and as members of their
family.
4. Upon confirmation of the resource persons approval to learners request,
assist learners in preparing the class for the activity.
5. After the sharing of the resource persons, ask learners to answer the
following questions:
a. Who among the three resource persons inspired you most? Why?
b. How did their sharings reinforce or enhance your understanding, belief or
view of team sports?
c. What role did the family play in their success in team sports and in life?
d. Based on the insights shared by the resource persons, what benefits can
one derive from participating in team sports?
6. Using any of the six facets of understanding, let learners reflect their answers
in their activity notebooks
Alternative activity to Activity 1: Lets draw some inspiration
In this activity, show learners selected team sports inspirational video clips to
react on. Some of them are enumerated below. After the activity, provide learners
with guide questions to answer and assesss their understanding of the video clips
seen. In case the enumerated video clips below are unavailable, other materials can
be referred to and shown to the class. Let them write their answers in their activity
notebook. A guided discussion may also be conducted after letting learners
indivdually answer the given questions.
Video weblinks:
http://www.youtube.com/watch?v=Tui8EOdv_VU&feature=related
http://www.youtube.com/watch?v=BzFCU7hN2yk
http://www.youtube.com/watch?v=JpVrddlI3Do (story of a person with
disability)
http://www.youtube.com/watch?v=kZlXWp6vFdE (video of an athlete)
Guide Questions:
1. How do you think did team sports influence and change the lives of those in
the video clips you watched?
2. If you were one of the characters in the video clips viewed, would the
influence of team sports in your life be the same with them? How?
3. After watching the video clips, how do you perceive team sports now, in
relation to your life and your familys fitness and wellness?
54
Encourage them to do Activity 2: Team Sport Goal-Setting

This time, ask learners to reflect on their goals and targets as regards their
participation in team sports, Basketball in particular. It may include their personal,
family, and community goals. This aims to reaffirm their commitment in making team
sports their lifetime fitness endeavor. The following is an example of learners output
in this activity. Encourage them to have other modes of presentation employing their
creativity and resourcefulness in this challenge.
Example of Team Sports Goal-Setting Format (Refer to the example of goals or
targets given in page 41 of this guide):
FAMILY GOALS
PERSONAL GOALS
1._________________
2. _________________
3._________________
1._________________
2. _________________
3._________________
COMMUNITY GOALS
1._________________
2. _________________
3._________________
Have them do Activity 3: Strips and Dunks!

This is the learners final challenge in this part of the lesson. They need to
finish the
K-W-L chart they have started accomplishing in Part I of the learning
sequence. They will be tasked to share three things they have learned from
participating in basketball, and in team sports in general. After accomplishing this, let
learners share what they have learned to the class, friends or relatives, then dunk
the paper in the basket provided for.
Name:
K-What you KNOW
1.
2.
3.
W-What you WANT to know

1.
2.
3.
Section:
L-What youve LEARNED
1.
2.
3.
55
Part IV. WHAT TO TRANSFER
This is now the learners chance to show everyone that they can
demonstrate with proficiency the different skills in basketball as they play with
their classmates, friends, or family. After playing, their task of accomplishing
their final product is up next! Assessment tools are given so learners products
and performance will be guided and evaluated accordingly.
Let them do Activity 1. Team sports family journal

This activity will encourage learners to involve their family in playing team sports
as a fitness activity by preparing a documentary of their familys engagement in team
sports.
Remind learners that they will need
photographs of you and your family engaging in team sports

coloring materials
folders or card boards and other similar materials
writing or printing materials
adhesives or glues
anything good for collage like recyclable materials as in old magazines
computer (with any of these software applications: movie-maker, photoshop,
powerpoint, nero, etc.)
camera
blank CD/s
Criteria/Indicators for Assessment:
Uniqueness and originality

This includes the familys unique way of scheduling or programming team
sports activities including the kind of team sport they play and how they are
captured in pictures or videos.
Creativity and resourcefulness

This involves the use of less expensive materials such as indigenous or
recyclable ones with a touch of the learners creativity and craftmanship in
putting together the artistic elements like color, line, texture, harmony,
balance, and proportion.
56
Deep understanding of the benefits derived from participating in team

sports
This defines the learners understanding of the essence of team sports as
shown through pictures and/or videos relative to the team sport/s participated
by the learner.
Involving the family in team sports endeavors

Strong evidence that the learners family is really involved in any fitness
endeavor related to team sports.
Heres how learners will accomplish the activity:

1. Ask learners to gather some pictures or videos of their familys team sports
activities. Let them prepare a documentary by organizing them in a portfolio or
scrapbook or any other form of presentation they wish to do. Encourage them
to have it digitally presented. For example: videograph, powerpoint
presentation, movie-maker presentation and other similar media.
2. Let them put descriptions or captions for each documented activity. Their
descriptions or captions may include the team sport played, date and place it
was taken, and the like.
3. The last page or final slide, in case they prefer digital presentation, should
include their insights gained from participating in basketball and team sports
in general. Include also the benefits that they and their family as a whole have
gained from engaging in the sport.
4. Encourage and challenge learners uniqueness, imagination, creativity, and
resourcefulness through this activity.
5. In case learners have difficulty in finding or gathering their familys pictures in
their engagement in team sports, look for pictures of families engaging and
participating in team sports in magazines, newspapers or pamphlets. Cut
them out, organize, and paste them on a clean bondpaper or colored paper.
Put captions on these pictures which may include the benefits the family
derives from participating in team sports.
Have them do Activity 2: Mini-Team Sport Tournament
This activity aims to let learners synthesize and apply what they have
theoretically and practically learned in the previous phases of the learning sequence.
Decision making, critical thinking, and sportsmanship will be revealed, exhibited and
developed. Their performance during this activity will be rated according to the
following criteria: appropriateness of skills, execution of skills and behavior during
performance.
57
ball
partner or Group
proper playing outfit
whistle, score sheet, stop watch, score board, chalk, buzzer or bell
Have learners demonstrate their
offensive skills
defensive skills
proper interpretation of the rules
proper behavior while playing
1. Group learners into three. Groups 1 and 2 will play first; group 3 officiates the
game. Rotation will be made so that all groups will be able to play and
officiate. Make sure that participation among learners be maximized. Consider
a quarter of 8 minutes only to allow rotation of roles among all groups. Here
is a suggested schedule of games and officials:
Game 1
Game 2
Game 3
Group 1 vs. Group 2

Group 2 vs. Group 3
Group 3 vs. Group 1
Officials: Group 3
Officials: Group 1
Officials: Group 2
58
HERES HOW YOUR PART II-IV PERFORMANCES ARE ASSESSED

Weight
Proficiency in the
Execution of Skills
Ability to Adapt a Skill to a

Certain Sport Situation
Behavior in Playing
Team Sport
30%
40%
30%
MASTERFUL: Able to use

knowledge and skills
automatically, effectively,
and efficiently in diverse
game situations
SKILLFUL:
powerful
execution
skills with
confidence
Demonstrates
and
skillful
of the game
high level of
MATURE: Highly disciplined

and able to demonstrate
appropriate
behavior
towards the game, players,
and game officials
SKILLED: Able to use

competently in diverse
game situations
COMPETENT:
Demonstrates
competently the game
skills with confidence
SENSITIVE: Disciplined and

able
to
demonstrate
appropriate
behavior
and game officials
ABLE: Has limited but

growing ability to use
knowledge and skills in
diverse game situations
PRACTITIONER:
Demonstrates
general
level of coordination and
competence
in
the
execution of game skills
with limited but growing
confidence
AWARE:
Generally
demonstrates
proper
behavior towards the game,
players, and game officials
APPRENTICE: Relies on a
limited repertoire of
knowledge and skills; has
limited use of judgment
and responsiveness to
game situations
APPRENTICE:
Demonstrates
limited
coordination
and
competence
in
the
with
low
level
of
confidence
DECENTERING: Has some

capacity for self-discipline
but is still limited to own
reactions and attitudes
and game officials
NOVICE: Can perform

only with coaching and
relies on highly directed
skill
execution,
procedures and game
approaches
NOVICE: Has very low or

no
coordination
in
demonstrating game skills;
has very low level or no
confidence at all
EGOCENTRIC: Has little or

no consideration to the
rules of the game; behaves
untowardly and has no
respect for other players,
and game officials
59
SYNTHESIS
Your generation has gone a long way in terms of advancements in science
and technology. Machines, computers, cellphones, and other advanced gadgets are
all around you now. The classroom has been having difficulties in competing with
these modern technologies that, in one way or another, always find oppportunities to
divert your attention from improving yourself, your studies and your family.
Admit it or not, you tend to spend more time with your friends. You try to do
what they do, be what they are and go where they are headed. As your parents
struggle everyday to earn for your daily bread and prepare for your future through
sending you to school, you always find yourself busy with your classmates and
friends doing what the young generation of today do. In fact, you even spend more
time with them than with your family!
No matter how difficult it is for our present educational system to regain your
interest and refocus your attention back to the basics, it still tries its best to come up
with an interactive and engaging way to make you realize that you really need to
maximize your stay in school and prepare you for whatever lies ahead.
This module is one of those ways with which efforts were combined to let you
learn at the same time enjoy playing. As you worked on with the given activities in
each of the four parts of the learning sequence, you were provided with opportunities
to reflect and understand that theres more in team sports.
Through these activities, you were gradually introduced with the essential
knowledge and skills you needed to learn about team sports. And as expected, you
enjoyed them that much! But those activities did not end up in themselves.
Enjoyment was just the beginning of a bigger and better picture. You were provided
with opportunities to express and demonstrate your understanding of the benefits
that you and your family can derive from engaging and participating in team sports
by answering the mind-extracting and thought-provoking questions given.
You were made to realize that in team sports, individual expertise is highly
appreciated but not at the expense of sacrificing the whole team. You might have
been good or even the best, but you still need the team to back you up and make
things happen together. Thats why its called team sports after all. Each member
plays an important role in the game. Winning might have been important to you and
your team, but how you played the games was even more essential. Your family
with all its members, including you, is a perfect analogy of team sports. Each is
essentially unique considering their repective roles and areas of expertise but also
equally necessary in carrying out a fit and healthy family. Each is contributory to the
attainment of the familys goals and objectives.
As you go out of your class, it is expected that you impart what you have
learned about the essentials of team sports with your friends and more importantly,
with your family. Team sports strengthens your bond as friends and as members of
a family. Cherish every moment as you enjoy playing with those whom you love.
Just always remember, a family that plays together, stays forever and lives longer.
60
Appendix A (Nature, background and history of Basketball)

NATURE AND BACKGROUND OF BASKETBALL
Basketball is a team sport, wherein the objective is to shoot a ball through a
basket horizontally positioned to score points while following a set of rules. Usually,
two teams of five players play on a marked rectangular court with a basket at each
width end. Basketball is one of the world's most popular and widely viewed sports.
A regulation basketball hoop consists of a rim 18 inches in diameter and 10 feet high
mounted to a backboard. A team can score a field goal by shooting the ball through
the basket during regular play. A field goal scores two points for the shooting team if
a player is touching or closer to the basket than the three-point line, and three points
(known commonly as a 3-pointer or three) if the player is behind the three-point line.
The team with the most points at the end of the game wins, but additional time
(overtime) may be issued when the game ends with a draw. The ball can be
advanced on the court by bouncing it while walking or running (dribbling) or throwing
(passing) it to a team mate. It is a violation to move without dribbling the ball
(travelling), to carry it, or to hold the ball with both hands then resume dribbling
(double dribble).
Various violations are generally called "fouls". Disruptive physical contact
(a personal foul) is penalized, and a free throw is usually awarded to an offensive
player if he is fouled while shooting the ball. A technical foul may also be issued
when certain infractions occur, most commonly for unsportsmanlike conduct on the
part of a player or coach. A technical foul gives the opposing team a free throw, and
the opposing team is also retained possession of the ball.
Basketball has evolved many commonly used techniques of shooting, passing,
dribbling, and rebounding, as well as specialized player positions and offensive and
defensive structures (player positioning) and techniques. Typically, the tallest
members of a team will play "center", "power forward" or "small forward" positions,
while shorter players or those who possess the best ball handling skills and speed
play "point guard" or "shooting guard".
While competitive basketball is carefully regulated, numerous variations of
basketball have developed for casual play. Competitive basketball is primarily an
indoor sport played on a carefully marked and maintained basketball court, but less
regulated variations are often played outdoors in both inner city and remote areas.
Source:
http://en.wikipedia.org/wiki/Basketball
HISTORY
Basketball was invented in December 1891 by the Canadian clergyman,
educator, and physician James Naismith. Naismith introduced the game when he
was an instructor at the Young Men's Christian Association Training School (now
Springfield College) in Springfield, Massachusetts. At the request of his superior, Dr.
Luther H. Gulick, he organized a vigorous recreation suitable for indoor winter play.
The game involved elements of American football, soccer, and hockey, and the first
ball used was a soccer ball. Teams had nine players, and the goals were wooden
peach baskets affixed to the walls. By 1897-1898, teams of five became standard.
61
The game rapidly spread nationwide and to Canada and other parts of the world,
played by both women and men; it also became a popular informal outdoor game.
U.S. servicemen in World War II (1939-1945) popularized the sport in many other
countries.
A number of U.S. colleges adopted the game between about 1893 and 1895.
In 1934 the first college games were staged in New York City's Madison Square
Garden, and college basketball began to attract heightened interest. By the 1950s
basketball had become a major college sport, thus paving the way for a growth of
interest in professional basketball.
The first pro league, the National Basketball League, was formed in 1898 to
protect players from exploitation and to promote a less rough game. This league only
lasted five years before disbanding; its demise spawned a number of loosely
organized leagues throughout the northeastern United States. One of the first and
greatest pro teams was the Original Celtics, organized about 1915 in New York City.
They played as many as 150 games a season and dominated basketball until 1936.
The Harlem Globetrotters, founded in 1927, a notable exhibition team, specializes in
amusing court antics and expert ball handling.
In 1949 two subsequent professional leagues, the National Basketball League
(formed in 1937) and the Basketball Association of America (1946) merged to create
the National Basketball Association (NBA). The Boston Celtics, led by their center
Bill Russell, dominated the NBA from the late 1950s through the 1960s. By the
1960s, pro teams from coast to coast played before crowds of many millions
annually. Wilt Chamberlain, a center for the Los Angeles Lakers, was another
leading player during the era, and his battles with Russell were eagerly anticipated.
Kareem Abdul-Jabbar, also a center, came to prominence during the 1970s. Jabbar
perfected his famed "sky hook" shot while playing for the Los Angeles Lakers and
dominated the opposition.
The NBA suffered a drop in popularity during the late 1970s, but was
resuscitated, principally through the growing popularity of its most prominent players.
Larry Bird of the Boston Celtics, and Magic Johnson of the Los Angeles Lakers are
credited with injecting excitement into the league in the 1980s through their superior
skills and decade-long rivalry. During the late 1980s Michael Jordan of the Chicago
Bulls rose to stardom and helped the Bulls dominate the NBA during the early 1990s.
A new generation of basketball stars, including Shaquille O'Neal of the Orlando
Magic and Larry Johnson of the Charlotte Hornets, have sustained the NBA's growth
in popularity.
In 1959 a Basketball Hall of Fame was founded in Springfield, Massachusetts.
Its rosters include the names of great players, coaches, referees, and people who
have contributed significantly to the development of the game.
Source: http://library.thinkquest.org/10615/no-frames/basketball/history.html
62
Appendix B. Basic skills in Basketball (How they are properly executed)

Shooting
The 1st basic skill to be learned is shooting. Every basketball player loves to
shoot the ball! The most practiced skill in the game is shooting. Players spend a
good deal of their practice time on shooting drills to improve their skill level. After all,
if you can't shoot - you can't score! So, heres how you can improve your shooting
skills in basketball:
Remember BEEF (Balance,Elbow, Elbow, Follow Through) when shooting

the ball.
Be relaxed and concentrate on the basket.
Know when you have a good shot and then take it.
Be in proper balance when shooting the ball.
Follow through on every shot you take.
Jump naturally.
Up, hang, shoot! is an easy way to remember this.
Make sure you have an arc on every shot you take.
Source: The Form Trainer Arm Band
Be relaxed when shooting free throws.
The Ultimate Basketball
Practice all of your shots.
Shooting Device @ yhst12654132427.stores.yahoo.net
Dribbling
Dribbling in basketball is a skill that you should master. It allows you to move
around the court while youre in possession of the ball. It is a legal method that
allows you to advance with the ball and make a score as opposed to that of passing
it to a teammate to shoot it for the basket. This move involves bouncing the ball off
the floor with your hands as you cover the floor. This is how its done:
ribble the ball with hand and use only the tips
of your finger in dribbling it.
Employ the wrist and the forearm to push
the ball while covering the court.
Dont involve the whole hand to avoid losing
control of the ball.
Dont keep your fingers in touch with
each other while dribbling.
Spread your fingers to allow full control
of the ball as it dribbles.
Dribble the ball in one side of your body
and not right in front.
While dribbling in one hand, use the other
hand to drive your defender away from the ball.
Source: Vector Clip Art Picture of

a Basketball Player Dribbling the Ball in
Front ...@ chumpysclipart.com
63
Passing
Basketball is a team game. By definition, that means all players are involved with
the process of playing the game and should function as one. One of the primary
skills created to accomplish this is passing. It is a skill that maximizes the
involvement of all player in setting up a play to earn successful shots and earn points
for the whole team. To learn more about passing, read and practice as instructed
below:
Basically, there are two types of pass: air pass and bounce pass.
Air pass travels between players without hitting the floor.
Bounce pass is thrown to the floor so that
it bounces to the intended receiver.
Air passes include chest pass-a pass that originates
from the chest to the receivers chest level;
and overhead pass-a pass that originates
Source: "Extract" 2.7.2 Zone Defence
(This is a Member's Only
from the forehead.With this pass, aim for your
Section). Basketball ...
teammate's chin. Dont bring the ball behind
basketballcrazy.fortix.com.au
your head, because it can get stolen and it takes
a split-second longer to throw the pass.
In executing bounce passes, calculate about
3/3 distance from the receiver as the hitting point
so that the ball bounces right to your receiver.
Source: basketball bounce pass.
Bounce Pass Video Clip.
But for better accuracy, you have to experiment
The Chest Pass: The chest ...
by yourself because the bounce is directly
avcssbasketball.com
proportional with how strong the ball hits the floor.
A good pass is a pass a teammate can catch.
When passing, step toward your receiver.
When catching, step toward the pass.
Like shooting, the ball should have a backspin to it.
This is accomplished by following through on every
pass.
Source: overhead basketball

pass. Overhead Pass Video Clip.
The Step Around Pass:
avcssbasketball.com
Rebounding
Rebounding is one of the major aspects of the game. It is your ability to jump with
power to gain possession of the ball as it bounces to the rim after a failed shot
before it touches the floor. Just how important is rebounding? Whenever you grab a
rebound, your team gains a chance to shoot again while the other team
actually loses it. The difference is double. So, how to make a good rebound, heres
how...
Practice good footwork and vertical leap or jumps.

Anticipate where the ball will land.
The longer the shot or the harder the rim,
the farther the bounces.
When a shooter is a soft shooter, this means
he always takes time to put an arc on his shots,
the ball bounces near the ring.
Source: Vector Illustration: Basketball

rebound blue @ dreamstime.com
64
When a shooter is a hard shooter, this means

theres a little or no arc on his shots, then the ball
bounces far from the ring.
Leg power and strong body are needed in rebounding
thats why it is essential that strength and power exercises
should be considered to conditioning your body.
Running
Running is one of the basic skills that a basketball player should possess.
Because in this sport, speed defines the best. Whether youre on the offensive or
defensive side of the game, passing, receiving, shooting or rebounding a ball, you
always have to run in any way possible. Here are some tips for you to improve your
running skills:
Always have a good pair of playing shoes.

Always do a combination of dynamic stretching
and warm-up activities across the court before
going out to play a game. These exercises have
already been introduced to you when you were
in Grade 7 but in case you have forgotten
them already, here they are:
Dynamic Stretching
Toe Walk
Heel Walk
Inch Walk
High Knees
Butt Kicks
Shuffle
Back Pedal
Jogging
Carioca
Jumping jacks
Source: Basic Conditioning Drills

for BasketballPlayers @ stack.com
65
Appendix C. Facilities and Equipment in Basketball

A. BASKETBALL COURT
Source: High School / College Basketball Court Dimensions @ apollostemplates.com
66
Court Dimensions
The size of the court depends on the playing level. The size of the court for NBA and
College games is 94 feet long and 50 feet wide. It is smaller for High School and
Junior High.
The Backboard and Rim
The regulation height above the ground for the rim (hoop) is 10 feet, and the rim is
18 inches in diameter. Backboards are six feet wide (72 inches) by 42 inches tall,
with the inner square being 24 inches wide by 18 inches tall.
The Foul Line
For all size courts the 'foul line' is 15 feet in front of the backboard.
The Key
The key is 12 feet wide, and is the same for all basketball courts. The backboard
extends four feet out over the baseline into the key. A half circle of diameter 6 foot
extends from the foul line away from the basket to complete the key.
The 3-Point Line (Arc)
For NBA Basketball Courts the 3 point arc is 22 feet to the center of the rim on the
sides with a straight line extending out 16 feet 9 inches from the baseline. Past those
points the line extends out 23 feet 9 inches from the center of the rim.
Line Markings
All line markings on the floor are two inches wide and can vary in color.
B. BALL
The basket ball is an inflated sphere with an outer covering.
It is 75 to 78 cm in circumference and weighs 600-650 grams.
It must be made of leather in the official FIBA competitions.
C. BASKET
Also called goal. It is made up of horizontal circular metal rim
With a net hanging from it. It is mounted 3.05 m above floor level.
D. BACKBOARD
The rigid rectangular board behind the rim.
Standard widths are 24-42, 44:-48,
60-72.
E. SHOES
High-topped shoes
Sources:
http://www.topendsports.com/sport/basketball/equipment.htm
http://www.livestrong.com/article/376547-what-is-the-size-of-a-basketball
backboard/#ixzz2AHUW4eMI
67
Appendix D. Officiating Officials/Rules and Regulations in Basketball

THE OFFICIATING STAFF
The makeup of the officiating corps is strictly a matter of choice. The minimum number is
five: a referee, an umpire, a scorer, a timer and a shot-clock operator. In some cases, eight
officials are used in a lineup comprising a referee, two umpires, a shot-clock operator, two
scorers and two timers.
REFEREE IS OFFICIAL IN CHARGE

The reeree is the official that controls the game. He is the one who tosses the ball up for the
center jump at the start of the game and each overtime period. He duties range from
inspecting and approving all equipment before the game's starting time to approving the final
score. In between, the referee is responsible for the notification of each team three minutes
before each half is to begin and deciding matters of disagreement among the officials. The
referee has the power to make decisions on any point not specifically covered in the rules
and even to forfeit the game if necessary.
OFFICIALS CONDUCT GAME

During actual play, there is no practical difference between the referee and umpire(s). They
are equally responsible for the conduct of the game; and, because of the speed of play, their
duties are dictated essentially by their respective positions on the court from moment to
moment. For this reason, the rules specify that no official has the authority to question
decisions made by another official. The officials' control, which begins 30 minutes before
starting time for men and 15 minutes for women and concludes with the referee's approval of
the final score, includes the power to eject from the court any player, coach or team follower
who is guilty of flagrant unsporting conduct. When the referee leaves the confines of the
playing area at the end of the game, the score is final and may not be changed.
As we pointed out earlier, jump balls occur only at the start of the game and all overtimes;
but officials still must concentrate upon throwing the ball up straight. At other times, play
resumes with a throw-in. The team that fails to get the ball after the first center jump will
begin the alternating process.
OFFICIALS' SIGNALS
When a foul occurs, the official is required by the rules to (a) signal the timer to stop the
clock, (b) designate the offender to the scorer and use his or her fingers to indicate the
number of free throws. When a team is entitled to a throw-in, an official must (a) signal what
caused the ball to become dead, (b) indicate the throw-in spot (except after a goal) and (c)
designate the team entitled to the throw-in.
DUTIES OF SCORERS AND TIMERS

Scorers must (a) record, in numerical order, names and numbers of all players, (b) record
field goals made and free throws made and missed, (c) keep a running summary of points
scored, (d) record fouls called on each player and notify officials when a playerdisqualification or bonus-free-throw situation arises, (e) record timeouts and report when a
team' s allotted number has been used, and (f) record when a squad member has been
ejected for fighting. It is the game-clock and shot-clock operators' responsibility to keep
everyone abreast of key factors while carrying out the timing regulations.
Source:
http://www.hoopsvibe.com/basketball-training/articles/79171-basketball-rulesofficials--their-duties
68
GLOSSARY OF TERMS:
Air pass-a pass that travels between players without hitting the floor.
Assist-a pass that subsequently results in a goal being scored.
Back Court-the defensive zone for each team.
Back Pedal-a dynamic stretching exercise which is executed by running backward
wherein the heels are almost touching the buttocks.
Bounce pass-a kind of pass in Basketball wherein the ball is thrown to the floor so
that it bounces to the intended receiver.
Carioca-a dynamic stretching exercise which is the same with that of grapevine step
in dancing. It is executed through a step sideward followed by a cross-step in front,
step sideward and cross-step in rear. It may be done repeatedly. The difference with
that of grapevine is that it is executed with a bounce to achieve the stretching effect.
Chest pass-a pass that originates from the chest to the receivers chest level.
Defensive Play-a type of play in team sports particularly in basketball wherein the
team aims at preventing the opponents from shooting the ball or gaining possession
of the ball.
Defensive rebound-a rebound caught by defenders.
Double Team-when two defenders mark one attacker, usually their best player.
Dribbling-a Basketball basic skill that allows you to move around the court while
youre in possession of the ball. It is a legal method that allows you to advance with
the ball and make a score as opposed to that of passing it to a teammate to shoot it
for the basket. This move involves bouncing the ball off the floor with your hands as
you cover the floor.
Drive-an attacking move at full speed.
Dunk Shot-a spectacular scoring maneuver when a player jumps high, reaches
above the ring, and stuffs the ball down through the hoop.
Foul-an infraction or violation of the rules of a game.
Goal-Tending-an illegal play in which a player deflects a ball that is on the
downward path to the basket or that is already on the rim of the basket, carrying the
penalty of an automatic score when committed by the defense or nullifying the field
goal when committed by the offense.
High Knees-a dynamic stretching exercise which is executed by running forward,
lifting the knees until the upper leg is parallel to the ground, toes pointed downward.
Misconduct-an unbecoming behavior of a player contributing to the disturbance or
unusual flow of a game.
69
Offensive Play-a type of play in team sports particularly in basketball wherein the
team plays in possession of the ball aiming at earning points through shooting.
Overhead pass-a pass that originates from the forehead. With this pass, aim for
your teammate's chin, dont bring the ball behind your head, because it can get
stolen and it takes a split-second longer to throw the pass.
Passing-Basketball is a team game. By definition, that means all players are
involved with the process of playing the game and should function as one. One of
the primary skills created to accomplish this, is passing. It is a skill that maximizes
the involvement of all player in setting up a play to earn successful shots and earn
points for the whole team.
Rebounding -one of the major aspects of the game. It is your ability to jump
with power to gain possession of the ball as it bounces to the rim after a failed
shot before it touches the floor. Just how important is rebounding? Whenever you
grab a rebound, your team gains a chance to shoot again while the other team
actually loses it.
Referee-the term used to refer to the officiating official in Basketball.
Running-one of the most basic skills that a basketball player should possess.
Because in this sport, speed defines the best. Whether youre on the offensive or
defensive side of the game, you always have to run in any way possible.
Shooting-this is the act o throwing the ball with an intention of getting into the ring or
basket to earn points. An offensive skill that every basketball player should master
to win a game Though it is the most practiced skill in the game, players should spend
a good deal of their practice time on shooting drills to improve their skill level.
Shuffle-a dynamic stretching exercise which is also called galop. A combination of
step and cut (displace) in one count. It may be done forward, backward and most
commonly sideward with one foot always leading.
Warm-Up Exercises-these are exercises which are composed of static and dynamic
movements intended to gradually increase heart rate at the same time prepare and
condition the body to more strenuous physical activities thereby preventing injuries
from happening.
70
WEB SOURCES:
www.youth-baketball-tips.com/how-to-shoot-a-basketball.html
www.youth-baketball-tips.com/how-to-dribble-a-basketball.html
www.youth-baketball-tips.com/how-to-rebound-a-basketball.html
www.buzzle.com/articles/how-to-dribble-a-basketball.html
www.buzzle.com/articles/how-to-pass-a-basketball.html
www.buzzle.com/articles/how-to-shoot-a-basketball.html
www.buzzle.com/articles/how-to-run-a-basketball.html
www.wikihow.com/Become-a-better-Basketball-Shooter
http://www.youtube.com/watch?v=YIHjdVteO2A&feature=relmfu
http://www.youtube.com/watch?v=ZNM8e4qReno
http://www.youtube.com/watch?v=3JS9e06FjmI
http://www.youtube.com/watch?v=QIxrXFHfGMc
71
TEACHING GUIDE FOR PHYSICAL EDUCATION

Grade 8
Quarter II Team Sports (Baseball/Softball)
LESSON 2
The learner demonstrates understanding of family health and fitness that
help him/her develop and promote family wellness for active lifestyle and
quality of life.
Content Standard
Learning Competencies
The learner
The learners are expected to
demonstrates understanding of the

benefits (fitness, health and wellness)
that the family can derive from
participating in team sports.
relate and discuss the nature

and background of baseball and
softball;
explain the health and fitness

benefits derived from playing
these games;
practice proper and acceptable

behavior as in fairness,respect
for authority when participating
in said games;
proficently execute the basic

skills and tactics in baseball and
softball;
interpret rules and regulations of

baseball and softball; and
exhibit enjoyment in playing in

these games.
Performance Standard
The learner
engages his/her family members in
team sports to promote fitness, health
and wellness.
72
Pre- Assessment:
.
Ask your students to honestly and individually answer the pre-assessment
found on page 2 of the learning material. Set a time limit for them to do it. Ask
them to write their answers in their activity notebook.
Let learners compare their answers to the following:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Batting
Defensive
12
True
3
Three(3)
True
True
True
Umpire
Together with your students, analyze the results of your pre-assessment

to determine where they are in terms of background knowledge and skill and
their strenghts and weaknesses.These may serve as your basis for planning
your instructional activities.
Learning Goals and Targets
Based on the objectives of the lesson and
results of the preassessment, let learners define their personal goals and targets to be achieved
at the end of this module, ask them to write their goals and stargets in their
activity notebook.
Make sure that all your learners are able to define their own goals and
targets.Tell them to monitor their progress as you proceed with the lesson.

In this part of the module, your learner will be given activities to
diagnose, pre-assess, and activate their prior knowledge; communicate their
expectations as to what they want to know, be able to know,understand and
produce or perform as evidence of their learing.They will also be led to exhibit
tentative responses through provocative and critica questions; identify
misconceptions and alterative concepts about the lesson based on their
responses.They should be informed of the assessment technique to be used
for their expected outputs and performances at the end of the module; be
provided with the knowledge of team sports specifically baseball/softball; and
assess this knowledge by answering the questions at the end of this part of
the lesson.
73
Accept all the answers of your students. However take note of those
areas where you need to clarify during the process part. Make sure that your
learners are clarified on the expected product and performance at the end of
the grading period and how this product and performance shall be assessed.
Invite them to do Activity1 How much do you know about Team Sports ?
In this activity, your learners prior knowledge on specfic team sports will
be diagnosed and pre-assessed. Refer to Activity 1 of the learning material.
Use the following to check their answers:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Basketball
Basketball
Basketball
Basketball
Baseball/Softball
Baseball/Softball
Basketball
Baseball/Softball
Baseball/Softball
Baseball/Softball
Baseball/Softball
Baseball/Softball
Baseball/Softball
Softball
Softball
As the learners move further in answering the other questions related to

Activity1,you need to facilitate and guide them to ensure that they are on the
right track and their answers are really of their own. Always be generous in
acknowledging every positive response made by the learner as they answer
questions number 4 to 7.
Invite the learners to do Activity 2: The team sport that I would like to
know more about
This activity will allow your learner to share what he/she knows about team
sports at the same time brings out his/her expectations of the lesson, prior
knowledge and skills, and the specific team sports he/she wants to learn more
about.
Remind them of these tasks:
1. Below is a K-W-L chart. Under K column, write three(3) things that you
already know about you chosen team sport. Under W column, write 3
things that you want to know more about. Dont write anything yet on the
L column.
74
Name: _______________________________ Chosen Team

Sport:______________
K-What you KNOW
W-What you WANT to
L-What youve
know
LEARNED
1.Basic rlules of the game
1.Difference of team 1.
sports
chalenge
to
individual or combative
sports
2.Some prominent players of 2.
2.
baseball,national/international Who made the rules of
Softball/Baseball
3.Basic/elementary skills like 3.What are the specific 3.
batting, catching and base skills
in
running
Baseball/Softball
that
we cant find in other
sports
2. After accomplishing this task, share the things you KNOW and the things
you WANT to KNOW to the class.
Have them work on Activity 3: Team Sport Engagement Survey
The result of this survey serves as reference for planning the sequence
of learning activities on team sports to be introduced and corresponding skills to
be taught. Then invite learners to do the following tasks:
1. Reflect on your participation in team sports by responding to the survey
questionnaire below.
SURVEY QUESTIONS
BASKETBALL
BASEBALL
SOFTBALL
YES
YES
YES
NO
NO
1. Do you have experience in playing team

sports?
2. Do you play team sports often?
3. Do you play team sports with friends?
4. Do you play team sports with your family?
5. Are you a member of the school varsity team?
6. Do you participate in community sports
programs?
7. Do you enjoy participating in team sports?
8. Do you consider the benefits derived from
playing team sports?
9. Are there team sports enthusiasts in your
family?
10. Do you plan to make team sports one of your
lifetime fitness activities?
75
NO
2. Just put a checkmark ( ) on the corresponding column below the sport

for your responses. Its quite easy, right? So go on, grab a pen and
accomplish the questionnaire.
3. Collect the questionnaire for profiling. The result of the survey may help
you in designing your succeeding activities in team sports.
Engage the learners in Activity 4: Can You Meet My Expectations?
Introduce the learners expected output and performances, which will be
evaluated at the end of the lesson.
Explain to them the criteria for assessment to ensure understanding of
the different expected outputs
Remind them as well that at the end of the lessons, the expected outputs
for them to accomplish are those defined in pages pages 6 and 7; Learning
Module II.
Make them do Activiy 5:
Presentation is Encouraged)
Lecture-Discussion
(Multi-Media-Aided
Refer the learner to the lecture on baseball and softball found in

Appendix A.You may also consider the digital copy of the lecture that goes with
this learning material. Ask them to read the lecture carefully to be able them
answer the given questions.After which their knowledge on the following
contents shall be assessed.
-
Nature and background of baseball and softball

Facilities and equipment needed
Proper playing attire and shoes
Scoring system
Conduct of the game
Rules and regulations
Make them do Activity 6: Pick, Pass and Throw (Assessment for

knowledge)
(Refer to the learning materials; pages;7to 8 )
Heres how to do it:
Group the class into 5. Each group will have their question to answer for
five minutes. After the given time, ask them to pass the question to other group
and then get question from the other and so on. Groups will use manila paper
for answers and present it to the class. (Refer to the learning materials; pages;
7to 8 )
76
Part II: PROCESS
Commend learners. Let them prepare for various learning resources and
learning experiences that will enable them to make sense of the information,
develop, rethink, validate, and revise their understanding of team sports.
Activity 1:Baseball and Softball Basics

This activity aims to introduce your learner to the the basic skills in
baseball and softball and the mechanics on how each skill is properly executed.
On the CD provided with this module is a demonstration of the basic skills.Make
them watch carefully because in the next set of activities, they will also
demonstrate the skills.
In case you dont have the CD,you can ask local or home grown basebal
or softball player to demonstrate the skills for your learners.Tell learners to
watch and observe him/her intently so that they will be able to perform the
different basic skills after the demonstration.
Emphasize to them these basic skills to be learned:
throwing
pithcing
catching
batting
running or base running
Begin the show/ demonstration:

Tell your learners to find a place where they feel comfortable. Refer to the
learning material for this activity.
Have them do Activity 2: Skill Development Activities
This activity provides an opportunity for your learners to demonstrate the
basic skills they have learned previously. They will be given five skill stations as
demonstration areas.
Always remind them to consider the following before starting activity: warm-up
exercises and safety precautions. In this activity they will need the following :
aseball or softball ball
playing area (a baseball/softball diamond/improvised diamond/gym)
gloves
77
bat
protective gears (mask, sheen guards, body protectors)
proper playing outfit with a good pair of playing shoes
Remind them of the basic drill lessons to be learned as those done in the
previous activity
throwing
pitching
catching
batting
runnin or base-running
For your reference, here are the charts for the Drill Sequence and Drill
Illustrationn.
Drill Sequence:
TEAM SPORT
Station
I
Station
II
Station
III
Station
IV
Station
V
Baseball/Softball
Throwing
Catching
Pitching
Batting
Running
78
Drill Illustration:
Station 1 And 2: Throwing and Catching
Throw-catch
X
O
Catch-throw
Station 3: Pitching
Station 4: Batting
Station 5: Running
Have learners assess their own performances in this activity

Here you shall assess how your learners have acquired the basic skills
in softball/baseball. Tell them to put a checkmark on the column corresponding
to their response to the items given in the Self-Assessment Tool based on how
well they did in each drill station. Make them consider the criteria given before
they start the activity. Proficiency in the execution of skills - 40%, ability to follow
79
instruction - 30%, behavior during the drill - 30%.Refer the following for the
equivalent ratings:
Advance:
90% and above
Proficient:
85-89%
Approaching Profficiency:
80-84%
Developing:
75-79%
Beginning:
74% and below
Name:
SELF-ASSESSMENT TOOL ON BASIC SKILLS IN BASKETBALL

Section:
Date:
STATION DRILLS
Advanced
Proficient
Approaching
Proficiency
Developing
Beginning
Station 1: Throwing
Station 2: Cathcing
Station 3: Pitching
Station 4: Batting
Station 5: Running
Have the learners do Activity 3: Rules to count!
Discuss the rules and regulations of baseball and softball games.
Refer to learning material for this activity.
Ask learners to do the following:
1. The following table shows the most crucial aspects of baseball and
softball when it comes to rules and regulations. Be guided accordingly as
to how you should play the games. Remember, were talking here of
amateur basaeball/softball, not of professional baseball/softball yet,
because in professional baseball/softball like in International Baseball
Federation (IBF) or Little League Baseball, rules and regulations are
highly technical.
80
ASPECTS OF THE GAME

TEAM COMPOSITION
START OF PLAY
DURATION OF THE GAME

Ball In And Out of play
THINGS TO CONSIDER
9 Players per team
(Pitcher, Catcher, 1st Baseman, 2nd Baseman,
3rd Baseman, Short Stopper, Right Fielder, Left
Fielder, Center Fielder)
As the Chief Umpire anoounces PLAY/Tosscoin (whichever team wins the toss-coin, that
team decides whether they start with offense or
defense play)
Seven Innings
The ball is in play if it is batted and lands on safe
zone or withing the 90-degree foul line; its out of
play if it lands outside the safe zone or outside
the foul line
TIME-OUTS
SUBSTITUTIONS
REGULAR FOULS/VIOLATIONS
SERIOUS
OFFENSES/MISCONDUCTS
OVERTIME
OFFICIALS OF THE GAME
Two Substitutions per inning (in case of injuries

or upon decision of the coach in case
substitution is needed for a better play)
Batter unable to strike pitched ball in strike zone
(strike is awarded); three strikes results to an
out, next batter resumes; three outs results to
change of play/inning;
Base-runner/s unable to reach base and tagged;
batted ball is caught before it hits the ground;
Assault to an opposing player
Disrespect to officials
In case of tie, one inning each team is given
Chief umpire
1st base umpire
2nd base umpire
3rd base umpire
Scorer
Time-keeper (in case innings are timed)
2. You can discuss more about the aspects of playing baseball/softball as

indicated in the table above. You might as well tell your learners to do
some research on this matter to enrich their knowledge on
baseball/softball rules and regulations. Remember some of the amateur
rules indicated and discussed by you may vary depending on the
tournament or league agreements like for intance number of innings in a
game, substitution, number of time-outs per inning and others.
3. Remind them to consider the following before starting the activity: proper
attire, warm-up exercises, safety precautions.
4. This time, ask them to form three groups . Groups 1 and 2 will play first
while group 3 will manage and officiate the game. Make sure that
participation among all teammates is maximized. In the meantime, you
may consider a game of 3-5 innings as your class time allows you to.
Below is the schedule of games and officiating officials:
81
Game 1
Game 2
Game 3
Group 1 vs. Group 2

Group 2 vs. Group 3
Group 3 vs. Group 1
Officials: Group 3
Officials: Group 1
Officials: Group 2
5. Encouraged them to make the best out of their performance in this

activities because their performance will be rated as follows:
Criteria for Assessment: On Skill Execution while playing
Proficiency in the execution of skills in baseball/softball
Ability to adapt or use skills to certain baseball/softball situations
Behavior in playing baseball/softball
30%
40%
30%
_____
100%
Criteria for Assessment: On Officiating

Appropriateness of calls and signal
Fairness and equality
Coordination with other officials and behavior in officiating
30%
40%
30%
_____
100%
Engage them in Activity 4: Baseball/Softball Developmental Activities

In this activity, they will be provided with lead-up activities to anable them
realize that the basic skills, when combined together, can be applied efficiently
and effectively in playing softball or baseball. Refer to learning material for this
activity.
Have them do Activity 5: Checking Your Understanding
In this activity, assess the learners understanding of the benefits of
participating in team sports. You can ask them to present their responses in
any form they are comfortable with. Tell them to do this activity in their activity
notebook.
Expected outputs may include any of the following:
reaction/position letter
poster and slogan and
essay
Give feedback,and even appreciation to your learners outputs in this

activity to motivate them more to pursue the succeding activity.
82
Part III. REFLECT AND UNDERSTAND
In this phase, provide them with other learning resources and learning
experiences for them to enrich and broaden their understanding of the lesson.
Have them do Activity 1: Living Legends

In this activity, give learners opportunities to rethink and refine their
understanding of team sports by listening to invited resource persons as they
speak on how team sports influenced them as an individual and as a member of
the family.
In the absence of an invited guest, both you and your learner can utilize
available resources like recorded interviews or written materials like
autobigraphies feature articles and others that have something to do with team
sports. You may refer to learning material for this activity
Again, give as much appreciation to your learners outputs as you introduce
them to the next activity.
Have them do Activity 2: How good is your aim if you wont pull the
trigger.
See if the learners outputs are quite impressive! Give them a thumbs
up! Encourage them do the same in the next activity.
Ask learners to list down their goals on their personal, family and
community involvement in baseball or softball and team sports in general. This
activity aims to reaffirm their commitment in making team sports their lifetime
fitness endeavor.
The following is an example of an output of this activity. Encourage your
learners to have other modes of presentation employing their creativity and
resourcefulness in this challenge. Use another paper in recording your output in
this activity.
83
FAMILY GOAL
PERSONAL GOAL
Try-out for the

school varsity team
Make team sports
a lifetime
recreational
activity
Use team sports a
means in widening
my social network
Share skills in team sports

to siblings
Organize a team among
immediate family members
Encourage family members
to make team sports a
lifetime activity
COMMUNITY GOAL
Participate in
community team
sports programs
Serve as officiating
official in community
competitions
Conduct outreach
program in team
sports to youth in my
community
Invite them to do Activity 3: The Final Challenge

In this part of the lesson, your learners will give, show and prove what
they have learn the lesson by way of accomplishing the K-W-L chart, which
they have started accomplishing in Part I of the learning sequence. will be
tasked to share three things they have learned from participating in softball and
baseball and in team sports in general.
You have to make sure that your learners will answer completely the KW-L chart by enumerating and explaining the benefits of participating in team
sports in promoting health, fitness and wellness.
K-What you KNOW
W-What you WANT to

know
L-What youve LEARNED
1.
1.
1.
2.
2.
2.
3.
3.
3.
84
Part IV. WHAT TO TRANSFER
This activity aims to finally let your learner synthesize and apply what they
have theoretically and practically learned in the previous phases of the learning
sequence. Decision making, critical thinking and sportsmanship wil be revealed
and developed. Your learner performance during this activity will be rated
according to the following criteria: appropriateness of skills, execution of skills
and behavior during performance
Make them do Activity 1: Mini-Team Sport Tournament (Assessment of

Performance)
.
Refer to the learning material as to how your learners be assesed in this activity
85
Web Sources:
http://www.softballperformance.com/softball-history/
http://www.isfsoftball.org/english/rules_standards/rulebook.pdf
http://www.buzzle.com/articles/softball-rules-and-regulations.html
http://www.wiaawi.org/Sports/Softball/RulesRegulations.aspx
http://en.wikipedia.org/wiki/Baseball
http://www.britannica.com/EBchecked/topic/54751/baseball
http://www.libertyball.com/coachcorner/Baseball%20Handbook.pdf
http://www.infosports.com/zdr/tm/jzm.html
http://en.wikipedia.org/wiki/Baseball_clothing_and_equipment
http://www.baseball-rules.com/basicbb.ht
Bibliography
Cole, Terrence. A Purely American Game: Indoor Baseball and the Origins of
Softball. International Journal of the History of the Sport 7.2 (September 1990):
287296.
Gems, Gerald R. Windy City Wars: Labor, Leisure, and Sport in the Making of
Chicago. 1997.
Garmean, Judith Fay. "A Study Of Attitudes Toward Softball Competition For
Women." Santa Barbara: University if California 1969: 87
Berlage, Gai Ingham. "Women In Baseball: The Forgotten History". London:
Greenwood Publishing 1994:208
Alexander, Charles C. Our Game: An American Baseball History. New York:
MJF, 1991.
Bjarkman, Peter C. (2004). Diamonds Around the Globe: The Encyclopedia of
International Baseball. Greenwood.
Alexander, Charles C. Our Game: An American Baseball History. New York:
Henry Holt and Company, 1991.
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TEACHING GUIDE
PHYSICAL EDUCATION QUARTER 3: INDOOR RECREATIONAL ACTIVITIES
QUARTER 3: INDOOR RECREATIONAL ACTIVITIES

INTRODUCTION
Indoor recreational activities are voluntarily undertaken for pleasure, exercise,

relaxation, and leisure. It is a way of rejuvenating the mind and the body especially
when you are caught in situations such as hectic jobs and routine chores. This is
why you have these modules, for you to indulge in some recreational activities like
scrabble, chess, and domino.
Scrabble, chess, and domino are varieties of activities that affect what, when,
and
how
people
recreate
including
chgange
in
lifestyle,
family
structure/commitments, work demands, and work-life balance.

Participating in this leisure and recreational activities can foster a range of
positive benefits including
Opportunities for health, well being, and quality lifestyle for the community.
Personal development, expressions, creativity, individuality, social, physical
and intellectual, and close family ties/relationship.
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TEACHING GUIDE
TEACHING GUIDE FOR PHYSICAL EDUCATION

Quarter III
Indoor Recreational Activity
The learner demonstrates understanding of family fitness in sustaining an

active lifestyle.
Content Standard
The learner demonstrates understanding

of the benefits that the family can derive
from participating in indoor recreational
activities.
Performance Standard
At the end of the module, they should be

able to
1. discuss the nature/background of
the game scrabble;
2. explain the health and fitness
benefits derive from playing
scrabble;
3. practice proper and acceptable
behaviour when participating in
indoor recreational activities;
4. execute basic skills and tactics in
5. interpret rules and regulations of
the game scrabble;
6. apply knowledge of rules and
regulations in scrabble;
7. promote indoor recreational
activities to family members.
The learner takes part in indoor

recreational activities that promote
lifelong fitness and wellness in the
family.
88
TEACHING GUIDE
INTRODUCTION
he module provides the learner with an overall outlook on what

they are going to learn about the game scrabble. Activities will be
provided to enhance their knowledge and skills on the following
concepts: nature of the scrabble game, its basic skills and tactics and interpretation
of the rules and regulations.
Varied assessment tools will be given to the learners and these will be used
to define their personal goals and targets, acquire adequate and relevant information
and knowledge and broaden their understanding about the game scrabble.
The learners will be given the opportunity to engage in practical application
of the principles and ideas of playing scrabble.
OBJECTIVES
At the end of the lesson, the learners should be able to
1. discuss the nature/background of the game scrabble;
2. explain the benefits that the family can derive from playing scrabble;
3. practice proper and acceptable behaviour when participating indoor
recreational activities;
4. promote indoor recreational activities to family members;
5. execute basic skills and tactics in scrabble;
6. interpret rules and regulations in scrabble;
7. apply knowledge of rules and regulations and strategies in scrabble.
PRE-ASSESSMENT
The learners will be provided with sets of activities to assess and activate their prior
knowledge about scrabble.
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TEACHING GUIDE
ACTIVITY 1 DO I KNOW THIS INDOOR RECREATIONAL ACTIVITIES?

In this activity let the learners choose/select the different terms used in playing
scrabble in Table A. The selected scrabble terms will be placed on the space
provided for in Table B.
Key Answers:
Table B.
1. TILES
2 . TRIPLE WORD
90
6. DOUBLE LETTER
7. DOUBLE WORD
3. COUNT TILES
8. DOUBLE CHALLENGE
4. SHUFFLE
9.BLANK TILES
5. HOOK LETTER
10. OPEN BOARD
TEACHING GUIDE
ACTIVITY 2
AGREE
OR DISAGREE
For this activity, tell the learners to answer all the statements by placing a positive
sign (+) if they agree and a negative sign (-) if they disagree. Ask the learners to
write their answers in their respective activity note book.
Note: Let the learners analyze their answers and come up with reflections about
this. This is one of the activities that will determine their understanding about the
game scrabble.
Use the answer key, as shown below, to process the learners responses.
Key Answers:
1.
2.
3.
4.
5.
+
+
+
+
6. +
7. 8. +
9. +
10. -
Use the following descriptions to rate the learners responses.
Equivalent
10
Highly Proficient
7-9
Proficient
5-6
Basic
91
Descriptions
Congratulations!
You know the concept of the game
scrabble
You have an idea about the game
scrabble
You have at least a partial idea about the
game scrabble
TEACHING GUIDE
BELOW 5
Below Basic
You need to be updated about the game

scrabble
LEARNING GOALS AND TARGETS
Based on the objectives of the lesson and results of the pre-assessment, let the
learners define their personal goals and targets to achieve at the end of the module.
ACTIVITY 3
To Know You More!

http://www.sophia.org
This activity will give opportunity for the learners to know more about their
expectations of the lesson, their prior knowledge and skills in one of the
indoor recreational game called SCRABBLE.
Ask the learners to write 4 things that they already know about scrabble.
Remind them not to write anything yet on the third column for which should be
accomplished on the later part of the module.
K - What you KNOW
W - What you WANT to know
L - What you LEARNED
_______________
_______________
_______________
_______________
_______________
_______________
____________
____________
____________
____________
____________
____________
( Note: The above activity will not be graded and you will only check. This will give
you information on the learners prior knowledge and will help you determine what
areas you will need to focus on.)
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TEACHING GUIDE
PART 1. WHAT TO KNOW

In this part of the module, the learners are provided with structured learning
experiences that will assess their prior knowledge, and understanding, of the
game, scrabble.
ACTIVITY 1
CLOSE ENCOUNTER of the SECOND KIND!
This activity will assess the learners encounter with scrabble and will serve as the
basis in planning the sequence of their learning activities regarding indoor
recreational activities. Ask them to reflect on their participation in a scrabble game
by accomplishing the questionnaire below. Let the learners answer the question
using the following smiley,
for YES ; and
for NO.
Note: During the duration of the activity, guide the learners in

answering the questions.
QUESTIONS
1. Have I experience playing SCRABBLE
2. Do I play SCRABBLE often?
3. Do I play SCRABBLE with friends?
4. Do I play SCRABBLE with family?
5. Am I a member of a SCRABBLE team
in school?
6. Do I enjoy participating in a
SCRABBLE game?
7. Do I consider the benefits derived from
playing SCRABBLE?
8. Are there SCRABBLE game enthusiast
in my family?
9. Do I plan to make SCRABBLE as one
of my lifelong activity?
93
YES
NO
TEACHING GUIDE
ACTIVITY 2
MMDA (Meet my Deep Appreciation)
In this activity, introduce to the learners what is expected from them in terms
of product and performance including how these shall be assessed and
rated.
Conduct an orientation on the product and performance expected from the
learners at the end of the lesson including the rating system to be used in
evaluating their outputs.
A. Product:
Let the learners create a scrapbook containing pictures of their

family playing scrabble.
Ask them to paste pictures that they have taken while playing
scrabble with their family at home.
Tell them to put a short description that includes the date and place
including a short essay on the benefits that they will get from
playing scrabble with their family.
Rate the learners based on the Criteria for Assessment :

Product
o Content / relevance of pictures presented

o Creativity and resourcefulness of presentation
o Understanding the benefits from playing scrabble
On my family fitness and wellness
94
30%
30%
40%
100%
TEACHING GUIDE
Performance/s
The learners demonstrate their understanding about the skills and basic rules
in playing scrabble

o Proficiency in the execution of skills
o Ability to adopt / use skills to a particular
game situations
o Behavior in playing scrabble
ACTIVITY 3
30%
40%
30%
100%
PUNTO for PUNTO
This activity will allow the learners to further understand the lesson.
Questions with increasing difficulty will be given to the learners to draw ideas
from them.
The following are the guide questions you are going to use during your interactions
with the learners:
1. Based on what you have written in the K W L chart, what indoor
recreational activities/games does your family play? Write down at
least 3 skills/tactics you use as you play scrabble with your family
and/or friends.
2. Give a short description about the nature and background of the
game scrabble.
3. Do you think playing scrabble can promote health, fitness and
wellness among family members? How?
95
TEACHING GUIDE
Make sure that before you proceed with the next part of the module, all the
topics about scrabble have been introduced.
PART II WHAT TO PROCESS?

In this part, the learners are provided with various learning resources and learning
experiences for them to enrich or broaden their understanding about the lesson.
ACTIVITY 1
INTERNET CONNECTIVITY
In this activity ask the learners to make an internet research on the nature
and background of the game scrabble.
Ask them to base their research on the following:
Objectives of the game

No.of players
Rules of the game
Scoring system
Equipment
Playing time
.
http://www.clker.com/clipart-internet-.html
Let the learners be guided with the following questions:
1.
2.
3.
4.
5.
What are the objectives of the game scrabble?

What are the materials used in playing scrabble?
How many players can play in any game of scrabble?
Why do you need to follow correctly the rules of the game scrabble?
What particular rules of the game will enhance your knowledge/skills about
the game scrabble?
6. What are the values of each tile used in scrabble?
96
TEACHING GUIDE
7. How could you determine if you won the game ?

8. What learnings will you get from playing scrabble?
The following rubric will be use by the learners in assessing activity 1
Descriptions
Beginner
1
Content and The
research
work
seems
Resource
haphazard,
Requirement
hurried
or
unfinished.
There
are
significant factual
errors,
misconceptions or
misunderstanding
Novice
2
The
research
work has a focus
but may stray
from it at times.
There
is
an
organizational
structure,
through
consistent
enough.
There may be
factual errors or
inconsistencies,
but they are
relatively minor.
Intermediate
3
The
research
work presents
information
in
an accurate and
organized
manner that can
be understood
by the intended
audience.
There is a focus
that
is
maintained
throughout the
piece.
Information
is
relevant
and
useful.
Subject
Knowledge
The learners does

not have group of
information.
Information
is
confusing,
incorrect,
or
flawed.
Learners
are
uncomfortable
with
the
information and
are
able
to
answer
only
rudimentary
questions.
Some
information are
confusing,
incorrect
or
flawed.
Learners are at
ease and ready
with expected
answers to all
questions, but
fails
to
elaborate.
Information
is
clear,
appropriate and
correct.
Data
Collection
There is minimal
or irrelevant data.
None is gathered
directly
by
learners.
Learners
attempted
to
gather their own
field data, but
were unable to
complete
the
assignment,
therefore
conclusions
cannot
be
Adequate
relevant data of
at least two
types, at least
one
set
gathered
directly
by
learners
97
Expert
4
The research
work has a
clear
goal
related to a
significant
topic or issue.
Information
included
reflects broad
research and
application of
critical thinking
skills,
show
notable insight
or
understanding
of the topic,
compels
the
audiences
attention.
Learners
demonstrate a
full range of
knowledge
and are able to
answer
all
questions with
explanation
and
elaboration.
All information
are
clear,
appropriate
and correct.
Abundant
relevant data
with at least
three different
types, at least
one set are
gathered
by
learners
directly from
their own field
TEACHING GUIDE
drawn.
ACTIVITY 2
WATCH AND LEARN : THE BASIC
work.
Scrabble
basic
The activity aims to introduce to the learners the basic skills in playing
scrabble and how each skill is properly executed.
Video aided instructional materials will be used by the learners for their skill
acquisition.
Tell the learners to visit and download the information to be found on this site:
www.youtube.com/watch?v=62RxWIKEnqM How to play scrabble.
Guide the learners on this activity.
ACTIVITY 3
I WANT TO PLAY !
This is now the opportunity for the learners to demonstrate the basic skills
they have seen in the video-aided instructional materials.
98
Tell the learners to form a group with 4 members each.
Ask the learners to assign an observer & a recorder

while the other members of the group will play. While
playing, the observers / recorders will record their
observations on skills / tactics used/applied by the
players.
At the end of the game, tell the players, observers /

recorders to share their experiences in the game.
The leader of their group will conduct a short discussion

to arrive with a generalization regarding the importance
of mastery of the basic skills in scrabble.
TEACHING GUIDE
PART III. WHAT TO UNDERSTAND
In this module, learners understanding of the essence of participating in

scrabble games will be assessed.
ACTIVITY 1
HOW I APPRECIATE THE GAME
Let the learners answer the questions below on how they appreciate the game
scrabble.
o How do you play scrabble?
o What basic skills/tactics do you need to develop/master in order to
be successful in playing scrabble.
o Do you think that your knowledge on the rules and regulation of
the game is an edge for you to win? Why?
o Are there any health and fitness benefits we can get out of playing
scrabble? Enumerate at least 5 of them.
ACTIVITY 2
PLAYING WITH MY FAMILY
http://www.clipartof.com/portfolio/bnpdesignstu
dio/illustration/stick-kids-playing
99
Let the learners fill up the data below regarding how the
game scrabble enhances bonding in your family. Let the
learners copy the format in their activity notebook. Process
the activity.
TEACHING GUIDE
How the game

scrabbles enhance
bonding in your
family?
ACTIVITY 3
WHAT VALUE I LEARNED FROM PLAYING SCRABBLE?
Explain
to the learners that one of the important aspects in playing scrabble is

about developing good values. Ask them to complete the survey by determining
values learned while playing scrabble. In their activity notebook check the
appropriate space based on the importance.
After the learners have completed the table below, ask them to look for a partner and
discuss with them the values learned from playing scrabble.
Not Important
1. Developed
camaraderie among
my peers
2. Established good
relationship with my
family
3. To make intelligent
decisions in my life
4. To be smart in
100
Slightly
Important
Most Important
TEACHING GUIDE
which I can used in

my life
5. Enhanced my
capabilities in terms
of vocabulary
Note: To enhance your learners skills in playing scrabble, tell them
to play online scrabble game at www.games.com>Word Games.
Before the learners will proceed to the transfer part, let them answer the
SUMMATIVE ASSESSMENT below:
Key Answers:
I.
Multiple Choices: Choose the correct answer from the given choices
below. Write the letter of the correct answer on the
space provided for.
1. Which of the following scrabble tiles have a value of five points?

A. D
B. X
C. K
2. What particular color of the cells on the scrabble board
Corresponds to a triple word score?
A. Light Blue
B. Dark Red
C. Dark Blue
3. How many bonus points will be given to a player who is able to
place all seven tiles on the board at the same time?
A. 50
B. 100
C. 150
4. Which of the following scrabble terms is used to stop
4. B
the opponent from making a potentially large score?
A. Bluffing
B. Blocking
C. Challenge
5. When a rack has more than one of a given letter, it is called as?
A. Dumping
B. Hold
C. Duplication
II.
ANSWERS
1. C
2. B
3. A
5. C
Completion Type: Complete the given statements below. Write your

answer on the space provided for.
ANSWERS
1. Scrabble is played with exactly __________ tiles.
1. 100
2. When a player is able to place all seven tiles from the tile
rack on the board, the player receives _________ point bonus. 2. 50
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TEACHING GUIDE
3. In scrabble the _________ tiles may be used as any letter

desired.
4. A _________ square doubles the score of a letter.
5. An opponent calls _________ when they think a play is not
acceptable.
III.
5. Challenge
Matching Type: Match the scrabble letter in Column A with the

equivalent point value in Column B.
Write the letter of the correct answer on the space
provided for in Column C.
Column A
1.
2.
3.
4.
5.
3. Blank
4. Light Blue
A,E,I,L,N,O,R,S,T and U
Q and Z
J and X
F,H,V,W, and Y
B,C,M and P
Column B
A.
B.
C.
D.
E.
10 points
4 points
8 points
3 points
1 point
Column C
1.
2.
3.
4.
5.
E
A
C
B
D
PART IV. WHAT TO TRANSFER
In this phase, the learners are expected to show/demonstrate a

completed product or performance as an output required by the lesson.
ACTIVITY 1
HOW WELL DO I KNOW THE GAME
In this activity the learners need to re-assess and apply what they have
learned about the basic rules of the game scrabble.
Using the table below, let the learners enumerate the rules on how to play the
game scrabble.
Ask them to copy the table in their activity notebook.
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TEACHING GUIDE
Key Answers:
How to play scrabble

1
2
3
4
The first player combines 2 or more of his letters to form a word and places them on
the board to read either across or down with one letter on the center square.
Player must complete his turn by counting and announcing his score. He then draws
as many new letters as he has played, thus always keeping 7 letters in his rack.
Players must pass to the left; the second player then, adds one or more letters to
those already played to form new words.
Players may form new words by adding one or more letters to a word already on the
board, placing a word at right angles to a word already on the board, and placing a
complete word parallel to a word already played so that adjoining letters also form
complete words.
No letter may be moved after it has been played.
The two blank tiles may be used as any letter desired.
Any player may use his turn to replace any or all of the letters in his rack.
Any words found in a standard dictionary are permitted except proper nouns, etc.
Consult a dictionary only to check spelling or usage.
9 Any word may be challenged before the next player starts his turn. If the word
challenged is unacceptable, the player takes back his tiles and loses his turns.
10 Play continues until all tiles have been drawn and one of the players has used all of
the letters in his rack or until all possible plays are made.
www.fuzzimo.com/free-hi-res-wooden-scrabble-letter-tiles/&doci
ACTIVITY 2
DO YOU STILL REMEMBER ME?
Let the learners identify the common

scrabble terms that they have learned before.
Ask them to complete the corresponding
scrabble letters placed on the scrabble board.
Tell them to use the guide statements below
as your reference to complete the
scrabble terms.
http://www.google.com.ph/imgres?q=HE
LLO+CLIP+ARTS&hl
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TEACHING GUIDE
Let them write their answers in their

activity notebook. Guide the learners in this a
activity.
Let the learners read the statements below before completing the data on the
scrabble board.
1. In scrabble, it is a term that describes a rack that has more than one of a
given letter.
2. It consists of two blanks, the four Ss and the letter J, Q, X and Z.
3. A piece that is being used in playing scrabble.
4. It is a word game in which two to four players score points by forming words
from individual lettered tiles on a game board marked with a 15-by-15 grid.
5. A term used in scrabble when an opponent thinks a play is not acceptable.
6. A letter that will spell a new word when it is played with in the front of or at the
end of a word already on the board.
7. This is a dark red square on the scrabble word. When a word is played using
this square, then the points for the word are multiplied by three.
8. Any word played that uses all seven letters on the rack earning a bonus of 50
points.
9. The act of playing a word on the board that stops the opponent from making a
potentially large score.
10. Term in scrabble wherein the player may pass his/her turn by not
exchanging tiles and not making a play on the board.
Key Answers:
1
3
2
D
U
4
L
R
L
P
H
O
O
C
T
10
B
L
G
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TEACHING GUIDE
Let the learners rate themselves based on the value of the tiles:
Point values
0
1
2
3
4
5
8
10
2x L (Double Letter Score)
3x L (Triple Letter Score)
2x W (Double Word Score)
3x W (Triple Word Score)
ACTIVITY 3
Scrabble Letters
Blank tile
A,E,I,L,N,O,R,S,T and U
D and G
B,C,M and P
F,H,V,W and Y
K
J and X
Q and Z
Light Blue Cells
Dark Blue Cells
Light Red Cells
Dark Red Cells
MINI SCRABBLE GAME TOURNAMENT
http://www.google.com.ph/imgres?q=scrab
ble+board+clip+art&start
This activity aims to let the learners synthesize and apply what they have
theoretically and practically learned in the previous phases of the learning sequence.
Decision making, critical thinking and sportsmanship will be revealed and developed.
Learners performance during the activity will be rated according to the following
criteria:
appropriateness of skills, execution of skills and

behaviour during performance.
Tell the learners to:
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TEACHING GUIDE
Form a group that has players and game officials. Rotation will be
made so that all groups are able to play and officiate as
arbiter/recorder.
Note:
The winners of each group will be selected. Winners of each group
will compete with one another to determine the champion.
Encourage the learners to INTEGRATE/USE TERMS related to

social issues such as environmental aspect, drug education, peace
education, and consumer education.
Use the assessment below to determine the performance of the learners

ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE
Proficiency in the
Execution of Skills
Weight
30%
MASTERFUL: Able to use
5
automatically, effectively
and efficiently in game
situations
106
Ability to Adapt a Skill to

a Certain Sport Situation
40%
SKILLFUL: Demonstrates
powerful and skillful
execution of the game
skills with high level of
confidence
Behavior in Playing
30%
MATURE: Highly
disciplined and able to
demonstrate appropriate
behavior towards the
game, players and game
TEACHING GUIDE
SKILLED: Able to use

competently in game
situations
ABLE: Has limited but
growing ability to use
knowledge and skills in
game situations
COMPETENT:
Demonstrates
competently the game
skills with confidence
PRACTITIONER:
Demonstrates general
competence in the
with limited but growing
confidence
APPRENTICE: Relies on
APPRENTICE:
a limited knowledge and
Demonstrates limited
skills; has limited use of
coordination and
judgment and
competence in the
responsiveness to game
situations
with low level of
confidence
NOVICE: Can perform
only with coaching and
no coordination in
relies on highly directed
demonstrating game skills;
skill execution, procedures has very low level or no
and game approaches
confidence at all
officials
SENSITIVE: Disciplined
and able to demonstrate
appropriate behavior
towards the game, players
and game officials
AWARE: Generally
demonstrates proper
game, players and game
officials
DECENTERING: Has
some capacity for selfdiscipline but with limited
reactions and attitudes
towards the game, players
and game officials
EGOCENTRIC: Has little
or no consideration to the
rules of the game; behaves
untowardly and has no
respect for other players
and game officials
SUMMARY/SYNTHESIS/GENERALIZATION
It is very encouraging on our part as teachers to have this teaching guide as a basis
to facilitate the learning we want to impart to our learners about the game scrabble.
The content of this teaching guide will focus on the following aspects:
Pre-assessment activity wherein you assess the learners on what they know about
the lessons including new knowledge that they will learn.
Learning goals and targets will guide your learners what is expected from them.
Part I of this guide, what to know, gives the learners an overview on the concept of
the game scrabble including adequate and relevant information and knowledge.
In Part II, what to process, the learners perform/demonstrate activities that will
assess their skills and understanding regarding scrabble.
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TEACHING GUIDE
Part III, reflect and understand provide the learners with different activities and
discussions that will help them reflect and think deeper about the game scrabble.
Finally, Part IV, transfer is the final phase wherein the learners are expected to
transfer their learning through a product or performance in a new context or situation.
GLOSSARY OF TERMS
1. BINGO- Any word played that uses all seven letters on the rack,
earning a bonus of 50 points.
2. BLOCKING -The act of playing a word on the board that stops the
opponent from making a potentially large score. It also refers to the
act of playing words that make it harder for either player to score
many points.
3. CHALLENGE-An opponent calls a "CHALLENGE" when s/he thinks
a play is not acceptable (i.e. not in the OWL or Merriam-Webster
Collegiate Dictionary, Eleventh Edition). A Word Judge is called to
verify which words are acceptable or not. Whenever there is a
challenge, someone loses one turn.
4. COUNT TILES- players often count tiles at two different times: 1)
before a game begins to ensure that there are 100 tiles; 2) near the
end of the game, when knowing exactly how many tiles remain to
be played can be crucial for the astute player.
5. DOUBLE-DOUBLE-When a player makes a play with letters that
cover two Double-Word Squares. The bonus for covering two
DWSs one play: quadruple the sum of the value of the letters of the
"Double-Double" word. The sum should include that extra values
earned form any DLS covered that turn only.
6. END GAME-The portion of a SCRABBLE game when there are
less than seven tiles left to draw from the bag.
7. HOOK LETTER (A.K.A. HOOK)-A letter that will spell a new word
when it is played with in the front of or at the end of a word already
on the board. Example: With HARD on the board, the letter Y is a
hook letter since HARDY is acceptable. Likewise, the letter C can
be "hooked: since CHARD is acceptable.
8. PASSING-A player may pass his/her turn by not exchanging tiles
and not making a play on the board. The player scores zero and
says "Pass!" and starts opponent's timer. It is now opponent's turn.
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TEACHING GUIDE
Note that when there are 6 consecutive scores of zero in a game,

the game is finished.
9. SCRABBLE- is a word game in which two to four players score
points by forming words from individual lettered tiles on a
gameboard marked with a 15-by-15 grid.
10. TILES - Game equipment consisting of a flat thin piece marked with
characters and used in board games like Mah-Jong, Scrabble, etc.
REFERENCES
1.
2.
3.
4.
5.
6.
109
Wikipedia : The free Encyclopedia

www.Scrabblefinder.com
www.lifestyle.indianetzone.com
http://www.google.com.ph
MAPEH-CAT IV By Vilma Perez, et.al.
http://www.hasbro.com/scrabble/en_US/glossary.cfm
TEACHING GUIDE

The learner demonstrates understanding of family fitness in sustaining
an active lifestyle.
Content Standard:
The
learner
demonstrates
At the end of the module, the
understanding on the basic principles learner should be able to
and ideas of the game, chess.
the game, chess;
2.
explain the benefits that the family
can derive from playing chess;
The learner engages in a chess
mini-tournament.
behavior when participating in
4. promote
indoor
recreational
activities to family members;
chess;
6. interpret rules and regulations in
chess;
regulations and strategies in chess.
Planning for teaching-learning

INTRODUCTION
Participating in indoor recreational activities is important for a childs
development and can lay the foundation for a healthy life. Play is a good mental and
physical activity for children. It develops their physical body, movement and
coordination, encourages self-esteem, fosters social interaction skills, improves
thinking skills and develops emotional skills. Moreover, family relationships can be
enhanced when the family has something worthwhile to do altogether.
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TEACHING GUIDE
In this module, the students are to be acquainted with the basic principles and
ideas about one of the indoor recreational activities, i.e., chess. It will lead them to
understand the nature/background of the game, chess and its benefits derived from
playing the game. This will assist the students to become better players or perhaps
start to love chess while learning the basic skills in playing it.
OBJECTIVES
At the end of the lesson, the students should be able to
1. discuss the nature/background of the game chess;
2. explain the benefits that the family can derive from playing chess;
3. practice proper and acceptable behavior when participating in indoor
4. promote indoor recreational activities to family members;
5. execute basic skills and tactics in chess;
6. interpret rules and regulations in chess;
7. apply knowledge of rules and regulations and strategies in chess.
Pre-Assessment
Assess your students prior knowledge about chess.
Present Activity 1: Name Me! sheet to students. There are pictures of chess
pieces and equipment which they will identify.
Together with your students, analyze the results of your pre-assessment to
determine where they are in terms of knowledge. This will serve as your basis in
planning the instructional activities.
Answer Key:
King
Queen
Pawn
Bishop
Knight
Chess Board
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TEACHING GUIDE
Chess Clock
Rook
LEARNING GOALS and TARGETS

Tell the students to define their own personal learning goals and targets at the
end of this module. Instruct them to write them in their activity notebook. Monitor the
progress of their targets as you go through the lesson.
(Note: This activity will not be graded and you will only check process. This will give
you information on the students prior knowledge and will help you determine what
areas you need to focus on more.)
Part 1: KNOW
Reminder: Accept all answers of your students. Take note of those areas where
you need to clarify details. Make sure that the learners fully understand how they are
assessed so that they can clearly set their expectations such as performing well in
this specific sport especially at the end of the grading period.
1. Activity 1: Think of Me! Instruct them to fill up the boxes A and B.
2. Ask the students to give a short description about the nature and background
of the game chess.
3. Ask the students about their opinion on how chess can promote health, fitness
and wellness among family members.
4. Activity 2 Give me a Star! Instruct them to put
for always,
for
sometimes, and
for never on the space provided. These activities will give
you opportunity to know more about you students expectations of the lesson,
their prior knowledge and skills of the game chess, and what they want to
know/learn more about.
5. Activity 3: Map the Concept! Let the students express what concepts they
know about chess. Ask them to write a word or phrase inside the pieces
which are related to the background and nature of chess. Instruct them to
write their answers on the chess pieces found in Activity 2: Map the Concept!.
After writing the four words or phrases, let them use those in sentence. The
sentence must be related to the background and nature of chess. Call
students to share their answers to class.
6. Activity 4: Chess Out! All on Board! Ask them to identify which are the
benefits derived from chess and the proper behavior when participating in a
chess game.
Answer Key:
Shaded box
112
White box
TEACHING GUIDE
10
12
13
11
15
14
16
7. Activity 5: Watch Me! Show them the video presentation on how to play the
game which you could download at
https://www.youtube.com/watch?v=unB3BoEtLDo&feature=channel&list=UL.
Use the video to enrich your classroom discussion.
Make sure that before you proceed with the next part of the module, all the
topics under chess have been discussed or introduced.
PART II. PROCESS

In this phase, the learners are provided with various learning resources and
learning experiences to enable them to understand and perform better in chess as
an indoor recreational activity.
1. Activity 1: Paper Juggling. Test students ability to use their hands and
eyes together to perform a task. Ask them to do the following:
1.
2.
3.
4.
5.
6.
Make a paper juggling ball by crumpling 2 sheets of paper.

Start the activity by juggling the paper ball alternately with right and left hand.
Count how many times the paper ball is hit.
Stop counting when the ball is not hit.
Do it three times.
The final score will be the highest in three trials.
2. Activity 2: Where do I belong? Make the students visualize a chess

board with chess pieces placed in their proper initial positions. Present them Activity
3: Where do I belong? and tell them to locate the given pieces to their initial positions
on the chess board.
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TEACHING GUIDE
Answer Key:
-6
-5
-7
- 10
-2
-4
-9
-3
-8
-1
3. Activity 3:Its Playtime! Illustrate the move of each chess piece. Tell the
students to follow the moves by doing it one piece at a time until they have learned
the basic moves of the chess pieces.
4. Activity 4: Mix and Match! This activity will gauge learners skills in
playing chess. Let the learners identify the move of each illustrated chess piece.
The learners will match the correct move of the chess piece through the use of
straight line by connecting column A with B and then to C.
Answer Key:
C
1.
B
a.
2.
b.
b.
3.
c.
c.
4.
d.
5.
e.
6.
f.
a.
d.
e.
f.
5. Activity 5: Online Games! Have the students play online chess game at
http://www.learn4good.com/games/board/play-chess-against-the-computer.htm.
They will have the computer as their opponent.
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TEACHING GUIDE
PART III. REFLECT AN UNDERSTAND

In this phase, the learners are provided with other learning resources and
experiences for them to enrich their understanding of chess.
1. Activity 1: The King and I. In this activity tell the learners to write the
function of each chess piece and the function of the family members.
Synthesize the results by emphasizing that like chess, every family member
has a function to perform in the family.
2. Activity 2: Very Essay Create small groups from the class. Have the groups
ponder the question:
o Do you think playing chess can promote health, fitness, and wellness
among family members? How? Let the students discuss their answers
with their group mates.
PART IV: TRANSFER
In this phase, the learners are expected to demonstrate or show a
completed product or performance as an output required for the lesson.
1. Let the learners solve the chess puzzle found in Activity 1: CHESS
PUZZLES. Rate their ability to execute the basic skills and tactics in playing
chess by using the rubrics that follows.
RATING
ACTIVITY
First Attempt
Second
Attempt
Third
Attempt
More than 4
Attempts
Less than 2
minutes
Less than 3
minutes
Less than
4 minutes
More than 5
minutes
1. Solve the puzzle in

2. Time to solve the
Puzzle.
Rating Scale
4 - Advance
3 - Proficient
2 - Approaching Proficiency
1 - Developing
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TEACHING GUIDE
Answer Key
White to Move
1. N X c7 ++
White
Black
1. Bxg5+
Kxg5
2. Qf4 ++
CHECKMATE!!!
CHECKMATE!!!
White to Move
White to Move
1. Rd8 ++
1. Bf3 ++
CHECKMATE!!!
CHECKMATE!!!
Legend:
+ - A move which places the
opponent's king in check
++ - Checkmate
X - a piece makes a capture
2. Group the students. Tell them to perform ACTIVITY 2: RANK OF DEFENSE!

Rotation will be done so that they will have the chance to meet the other
members of the group. Evaluate learners performance based on the score
garnered during the tournament.
Name of Learners
116
Score
Rank
TEACHING GUIDE
1.
2.
3.
Note: The number of students to be ranked is not limited to three.
Based on the results of the summative assessment and the performance, find
out if your students may now proceed to the next module.
Background Information for the Teachers
Brief History of Chess

Do you know where chess originated? Chess is a game that has been played
for centuries and was thought to have originated in India over the 15th century. Long
ago, it was considered a game reserved only for Kings and members of the upper
classes. Nowadays, chess is played by common people even at early age.
The modern design of chess pieces bears the name Staunton, who was an
English master in the mid-18OO's. These are the type of pieces that are now used in
all tournaments worldwide.
The first international chess tournament was the London Tourney played in
1851. A German named Adolf Anderssen won the game. He became the unofficial
best chess player of the world because he did not receive any award or title.
The first great American-born chess player is Paul Morphy. Paul traveled to
Europe in the 185O's, where he beat all challengers, including Adolf Anderssen.
However, the English champion of the time (Staunton) refused to play with him, so
Morphy never became a world chess champ.
The first official championship chess tournament was played in 1866 in
London, with sand clocks to restrict the length of a game. A Bohemian
(Czechoslovakian) Jew named Steinitz won the game. He became the world's first
official chess champion, holding this title until 1894.
Have you wondered who rules in the world of chess today? Recently, Russia
dominates the game of chess. This results from the establishment of government
schools for talented chess players after the communist revolution of 1917. Since
1927, many of the top chess players have been citizens of the former USSR, and
include: Tal, Alekhine, Petrosian, Spassky, Smyslov, Anatoli Karpov, and Gary
Kasparov.
Benefits Derived from Playing Chess.
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TEACHING GUIDE
Chess is an indoor recreational activity which is now being introduced as a

major part of secondary level curriculum because of the benefits it gives to the
students.
You probably know some of the benefits derived from playing chess. Here
are some of the benefits which can be derived from playing chess.
1. Chess increases the mathematical and scientific skills of the students. It also
enhances the problem solving skills, concentration ability, as well as logical
thinking ability of the students.
2. It develops a sense of confidence and self-worth of a student.
3. It also increases communication skills of a student.
4. It gives a lesson of hard work and commitment.
5. Aside from intellectual exercise, chess provides entertainment and relaxation.
This game is free and can provide entertainment even for the observers.
6. Chess also has health benefits. It is considered as a form of recreational
therapy. Chess keeps the mind healthy and a healthy mind results in a
healthy body. It is used by therapists to help people suffering from cognitive
functioning such as anxiety and depression.
7. Chess a form of indoor recreational activity can be used to strengthen family
bond. The members of the family can play with each other while at home. In
a way, the chess pieces can represent the family members. Each member of
the family has a role to play. In chess, the pieces also have specific function
to perform to win the game.
Proper and Acceptable Behavior
When Participating In Indoor Recreational Activities.
How do you define indoor recreational activities? It can generally be defined

as activities which are undertaken in the comfort of ones home or more specifically
indoor. They are to recreate the mind.
There are proper and acceptable behaviors which you should remember
when participating in indoor recreational activities.
1. Never boast over a victory (no happy dances) or show of rude behavior over a
defeat. Always show sportsmanship.

2. Minimize talking when at the events venue.
3. Refrain from giving comments on another game that is in progress, it may
distract the other players.

4. Do not make it obvious if you make a mistake or you see someone else make
a mistake while playing. It might be that your opponent will not notice your
mistake if you play quietly.
5. Never blame others for something they did not do or lie about your move in
order to save a point.
6. If you disagree with what your opponent has done and believe he/she has
made an illegal move, raise your hand and ask for help.
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TEACHING GUIDE
RULES AND REGULATIONS IN CHESS

As you watch a chess match, there are two players on opposite sides of a
board containing 64 squares of alternating colors. Each player has 16 pieces: 1 king,
1 queen, 2 rooks, 2 bishops, 2 knights, and 8 pawns. The goal of the game is to
checkmate the other king. Checkmate happens when the king is in a position to be
captured (in check) and cannot escape from capture.
A white king, usually
indicated by the symbol
A black king, usually

indicated
by
the
symbol
A white queen, usually

A black queen, usually

indicated
by
the
symbol
Two white rooks, usually

Two
black
rooks,
usually indicated by
the symbol
Two
white
bishops,
usually indicated by the
symbol
Two black bishops,

the symbol
Two
white
knights,
symbol
Two black knights,

the symbol
Eight
white
pawns,
symbol
Eight black pawns,

the symbol
The initial position of the pieces on the chessboard is as follows:
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TEACHING GUIDE
The eight vertical columns of squares are called files. The eight horizontal rows of
squares are called ranks. A straight line of squares of the same color, running
from one edge of the board to an adjacent edge, is called a diagonal.
Starting a Game
There are some steps which you need to follow to start a game of chess.
These are the following:
1. Begin by laying out the chess board so that each player has the white color
square in the bottom right hand side.
2. Arrange the chess pieces in the following order: all pawns on the second row,
rooks in the corners, then the knights, bishops, and finally the queen, who
always goes on her own matching color (white queen on white, black queen
on black), and the king on the remaining square.
3. The player with the white pieces always moves first. The players decide who
will have the white pieces. The white and black moves alternately until the end
of the game.
How the Chess Pieces Move
Do you know the different functions of each 6 different kinds of pieces chess
pieces? You need to remember each specific move to win a game. Pieces can be
moved to capture an opponent's piece. This is done by landing on their square and
then replacing them. Pieces can also move to defend other pieces in case of
capture, or control important squares in the game.
The King
The king is the most important pieces, however it is considered one of the
weakest. The king only moves one square in any direction - up, down, to the sides,
and diagonally. The king may never move himself into check (where he could be
captured).
Note: The dot () represents the direction of move of the pieces.

The Queen
The queen is the most powerful piece. It moves in any one straight direction forward, backward, sideways, or diagonally. As all the other pieces except the
knight, it cannot move over any intervening piece.
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TEACHING GUIDE
The Rook
The rook may move to any square as far as it wants, but only forward,
backward, and to the sides. The rooks are particularly powerful pieces when they are
protecting each other and working together!
The Bishop
The bishop may move as far as it wants, but only diagonally. Each bishop
starts on one color (light or dark) and must always stay on that color. Bishops work
well together because they cover up each others weaknesses.
The Knight
Knights moves by going two squares in one direction, and then one more
move just like an L shape. Knights are the only pieces that can move over other
pieces.
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TEACHING GUIDE
The Pawn
Pawns move forward, but capture diagonally. They can never move
backwards. On its first move, the pawn can advance two squares at a time.
Succeeding moves will be one square at a time.
There are also special
can be promoted and has a
passant.
features of the pawn. Pawns

special move called en
Promotion
Pawns have another special ability and that is that if a pawn reaches the other
side of the board it can become any other chess piece except the king. A pawn may
be exchanged to a queen, rook, bishop or a knight. Pawns exchange is not restricted
to a piece that has been captured. Only pawns may be promoted.
En Passant
The last rule about pawns is called en passant, which is French basically
means in passing. If a pawn advances two squares on its first move, and lands to
the side of an opponents pawn (effectively jumping past the other pawns ability to
capture it), that other pawn has the option of capturing the first pawn as it passes by.
This special move must be done immediately after the first pawn has moved past,
otherwise that option is forfeited.
Other terminologies which you need to remember include castling, check and
checkmate and draws.
Castling
Another special rule is called castling. This is a move of the king and either rook
of the same color along the players first row. On a players turn he may move his
king two squares over to one side and then move the rook from that sides corner to
right next to the king on the opposite side. In order to castle, however, it must meet
the following conditions:
it must be that kings very first move

it must be that rooks very first move
there cannot be any pieces between the king and rook to move
the king may not be in check or pass through check
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TEACHING GUIDE
Check and Checkmate

Let us recall, the purpose of the game is to checkmate the opponents king.
Checkmate occurs if the king is checked and cannot get out of check. If a king is
checked, he can get out in by moving out of the way, blocking the check with another
piece, or capturing the piece threatening the king. If a king has no possible move to
escape, then the game is over.
Draws
In a chess game, if nobody ends as a winner, it is declared as a draw. There are
5 reasons why a chess game may end in a draw:
The position reaches a stalemate when it is one players turn to move, but his
king is NOT in check and yet he does not have another legal move.
The players agree to stop playing.
There are not enough pieces on the board to force a checkmate (example: a
king and a bishop vs. a king)
A player declares a draw if the same exact position is repeated three times.
Fifty consecutive moves have been played where neither player has moved a
pawn or captured a piece.
Another thing is that in the game of chess, take note that there is a touch-move
policy. Once a player touches one of its own pieces he must move that piece as long
as it is a legal move. If a player touches an opponents piece, he must capture that
piece. In case a player intends to adjust a piece on the board, he must first
announce the intention by saying adjust.
Lastly, there are basic strategies that you should always remember:
1. Always protect your king. It is best to put your king to safety by castling as
soon as possible.
2. Dont give pieces away. Guard each of your own pieces. Each piece is
valuable and you cant win a game without pieces to checkmate.
3. Control the center. You should try and control the center of the board with
your pieces and pawns. If you control the center, you will have more room to
move your pieces and will make it harder for your opponent to find good
squares for his pieces.
4. Use all of your pieces. Try and develop all of your pieces so that you have
more to use when you attack the king.
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TEACHING GUIDE
SUMMARY/SYNTHESIS/GENERALIZATION
This module focused on different sets of activities that help the learners
develop the required skills in playing chess. It has enabled the learners to
understand the basic principles and concepts behind the game. After performing all
the required tasks in this module, it is expected that they have already gained
knowledge on the essentials of chess and its deeper value as a recreational activity
to promote good family relationship.
Part I gives a brief recall on the game chess. It has activities which
strengthened your students knowledge about the game such as providing them with
the opportunity to enumerate what they know and what they want to know about
chess. They are also acquainted with the benefits derived and the proper behavior
when participating in a chess game. Moreover, a downloadable video clip is
prepared for your students to help them better understand the rules and regulations
of the game.
Part II has activities intended to evaluate your students skills and
understanding of the game. They are tasked to demonstrate the move of each
chess piece. Moreover, they are given the opportunity to play online chess to
enhance their skills in playing the game.
Part III provides the learners with activities to make them reflect and think
deeper on the value of chess as a game.
Part IV, the learners are made to transfer what they have learned in this
module through a product or performance. They are given the chance to apply what
they have learned theoretically and practically in this module. They are made to
solve chess puzzles and played mini-chess tournaments.
Surely, your students have gained a lot of knowledge after performing all the
activities in this module. It is hoped that they have also gained the family values this
module wants to convey.
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TEACHING GUIDE
Glossary of Terms
1. Chess -A board game for two players, each beginning with 16 pieces of six
kinds that are moved according to individual rules, with the objective of
checkmating the opposing king.
2. Checkmate- is a situation in chess in which one player's king is threatened
with capture (in check) and there is no way to meet that threat.
3. En Passant-It is a special pawn capture which can occur immediately after a
player moves a pawn two squares forward from its starting position, and an
enemy pawn could have captured it had it moved only one square forward.
The opponent captures the just-moved pawn as if taking it "as it passes"
through the first square. The resulting position is the same as if the pawn had
moved only one square forward and the enemy pawn had captured normally.
4. Draw - a chess game where nobody ends as a winner.
5. Promotion - Special ability of pawns wherein if it reaches the other side of the
board it can become any other chess piece.
6. Castling - This is a move of the king and either rook of the same color along
the players first row. On a players turn he may move his king two squares
over to one side and then move the rook from that sides corner to right next
to the king on the opposite side.
7. + - A move which places the opponent's king in check
8. ++ - Checkmate
9. X - a piece makes a capture
Sources:
http://www.fide.com/component/handbook/?id=124&view=article
http://www.buzzle.com/articles/basic-rules-of-chess-how-to-play-chess.html
http://www.oksports.ie/games-rules/chess/
http://clatskaniechessclub.tripod.com/id70.html
http://www.learn-chess.com/the_history_of_chess27008.php
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TEACHING GUIDE

The learner demonstrates understanding of family fitness in sustaining
an active lifestyle.
Content Standard:
The
learner
demonstrates
Tell your students that at the end
understanding of the basic principles and of the module, they should be able to
ideas of the game domino that promote
good family relationship.
the game domino;
2. explain the health and fitness
benefit that the family can derive
from playing dominos;
behavior when participating in
The learner engages in a domino
mini-tournament.
domino;
5. interpret rules and regulations in
domino;
regulations in domino;
7. promote
indoor
recreational
activities to family members.
Planning for Teaching-Learning

Introduction
The family needs to have opportunities to have fun and bond together.
Parents are important role models and should be active with their children everyday.
It is best that activities for children match their skills and abilities.
Families who spend their leisure time together become closer and indoor activities
are the best way for them to stay close while having fun.
This module concerns the game domino. It focuses on the nature/background
of the game, benefits derived from the game, and the basic skills and tactics in
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TEACHING GUIDE
playing the game. With the help of this module, your students will surely become
better players and learn to appreciate the game even more.
Objectives:
At the end of the lesson the learner should be able to
1. discuss the nature/background of the game domino;
2. explain the health and fitness benefit that the family can derive from playing
dominos;
3. practice proper and acceptable behavior when participating in indoor
4. execute basic skills and tactics in domino;
5. interpretrules and regulations in domino;
6. apply appropriate rules and regulations in domino;
7. initiate the promotion of indoor recreational activities to family members.
Pre- Assessment:
Assess and activate your students prior knowledge about domino.
Divide the class into 3 teams and tell them to play charades on different words
related to the game domino (Activity 1: BatangHenyo).
The game starts by asking each team to write words related to domino on
pieces of paper then fold and put them in a fish bowl. Each member of the teams will
pick a piece of paper from the fish bowl. He will read its contents to himself and act
out the word using appropriate gestures without speaking. A minute is given to each
team to guess the word. The teams alternate turns in playing. The team with the
most number of correct guesses wins the game. Make sure the teams use the
following words:
Bone
Double
Block
Tiles
China
Rectangle
Bar
Dots
Prepare the following materials/equipment before the start of the game.

A stopwatch or other timing device
Strips of paper
Fish bowl
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TEACHING GUIDE
Note pad and pencil for safekeeping

Together with your students, analyze the results of your pre-assessment to
determine where they are in terms of knowledge and skills. This will serve as your
basis in planning the instructional activities.
LEARNING GOALS and TARGETS
Tell the students to define their own personal learning goals and targets at the
end of this module. Instruct them to write in their activity notebook. Monitor their
progress on their targets as you go through the lesson.
Note: The above activity will not be graded and you will only check. This will give
you information on the students prior knowledge and will help you determine what
areas you will need to focus on more.
Reminder: Accept all answers of your students. Take note of the details that you
need to clarify. Make sure that the learners are clear about their expectations such
as their product and performance, and how these expectations are assessed at the
end of the grading period.
1. Instruct the students to copy the charts as shown in Activity 1 Go
Domino! in their activity notebook, and make them write what they
currently know about domino under box 1 and what they want to know
more about domino under box 2. Ask them to share their answers with
the class. As each group presents their output other groups are allowed to
contribute to the discussion during the face-to-face encounter.
2. Have the students ponder on the following questions. Answers should be
written in their activity notebooks.
o Is domino a game for two persons only? If your answer is no, give
a scenario wherein the game can be played by more than two
persons?
o Why are domino tiles called bones?
o How many tiles and dots are there in a domino set?
o What is the origin of dominoes?
o Why arethe dots on the dominoes called pips?
3. Activity 2: Watch a video! Show them the video presentation on how to
play
the
game
which
you
could
download
at
https://www.youtube.com/watch?v=uyy2XQ9n-yM&feature=g-upl. Use the
video to enrich your classroom discussion.
4. Ask the students to do Activity 3 and 4 in their activity notebook based on
the video they watched.
Answer Key: Activity 3 - Way to Domino
Step 1 Shuffling the dominoes
Step 2 Decide who will make the first move
Step 3 Drawing tiles
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TEACHING GUIDE
Step 4 Placing the first tile

Step 5 Playing subsequent tiles
Step 6 Drawing a tile from the boneyard
Step 7 Ending a game
Answer Key: Activity 4 Domino Rules
Make sure that before you ask the learners to proceed to the next part of the
module, all the topics under domino have been discussed or introduced.
Part II. WHAT TO PROCESS

In this part, the learners are provided with various learning resources and
learning experiences to enable them to understand and perform better in the game
domino as an indoor recreational activity.
1. Activity 1: Domino Effect
Make the students relax, develop, and maintain their coordination and
reaction time which is essential in playing domino. Have them play Activity 1:
Domino Effect! The students will form a straight line. The first player in front
will perform and the next player will follow one after the other. If someone
cant follow, he/she will go in front and make a move to be followed by the
students.
Suggested moves/steps:
1.
2.
3.
4.
5.
Sit
Squat
Turn to the right/left
Raise arms
Clap
2. Activity 2: DOMINO PUZZLES!

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TEACHING GUIDE
Gauge your students skills in playing domino. There are illustrated domino
pieces which need to be connected to other pieces found in Activity 3
(DOMINO PUZZLES!). Have the students identify the correct bone to
connect.
Answer Key
1.
2.
3.
4.
5.
C
B
C
C
B
3. Activity 3: Online Games!

Let us further enhance your students skills in playing domino, tell them to play
domino through online games in a computer at http://freegamepick.com/freeonline-games/domino/.
4. The students will make a domino set similar to Activity 4 (Make your own
domino). Divide them into three groups and tell them to make 28 domino
cards using illustration boards or cartolina. The size will be 2 x1 inch. Use
pen marker or ballpen to draw dots. (Materials needed: illustration board,
cartolina, pen marker or ballpen, and scissor.)
PART III. WHAT TO REFLECT AND UNDERSTAND
In this part, the learners are provided with other learning resources and
experiences for them to enrich their understanding of the game domino.
1. Activity 1: Lets Get Domino!
Ask the students to reflect on the following based on what they have learned
in the module:
o Has your view on the significance of playing a recreational activity like
domino changed? Start your write-up with this statement. I have come
to realize that _____________________________.
2. Activity 2: Guess the Word!

Ask the students to arrange the domino tiles found in Activity 1(Guess the
Word!) and try to guess the hidden word.
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TEACHING GUIDE
Answer Key
3. Activity 3: Sharing Time!

Ask the learners to share to the class/friends/relatives their ideas about the
value of playing domino. Tell them to be guided by the following questions.
Write your ideas/answers to the questions in your activity notebook.
o How did you feel about playing recreational games like domino?
o Would you encourage your family members to play domino? Why?
o Is playing domino considered a good recreational activity which foster
could good social relationship?
o Can you think of other activities which can be paired with domino to
make the game more exciting?
4. Synthesize the results in the last activity.
PART IV: WHAT TO TRANSFER

In this part, the learners are expected to demonstrate or show a completed
product or performance as an output required by the lesson.
1. Activity 1: Lets Play!
Ask your students to pair with their classmates in a domino match. Assess the
performance of the students using the following rating scale.
Numerical Value
1
2
3
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Interpretation
Perform the basic skills
with no errors
with some errors
Descriptive Equivalent
Advanced
Proficient
Approaching
TEACHING GUIDE
with some errors but

relied on others help
Needs more practice to
get it through.
Proficiency
Developing
2. Activity 2: Assessment of Performance - Domino Mini-tournament

Conduct a domino mini-tournament. Each game is composed of four players.
Students performance will be ranked based on the score garnered during the
tournament.
Name of Students
Score
Rank
1.
2.
3.
Note: The number of students to be ranked is not limited to three.
Based on the results of the summative assessment and the
performance/product, find out if your students may now proceed to the next module.
Background Information for the Teachers
History of Dominoes
Dominoes or dominos generally refer to the collective gaming pieces making up
a domino set (sometimes called a deck or pack) or to the subcategory of tile
games played
with
domino
pieces.
In
the
area
of
mathematical tilings and polyominoes, the word domino often refers to any
rectangle formed from joining two congruent squares edge to edge. A domino set
may consist of different number of tiles and dots. The traditional Sino-European
domino set consists of 28 dominoes. The totals for all common domino sets is
presented in the following table:
Domino Set
Number of Tiles Number of Dots
Double Six (6-6)
28
168
Double Nine (9-9)
55
495
Double Twelve (12-12)
91
1092
Double Fifteen (15-15)
136
2040
Dominoes are called "bones" because the earliest domino tiles were made
from animal bones or ivory. In addition to "bones", dominoes are also called "tiles",
"stones", "men", tickets,or spinners.. Each domino is a rectangular tile with a line
dividing its face into two square ends. Each end is marked with a number
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TEACHING GUIDE
of spots (also called pips) or is blank. The word "pip" commonly means a "spot" or a
"speck", and perhaps that's why a domino's spots are called "pips".The backs of the
dominoes in a set are indistinguishable, either blank or having some common
design. A domino set is a generic gaming device, similar to playing cards or dice, in
that a variety of games can be played with a set.
Evidences show that tile games have been found in China as early as 1120
CE. Some historians credit Keung T'ai Kung, in the twelfth century BCE for creating
them. Other historians stated that dominoes were invented by a statesman named
Chu sz yam in 1120 CE. This person is said to have presented them to the Emperor
Hui Tsung, and that they were circulated abroad by imperial order during the reign of
Hui's son, Kao-Tsung (1127-1163 CE).
You might have notice that there has been no exact data on the origins of
domino.
However, one is clear enough, it has existed so long ago that
documentation of which is scarce. Although domino tiles are clearly of Chinese
inheritance, there is a debate over whether the European tile set came from China to
Europe in the fourteenth century or was invented independently
Have you seen European dominoes? They are rectangular tiles that are twice
as long as they are wide. There is a single tile for each combination of the faces of a
pair of dice; the blank suit is the throws of a single die, for a total of twenty-eight tiles
in the standard Double six set. Other sets with larger numbers of tiles were invented
later, with the double nine and Double twelve sets being the most common
extensions.
Where did the word domino came from? The word "domino" is most likely to
be derived from the Latin, dominus (i.e., the master of the house). The vocative,
domine, became the Scottish and English dominie (i.e., schoolmaster). The dative or
ablative, domino, became the French and then the English domino. The word
"Domino" is French for a black and white hood worn by Christian priests in winter
which is probably where the name of the game derives from. Domino games are
played all over the world, but they are most popular in Latin America.
The game domino is very popular in Italy, France, and Britain in the18th
century. France was also producing domino puzzles. The puzzles were of two types.
In the first, you were given a pattern and asked to place tiles on it in such a way that
the ends matched. In the second type, you were given a pattern and asked to place
tiles based on arithmetic properties of the pips, usually totals of lines of tiles and tile
halves.
Benefits from playing dominoes.
As any indoor recreation game, playing dominoes provides fun and interaction
for the family.
At the same time, the game provides learning opportunities to
stimulate the mind. It also encourages socializing and important social skills such as
learning how to win/lose, teamwork, and other values. These are values which
cannot be gained from playing online games which children play on their own.
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TEACHING GUIDE
Dominoes cater not only for the young ones but also for the grown-ups.
Domino sets come in different colors, designs, and sizes.
Proper and Acceptable Behavior

When Participating In Indoor Recreational Activities.
How do you define indoor recreational activities? It can generally be defined
as activities which are undertaken in the comfort of ones home or more specifically
indoor and they are to recreate the mind.
There are proper and acceptable behaviors which you should remember
when participating in indoor recreational activities.
7. Never boast over a victory or show rude behavior over a defeat. Always show
sportsmanship.
8. Minimize talking when at the event venue.
9. Refrain from giving comments on another game that is in progress, it may
distracts the other players.

10. Do not make it obvious if you make a mistake or you see someone else make
a mistake while playing. It might be that your opponent will not notice your
mistake if you play quietly.
11. Never blame others for something they did not do or lie about your move in
order to save a point.
How to Play Dominoes
The proceeding sections detail the basic rules and regulations in playing
dominoes.
1. Shuffling the Dominoes
Before you start a game, the dominoes must be shuffled to make a boneyard.
You need to shuffle the tiles all face down moving them in random motion. Make
sure that no one knows the location of any given tile.
2. Decide who will make the first move.
You can do it in two ways:
Each of the players choose a domino at random, with first move going to
the player holding the "heavier" domino (these dominoes are returned to
the boneyard and reshuffled), or
The players draw their allotted number of tiles (which varies according to
the game being played), and the holder of the "heaviest" domino goes first.
3. Drawing Tiles
Once you begin drawing tiles, they are typically placed on-edge so that you
and your opponent can see your own tiles, but none can see the value of other
players tiles. Every player can thus see how many tiles remain in the other players
hands at all times during the game.
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TEACHING GUIDE
4. Placing The First Tile

After you and your opponent have drawn dominoes, the first player places the
first tile, usually a double-six, on the table. If no one holds the double-six, then the
double-five is played, and so on.
5. Playing Subsequent Tiles

You can only put domino tiles to open ends, i.e., no other tile is connected to
it. A double tile is usually placed cross-ways in the layout, straddling the end of the
tile that it is connected to. All four sides of a double are open allowing dominoes to
be connected in all four directions.
6. Drawing a tile from the boneyard ("draw" games) or you must "pass" if you
cannot make a move ("block" games)
As you take turns placing tiles with your opponent, if someone cannot make a
move, you can do either two things. In "block" games (or if there are no tiles left in
the boneyard), you must "pass" if you cannot make a move. In a "draw" game, you
can draw a tile from the boneyard. Depending on the game, you can then either play
it (if it fits, and if the rules allow), pass (if he cannot play the drawn tile), or continue
drawing until you can make a move or the boneyard is empty.
Currently, most rules allow the boneyard to be emptied completely. However,
some rules do not allow the last two tiles in the boneyard to be removed, and at the
end of a game, the winner receives the value of the tiles in the boneyard.
7. Ending A Game
The game ends when you have played all your tiles, or when a game is
blocked. When you play your last tile, tradition requires you to say "domino"! (when
this happens, the other players are said to have been dominoed. A game is blocked
when no player is able to add another tile to the layout.
When playing a multi-round game, domino games are typically scored by
awarding the number of pips on opposing player's tiles to the winner. Doubles may
be counted as one or two (if one, a 6-6 counts as 6; if two, a 6-6 counts as 12), and
double-blank may either count as 0 or 14. (These rule variations must be agreed
upon before the game begins!) The player who reaches the target score (100, 200,
or whatever is agreed on among the players), or the player who amasses the most
points in a given number of rounds wins the game.
Domino Game Tips
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TEACHING GUIDE
Here are some useful tips in playing domino. These are tips which can give you
advantage over other players who aren't using any real strategy at all.
Set down doubles early. Do not get stuck with doubles. Lay them down
early in the game or whenever you have the opportunity.
Set down your heavier tiles early. Play your heavier tiles early in the game
so you won't be caught with a high score of points for your opponent.
Hold on to a variety of suits. Try to keep as many different suits as you can
in your hand as long as you can. This will give you a range of options when it
comes to the tiles you can set down and prevent you from being unable to
make a play at all and having to pass on your play.
Note your opponents weak suits. Take note of the tiles your opponent
doesnt have. This will allow you to block them later in the game.
Work out your opponent's hand. Study the layout of already played tiles
and the tiles in your own hand to guess what your opponents are holding in
their hands. You'll soon learn which tiles in your own hand to play
to block your opponents.
Always be aware of the board count. This is the total of all open ends on
the layout. In games like Fives, players score points when the board count is
a multiple of five.
Evaluate the tiles in your hand and how they can change the board
count. Determine the difference between suit values on either end of a tile so
you quickly know how they will change the board count. For example, 5 and 3
on each end will change the board count by 2. Connecting the lower end to
the open ends of the layout will raise the board count, while connecting the
higher suit will lower the board count.
Use blocking strategies near the end of a point game, when the
opportunities for scoring points diminish.
Control and manipulate the board count. Push the board count up when
you can set down scoring tiles, and down when you can't. Knowing the suits
your opponent does and doesn't hold will help you alter the board count
accordingly, allowing you to prevent opponents from setting down scoring
tiles.
Be aware when you use blocking strategy too early in the game, it could backfire
on you especially when your opponent must draw tiles from the boneyard. They can
draw tiles that can work against you, and not increase your score at the end of a
round.
SUMMARY/ SYNTHESIS/GENERALIZATION
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TEACHING GUIDE
Domino mimics family situations wherein the pieces are interconnected and
need to match each other. Like the family, the members of the family have a bond
that connects them. Each member needs to be in consonance with each other so
that harmony among them will be achieved.
This module focuses on activities that facilitated the development of the
required skills in playing domino. It has helped your students understand the basic
ideas and concepts behind the game. After performing the required activities in this
module, it is expected that your students are already equipped with the knowledge
on the basics of domino and the family values the game wants to promote.
Part 1 deals in a short recall on your students prior knowledge about domino.
It has activities which strengthened your students knowledge about the game such
as asking them to enumerate what they already know and what they want to know
about domino. The module also acquaints your students with the basic rules and
regulations of the game. The module also comes with a downloadable video clip
which will surely help your students to better understand the rules and regulations of
the game.
Part II focuses on activities that assesses your students skills and
understanding of the game domino. They are tasked to solve domino puzzles as
well as make their own domino set. Moreover, they are given the opportunity to play
online domino to enhance their skills in playing the game.
Part III provides you with activities to make you reflect and think deeper on the
value of domino as a game.
Finally, in Part IV, the students are made to transfer what they have learned in
this module through a product or performance. They are given the chance to apply
what they have learned theoretically and practically in this module. They are made
to compete in mini-domino tournaments.
The last part of this module is a background of the game which you can use in
your teaching-learning process.
Your students have learned a lot after going through the module. It is hoped
that they have also gained the family values embodied here.
GLOSSARY OF TERMS
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TEACHING GUIDE
Bar
refers to the middle line dividing the two squares of a domino tile.
Blocked game
occurs when neither player can play.
Bones
Bone yard
also known as the domino tiles.

refers to the stock of domino pieces.
Dominos generally- refers to the collective gaming pieces making up a domino

set (sometimes called a deck or pack) or to the subcategory
of tile games played with domino pieces.
Dots
Draw game
refers to the spots of a bone.

Players are additionally allowed to draw as many tiles as desired
from the stock before playing a tile, and they are not allowed to
pass before the stock is (nearly) empty.The score of a game is
the number of pips in the losing player's hand plus the number of
pips in the stock.
Sources:
http://www.domino-play.com/Strategy.htm
http://en.wikipedia.org/wiki/Dominoes
http://www.pagat.com/tile/wdom/history.html
http://www.domino-games.com/faq/How-Many-Tiles-And-Dots-Are-In-A-DominoesSet.html
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TEACHING GUIDE FOR GRADE 8

Physical Education
Fourth Quarter
REGIONAL AND NATIONAL DANCES WITH ASIAN INFLUENCE

Defining the Learning Outcome
The learner demonstrates understanding of how family fitness helps in
sustaining an active lifestyle.
Content Standard:
The learner demonstrates

understanding of how regional and
national dances promote the fitness,
health and wellness in the family.
The learner skillfully performs regional

and national dances.
At the end of this quarter, the

learner is expected to
1. trace the origin/location of folk
dances by its costume/music;
2. execute rhythmic patterns of
selected regional and national
dances with Asian influence
Binislakan, Tiklos, Sakuting, Suaku-Sua and Pangalay;
4. demonstrate mastery of basic
steps in folk dancing;
5. give the meaning of the gestures
and hand movements of folk
dance identified;
6. interpret dance literature;
7. promote folk dancing as a
physical activity for the family.
Planning for Assessment
Product/ Performance Task:

1
Assessment Plan
To assess the competencies
Assess the
of the learners, use formative

and summative assessment
Proficient
performance
of tools:
regional and national dances
with Asian influence.
1.Use the duple, triple and
quadruple meter in
creating the rhythmic
patterns in the
performance of regional
and national folk dances
with Asian influence.
2. Excute mastery of basic
steps in folk dancing.
3. Express the meaning of
the gestures and hand
movements used in folk
dances.
4. Explain the role of folk
dancing in promoting
physical fitness and
wellness of the family.
5. Interpret the dance
literature correctly.
performance of the
learners using the
following criteria:
Analytic Rubric for
the Assessment of
Learners
Performance in
folk dancing:
* Performs steps
with high level of
mastery while
creating several
formations in the
dance floor
*Shows a great
level of confidence
in performing the
dance steps.
* Demonstrates
generally
acceptable
characterization
and proper
behavior towards
the dance and
groupmates
Teaching-Learning Plan
Introduction:
This module will help you guide your students in understanding and
appreciating the different regional and national folk dances in the Philippines. Inform
them that since we began trading with our neighboring countries during the early
years, we became acquainted with their way of life and the culture and traditions
they practice. The Philippines, being an archipelago, is rich with cultures and
traditions that make the lives of every Filipino colorful. This is evident in the
influences from our neighboring countries such as Thailand, Indonesia, Malaysia,
China, Cambodia, Burma, and Japan. The process involve here is called
acculturation. This influential tool had strongly affected Philippine culture, particularly
our dances.
2
The Philippines enjoys a rich cultural heritage which includes a diverse

collection of traditional dances. These dances are one of the durable strands
interwoven into our life as a people that formed the fabric of our culture. Dances that
reflect elements of daily Philippine life, these folk dances offer a glimpse into the
history of the country. Hence, it is through dance movements that people can
communicate for it has been a strong factor in the expression of ones soul and
character.
It is for this reason why you need to teach regional and national dances to
your students because by learning our dances they will also understand their roots.
It is also in these dances that they will know better their identity as a people.
Explain the idea that the students can expected to learn from this subject by
making them read for 5 minutes the introduction of the module found on page 1.
Objectives
At the end of this learning materials, the students should be able to:
trace the origin and location of folk dances by its costume and music;
create rhythmic patterns using the duple, triple and quadruple meter;
demonstrate mastery of basic steps in folk dancing;
identify the meaning of the gestures and hand movements of folk dance
identified;
interpret dance literature correctly;
explain the role of folk dancing in promoting physical fitness and
wellness of the family;
execurte selected regional and national folk dances with Asian
influences.
Pre- Assessment:
Ask the students to answer honestly and individually the pre-assessment
found in their module. Give them time limit and ask them to write all their answers in
their activity/notebook.
Check their answers against the following answers. Please note that students
answers may vary depending on the extent of their prior knowledge about the
subject.
1. Just by simply looking at the pictures would tell you right away that some of
the regional and national folk dances of the country have been greatly
influenced by our neighboring countries like Thailand, Indonesia, Malaysia,
3
China, Cambodia, Burma, and Japan. These are manifested in the use of
colorful and intricately designed costumes, accesories and props like fans,
headresses, janggay; and the use of musical instruments like gongs,
kulintangs which are not part of Philippine culture.
2 4. Countries such as Thailand, Indonesia, Malaysia, China, Cambodia,
Burma, and Japan have strongly influenced Philippine culture, especially the
dance. The effect of acculturation, may have modified our indigenous dances.
This is evident in the use of chopsticks which was barrowed from the Chinese
now used as implements in the dances Binislakan and Sakuting; the use of
colorful fans, beautiful costumes, and headresses among the Japanese and
Chinese influenced are now used for the dance Sua-Ku-Sua; the use of
janggay and flamboyant headdresses inspired by Indonesian, Thai, and Malay
culture which are now used for the dance Pangalay. These are just some of
the evidences that of the strong infuences made by our neighboring countries.
5. Yes! Looking at the performers poses would give you the ideas of various
scenarios that can actually transcend through folk dancing such as:
a.
Courtship
- a princess is being protected by her guards

as men around her try to win her heart
b. Harvesting
- peasants gather together as they prepare for
their daily soil cultivation and moutain
clearing, ready for planting using sticks or
simply barehands.
c. Merriment
- for a bountiful harvest or fiesta or to
commemorate and honor an important king or ancestor who.
contributed to the development of a place.
6. There is a need for proper gestures and expressions in folk dancing because
they play a very important role on the performance for they give life and
meaning to the dance. Dancing without proper gestures and expressions is
meaningless.
7. Philippine folk dances with Asian influence are Binislakan, Pangalay, Sua-KuSua, Tiklos, Singkil, Kappa malong-Malong, and Sakuting among others. Yes,
I can demonstrate the following foreign dance-steps that I learned from my
MAPEH class last year.
a. Mincing step
step-step-step and so on
b. Mazurka
Slide-cut-hop
8. Some of the commonly used implements in Asian folk dances are as follows:
a. Fans
- aside from its usual purpose of relieving ones self

when its hot, are used for covering ones face when
it is performed for courtship dances. They are also
used for flirtation in some instances. The movement
of fans simulates the flow of natures elements like
water, air, fire and sometimes seashells, leaves, and
flowers.
a. Janggay
- a metal usually brass extension material for the nails

like claws which is used to drive away evil spirits and
shows eloquent movements of the hands while
performing. The use of janggay indicates ones social
status especially when they are made of solid gold
and silver.
b. Sticks
- used by the dancers to produce various rhythms

imitating the chopsticks used by the Chinese and
Japanese.
9. Since we began trading with the nearby Asian countries in the pre-Hispanic
years, we became acquainted with their ways of life, their culture and
traditions. This is a process in which members of our cultural group adopted
their beliefs and behaviors, and these are evidently mixed in our culture
including our dances. Thus, most of our folk dances are not pure since they
were influenced by the colony of Western and Asian countries. These are just
some of the effects of acculturation.
Together with the learners, analyze the results of their pre-assessment to
determine prior knowledge and skills are; their strengths and weaknesses which will
be used as your bases for planning instructional activities.
Learning Goals and Targets

Based on the objectives of the lesson and results of the pre-assessment, let
the learners define their personal goals and targets to achieve at the end of this
module. Ask them to write their goals and targets in their journals.
Make sure that all the students are able to define their own goals and targets.
Tell them to monitor the progress of their targets as you go on with the lesson.
Part I. What to Know
In this part of the module, the learners are provided with structured learning
experiences that will assess their level of understanding, activate their prior
knowledge, clarify their understanding, and require them to answer some focused
questions about regional and national folk dances with Asian influence.
Reminder: Accept all answers of the students. However, take note of those areas
that you need to clarify. Make sure that learners know that their products and
performance shall be assessed so they can clearly set their expectations.
1. Instruct the students to answer Written Checkup on page 13 of their modules.
After the students have answered, ask them the significance of knowing the
names of the dances. This may help students create certain impressions that
are innate to the cultural background just by knowing the name of the dances.
5
2. Let them also answer Letter B activity on page 14 of the module. Facilitate
interactive discussion by giving follow-up questions.
3. Before they proceed to Activity 1 on pages 15 to 16, ask them to ponder on
some focused questions such as:
Do you believe that the folk dances performed in your place have a
mixture of foreign culture? Why do you say so?
Can you give examples of Philippine folk dances that have Asian
influence? Justify your answer.
How can ones family benefit from folk dancing?
4. Ask a few students to share their ideas/opinions with the class.
Ask the students to open their modules on page15 to 16 and read Where Do I
Belong?. Tell them to watch the video presentation quitely and attentively. In the
absence of video presentation, you may show pictures of costumes representing
Luzon, Visayas, and Mindanao to the class.
Note to the Teacher: You can evaluate the students prior knowledge on this topic
by tying it up with the learning they got from their Araling Panlipunan class regarding
the background and culture of Asian contries.
5. Ask the students to watch and analyze the video presentation/pictures. In
tracing where the costumes are usually worn, let them consider the
geographic location/terrain where the costumes are suited and their
respective props used by the dancers and even their facial expressions .
6. Ask volunteer student to share their knowledge and insights about what they
watched/saw.
7. Ask other students to share their reflections to the class.
8. Let the students perform Activity 2, Dress Me Up by following the given
instructions on their module on page 16. Give them time limit to do the
activity. They are expected to locate the origins of the folk dances.
9. Instruct the students to turn their modules on page 17 to 18 and perform the
given activity, Listening while Playing. Provide rubrics for assessment.
10. Instruct the students to read and analyze Activity 7, Tell Me on page 24. Let
them perform the basic steps and bodily movements that are used in the cited
dances as you guide them. They may perform the basic steps infront of the
class. However, if they cannot do it, provide an instructional video or a
powerpoint presentation to facilitate easy grasp on part of the learners.
11. Tell the students to open their module on page 29 and perform what is being
asked in Activity 10, Watch Me and use the following procedures in
performing the given activity.
a. With the same grouping, let learners analize the given situations and
develop it into a story.
b. Give them time to conceptualize. After the given time, let them perform
their story through movements. All should be done in action with no
sound as in doing a pantomine. Silence should be observed. If its not
yet their turn to perform, let the groups observe carefully the
presentations of other groups. Let the learners note their observations
on the other groups performances.
c. After the activity, allow sharing of observations. Ask these questions:
which group performed best? What went well? Which group needs
improvement? What went wrong? Why?
12. Tell the students to complete the table shown under activity 14, Fill Me In
found on pages 53 to 54.
Be sure that before you proceed to the next part of the module, all the
topics on the origin and background of the dance, basic step patterns and
ryhthm of the given dances are introduced and the students have clearly
understood them.
Part II. PROCESS

In this part of the module, the learners are provided with various learning
experiences to enable them to make sense of the information; develop, reflect,
rethink, validate, and revise their understandings of the lesson through activities that
will require them to process/make sense of the information; assess their skills; and
ask questions that will enable students to construct their understandings and express
these in their own way.
This activity will activate the learners knowledge on locating thr origins of folk
dances based on the costumes worn by the dancers.
1. Instruct the students to answer Activity 4, Lets Get Loud on pages 18 to 19 of
the module. Guide them as they answer the activity. Use the rubrics below to
assess the learners performance.
ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN RHYTHM
Weight
Musicality
Degree of Difficulty
Characterization
(Timing, Dynamics, and

Mastery)
(Complexity and
Intricacy in the use of
rhythmic patterns in
various meters)
(Behavior during
performance)
40%
40%
20%
MASTERFUL: Performs
rhythmic composition with
high level of musicality while
observing proper timing,
dynamics, and mastery
SKILLFUL: Creates skillful

composition of complex
and intricate rhythmic
patterns in duple, triple,
and quadruple meters.
MATURE: Demonstrates
proper characterization and
appropriate behavior in the
performance with high
level of confidence
STRATEGIC: Performs rhythmic

composition with a certain
level of musicality while
observing proper timing, and
mastery but with limited
ability to perfom with
dynamics
COMPETENT: Creates a
certain degree of skillful
composition of complex
duple, triple, and
quadruple meters.
SENSITIVE: Demonstrates
proper characterization and
appropriate behavior in the
performance with a certain
level of confidence
ABLE: Performs rhythmic

compositions with mastery but
with limited yet growing ability
to perform with timing and
dynamics
PRACTITIONER: Creates a
commonly accepted
compositions of simple
duple, triple, and
quadruple meters.
AWARE: Demonstrates
generally acceptable
characterization and proper
performance with a certain
level of confidence
APPRENTICE: Performs
rhythmic compositions with
general mastery but could
hardly adapt to varying
dynamics and timing
APPRENTICE: Creates
rhythmic patterns but
could hardly distinguish
differences among duple,
triple, and quadruple
meters
DECENTERING: Displays
inconsistent
characterization and
demonstrates low level of
confidence
NOVICE: Performs rhythmic

patterns with low or no
mastery, timing, and dynamics
NOVICE: cannot create

any rhythmic pattern at all
EGOCENTRIC: Has little or

no characterization and
behaves inappropriately
towards the performance
2. Guide the learners in their activity under Dance with Me on page 25. An
analytic rubric for the assessment of learners performance is provided below
for you to use.
ANALYTIC RUBRIC FOR THE ASSESSMENT OF LEARNERS PERFORMANCE IN FOLK DANCE
8
Weight
Choreography and
Artistic Presentation
Execution and
Mastery of steps
40%
30%
Characterization and
Behavior during
performance
30%
OUTSTANDING: Performs
steps with high level of
mastery while creating
several formations in the
dance floor
SKILLFUL: Demonstrates
precise and skillful
execution of the steps
with high level of
confidence
SOPHISTICATED:
Demonstrates sophisticated
towards the dance and
groupmates
DYNAMIC: Performs steps

with mastery while creating
sufficient formations in the
dance floor
COMPETENT:
Demonstrates
competently the steps
with confidence
EXPRESSIVE: Demonstrates
an atypical level of
groupmates
CREATIVE: Performs steps

with mastery but with
limited yet growing ability
to execute them while
creating formations in the
dance floor
PRACTITIONER:
Demonstrates general
competence in the
execution of steps with
limited but growing
confidence
REALISTIC: Demonstrates
generally acceptable
characterization and proper
behavior towards the dance
and groupmates
FAIR: Performs steps with

general mastery but could
hardly adapt to varying
formations in the dance
floor
APPRENTICE:
Demonstrates limited
coordination and
competence in the
execution of steps with
low level of confidence
IMPROVING: Displays
inconsistent
demonstrates generally
acceptable behavior
groupmates
STATIC: Performs steps with

low or no mastery and is not
capable of creating
formations in the dance
floor

no coordination in
demonstrating steps; has
very low level or no
confidence at all
MECHANICAL: Has little or

no characterization and
behaves inappropriately
groupmates
Source: 2010 SEC Teaching Guide
3. Tell your students to perform Activity 11, Grand Tableau found on page 30.
Guide learners in doing the said activity.
Part III. REFLECT AND UNDERSTAND

Provide the learners with other learning resources and experiences for them
to enrich/broaden their understanding of the lesson through additional activities (e.g.,
conducting research, lecture forum, symposium or inviting resource persons to
discuss critical topics, etc.) and reading resources.
1. Instruct the students to open their module on page 21 and answer activity
5 Fill-in-the-Gap. Facilitate discussion after the given activity to determine
what they felt and learned.
2. Tell the students to open their module on page 27 and read, Activity 9, No
Man is an Island. Let them follow the following procedures:
a. Group learners into two. A for the fast learners and B for the slow
learners. Dont let the learners know they were grouped according to their
skills.
b. Let those in group B choose a partner from group A.
c. Provide each pair with a list of steps with a minimal set of combinations
and directions to follow.
d. Let each pair help each other in interpreting correctly the list provided.
e. Supervise the activity. Provide guidance if needed.
f. Conduct a performance assessment on the activity given.
g. Provide feedback. Encourage giving of observations and insights.
3. Instruct the students to answer Self-Checkon page 32 and let them
reflect about what they heve learned and felt while doing the activity.
4. Ask the students to complete the Open-Ended Statements and SelfCheck found on pages 55 to 56 of the module. Follow up their answers
through oral discussions.
Part IV. TRANSFER

In this part, the learners are expected to demonstrate or show a completed
product or performance as an output required by the lesson.
The target users in this stage will be given opportunities to establish their own
understanding, through motivating activities which will lead them to answering
queries relative to the performance of regional and national folk dances with Asian
influence.
1. Tell the students to open their modules on pages 21- 22 and let them perform
activity 6, Dance into the Groove. You will rate the students based on the
following criteria.
A. Creativity
10
B. Musicality
C. Execution
2. Instruct the students to open their modules on page 30 and perform the given
activity. Provide rubrics for assessment.
3. Tell the students to turn their modules on page 33 and do the activity 13
Contemplation. Facilitate students to make their own reflection.
4. Explain the activity on page 54, Culminating Activity-Cultural Showcase and
use the following procedures;
a. Bring the class to the school gym for their culminating performance if
there is any. If none, set the classroom in a manner which provides the
groups enough space for their performances.
b. Let learners present their folk dance to the class. Costume and Makeup are highly encouraged.
c. Sequence the performances through drawing of lots.
d. Assign someone from each group to take charge of documenting their
performance through video coverage or any mode they prefer to.
e. Guest observers may be invited to witness the activity, preferably the
students family members.
5. Explain to them how Activity no. 17 on page 57 can be met. Entertain
students inquiries for clarifications.
SUMMATIVE TEST IN P.E. (Grade 8)

Part 1.Modified True or False
Direction: Write TRUE if the statement is correct but if its false, change the
underlined word or group of words to make the whole statement true.
______________1. Tiklos refers to a group of peasants who agree to work for each
other to prepare the soil for planting, or do any odd job on the farm.
____________2. Binislakan is a social dance from Abra which was influenced by the
Chinese.
____________3. Pangalay, which is better known as the Lemon Tree dance
originated from Jolo, Sulu.
____________4. In dancing Sua-Ku-Sua, fans transform into tiny sails, face mirrors,
butterflies, shields and leaves.
____________5. Pangalay is the traditional fingernail dance of the Tausg people
of the Sulu Archipelago.
11
Part II.Multiple Choice

Direction: From the given choices below, write the letter of the correct answer that
best describes the given statements.
6. The following dance steps are used in Pangalay dance except one. Which one
does not belong to Pangalays basic steps?
A. Shuffling step
B. Slide step C. Tortillier step
D. Waltz Turn
7. Among the following dance steps, which one is used in dancing Sua-ku-Sua?
A. Contra-ganza
B. Mazurka C. Mincing step
D. Redoba
8 . Heel-place, close is a step pattern of what dance step?

A. Bleking
B. Heel-and-toe polka
C. Sagamantica
D. Sangig step
9. What is the step pattern of Change step?

A. heel-place , close B. Step-close-step C. step and hop
D. step and cut
10. This is the step pattern of Parallel Tortillier.

A. Pivot and turn heels, pivot
B. Slide-cut-hop
C. Step and pivot close
D. Step-pivot-slide
Part III. Practicum Test: (Group performance)

Interpret and execute the following dance instructions below. Focus on mastery,
performance, and coordination with your group mates as your bases in obtaining a
good mark. (10 points for every correct figure).
Figure I
(Partners stand 6 feet apart facing audience). The girl is at the right side of the boy.
A. Starting with the R foot, take four walking steps (Boy moving forward, Girl
moving backward). (cts.1,2,3,4). Arms in 2 nd position, Sway hands in a figure
of eight for every
count........................................................................................................1M
B. Take three-step turn right in place (cts.1,2,3), close feet together (ct.4), arms
in 2nd position but place hands on waist on the 4 th
count......................................1M
C. Repeat letter B. moving to the opposite
side....................................................1M
12
D. Repeat letter A moving to proper

places..........................................................1M
E. Repeat AE.......................................................................................................4M
Figure II
(Partners face each other)
A. Starting with the R foot, take sixteen walking steps forward moving half-way
clockwise. Finish in partners place. Arms in reverse TPosition......................4M
B. Turn about and repeat (a) moving counter clockwise with the Boy following
the Girl. Reverse position of hands. Finish in proper
places..................................4M
C. Take two bleking steps in place with hands on 3 rd position moving R and L
hands alternately on
top....................................................................................2M
D. Repeat letters B and C of figure
I......................................................................1M
E. Repeat letter C of figure
I..................................................................................1M
Part IV.Essay: (15 Pts.)

for
In what way can folk dancing become a physical activity

family wellness?
ANSWER KEY
Part I. Modified True or False
1.
2.
3.
4.
5.
True
Sakuting
Sua-ku-Sua
True
True
Part II. Multiple Choice

6. C
7. A
8. B
9. A
10. D
Part III. Practicum Test
13
Scores will be based on the teachers judgment. 10 points is given for every correct
figure, which means that each letter in every figure is weighted as 2 points. (Mastery,
Performance, and Coordination should be used as criteria for judging the students
performance.)
Part IV. Essay (15 points). Students answers may vary. The following criteria
should be used in rating the essay.
Substance...............................................50%
Relevance ..............................................30%
Clarity and Cohesion...............................20%
____________
100%
SUMMARY/SYNTHESIS/GENERALIZATION:
Now that the students are done reading and interacting with their learning
material, they are now ready to face the challenges that folk dancing may bring in
terms of its origin, historical background, dance steps and step patterns, dance
interpretations and performance. They have discovered that just like any other sports
or games, dancing is also a physical activity that can promote lifelong fitness and
wellness. It is a good source of exercise that could help develop grace and poise. It
can even help in maintaining good health as it highlights health-related skills such as
cardio-vascular endurance, flexibility and strength. Surely, this module has enriched
their mind to explore the wonders of folk dancing.
In lesson 1, the students have learned the significance of the origins/locations of
folk dances by identifying the performers costumes and music. Here, they realized
that just by merely looking at the costumes and props and listening to the music
would tell them right away about the point of origin of a particular dance. They also
learned the effects of acculturation brought about by the trade and settlement from
our neighboring countries like China, Malaysia, Indonesia, Burma, Cambodia,
Thailand and Japan.
Lesson 2 has provided activities that led them to understand rhythmic patterns of
selected regional and national dances with Asian influence particularly Binislakan,
Tiklos, Sua-Ku-Sua, Pangalay and Sakuting. They discovered that rhythm plays an
important role in the performance of the dance. Feeling the beat and rhythm of the
music is a motivating factor for them to perform well.
Also, lesson 3 has provided them activities that inspired them to demonstrate and
master the basic steps of Binislakan, Tiklos, Sua-Ku-Sua, Pangalay and Sakuting. It
enabled them to enhance their dancing skill and motivated them to show and share
14
the steps they have learned. upon studying the given dances. Thus, they realized
that mastering the basic dance steps could be used in the interpretation of the dance
literature to a large extent.
Moreover, lesson 4 has presented them ways and means to discover the
meaning of the gestures and hand movements in the performance of a particular
dance. It enabled them to use their creativity in conveying proper emotions and
gestures in different situations as found in the different settings needed in the given
dances.
Meanwhile, lesson 5 has provided them with insights that made them master and
understand the dance literature of Binislakan, Tiklos, Sua-Ku-Sua, Pangalay and
Sakuting. Those insights enabled them to perform the dances appropriately and
gracefully. In this part, they found out that the correct interpretation of the dance
depends on the mastery and accuracy of ones understanding of the elements of
dance such as dance steps, step patterns and counting.
Finally, lesson 6 gave them a better perspective on the importance of folk
dancing in relation to their family and community as it gave them opportunities to
perform the given dances with their family members during town fiestas and school
foundation days. It also gave them time to bond with their family members by
watching culminating activities/cultural shows which gave them a chance to develop
family solidarity as well as family wellness.
We hope that through this module, the students have become more acquainted
with the significance of folk dances, and somehow they could use the knowledge
they learned from this module not only during dance performances but also in
maintaining a well and fit body and a sustainable life.
GLOSSARY OF TERMS
Accent
Acculturation
Culture
Dynamics
Folk dance
emphasis on a beat, usually but not always, the first beat
of
the measure
a process in which members of one cultural group adopt
the beliefs and behaviors of another group
the totality of socially transmitted behavior patterns, arts,
beliefs, institutions, and all other products of human work
and thought
an interactive system or process, especially one involving
competing or conflicting forces
a form of dance developed by a group of people that
reflects the traditional life of the people of a certain
country
15
Folk dancing
Implements
Improvisation
or region
a great exercise and a fun recreational activity for people
of all ages
a device used in the performance of a task
created extemporaneously, without planning.
Intensity
accompaniment;
Lifelong Fitness
Tempo
Traditions
-
Wellness
in
music,
the
loudness
and
softness
of
an
in fitness, the degree of vigor or the amount of effort

expended during an activity
the condition of being fit and healthy throughout life.
the rate of speed from fast to slow
a mode of thought or behavior followed by a group people
continuously from generation to generation; a custom or
usage
a way of life purposely designed to enjoy the highest level
of
health and well-being possible, including nutrition, weight
control, avoiding substance abuse, being physically
fit
and
leading an active life, controlling stress, developing good
relationships with others, living with high values and
ethics,
and attending to spirituality
References
BOOKS:
Hiyas Philippine Folk Dance Company: Barrio Fiesta Suite

Filipino Songs Atbp.: Philippine Folk Dance History
Campers Point: Philippine Dance
Philippine Folk Dances Volume 1 by Francisca Reyes Aquino
MAPEH for a Better You by Jocelyn V. Bautista, Ma. Rosario C.
Franco, Josefino N. Carlos, Danilo S. Duyan, Emilio S. Jacinto, Jr.
Rosanna A Diana, Alvenia P. Palu-ay, Hazel P. Copiaco and Gloria M.
Gacoscosim.
MAPEH II by Vilma V. Perez, Lilian N. Luna and Crisanto E. Tomas
A Classical Collection of Philippine Golk Dances, Series 4,
Ramon Obusan for the Sua-Ku-Sua Dance Literature
Sayaw Dances of Philippine Islands-Philippine Folk Dance Society Vol.
1,2 and 4.
2010 New Secondary Education Curriculum Teaching Guide
ON-LINE SOURCES
16
17
The
History
of
Filipino
Folk
Dance
|
How.com http://www.ehow.com/about_6558571_history-filipino-folkdance.html#ixzz27RKkEfja November 28, 2012
The
History
of
Filipino
Folk
Dance
|
eHow.com http://www.ehow.com/about_6558571_history-filipino-folkdance.html#ixzz27RK6wqx1 November 28, 2012
The
History
of
Filipino
Folk
Dance
|
eHow.com http://www.ehow.com/about_6558571_history-filipino-folkdance.html#ixzz27RKzSk8d November 28, 2012
http://wiki.answers.com/Q/What_is_sua_sua_folk_dance#ixzz27Xedp
W18 November 28, 2012
http://www.bangkokcompanies.com/Dance/philipinnesdance1.jpg
.bp.blogspot.com/_LgNn7UyFJLc/SvPQXKIpG4I/AAAAAAAAB3A/djYN
O26rbPk/s400/leyte+dance+Theatre.jpg November 28, 2012
http://1.bp.blogspot.com/tcDLOUN0BlI/TbYivw6NsAI/AAAAAAAAACE/MFbsNavnvNo/s1600/sin
gkil.jpg November 28, 2012
http://home.allgameshome.com/results.php?s=philippine+folk+dance&c
ategory=images&start=1 November 28, 2012
http://www.youtube.com/watch?v=8QApCK1lTrU November 28, 2012
www.kalilayan.com November 28, 2012
http://images.search.yahoo.com/search/images;_ylt=A0PDoX5F909Qa
h8A0iSJzbkF?p=pangalay%20dance&fr=yfp-t-521-s&ei=utf8&n=30&x=wrt&fr2=sg-gac&sado=1 November 28, 2012
asukacaramel.deviantart.com November 28, 2012
www.pinoyexchange.com November 28, 2012
http://www.flickr.com/photos/14280206@N03/ November 28, 2012
www.fiestafilipina.org November 28, 2012
www.panoramio.com November 28, 2012
www.playle.com November 28, 2012
archives.pia.gov.ph November 28, 2012
Pangalaydance.com/the-pangalay-dance-style-of-the-philippine-anintangible-cultural-heritage November 28, 2012

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Grade 8 Teaching Guide

undertake fitness tests;

Assess the performance

This quarter allows the Grade 8 learners to explore and to develop

At the end of this module, the students should be able to

Assess the learners prior knowledge of Health-Related Fitness.

My answers: (in any order)

If they have found the words and were able to

Components of Health-Related Fitness

Health-related components focus on factors that promote optimum health and

Drives and sits for 8

Tell your students that they have done a great

Part II. WHAT TO PROCESS

For the students to have a deeper understanding on the importance of

1. Tell your students to prepare for the test:

A.1 Weight the heaviness or lightness of a person.

STRENGTH refers to the muscles ability to generate force against physical

For the tester:

For the tester

For the partner:

Scoring - record sit and reach to the nearest 0.1 centimeter.

Scoring record zipper test to the nearest 0.1 centimeter.

CARDIOVASCULAR ENDURANCE is the ability of the heart, lungs, and

Scoring record the 60-second heart rate for the activity.

PERFORMANCE TARGETS FOR BOYS

Sit and Reach

PERFORMANCE TARGETS FOR GIRLS

Sit and Reach

Theyve done it teacher! So now, they can have a comparison of

The succeeding activities on the next page will assess your

Tell your students what to observe by asking the questions below:

Activity 3 below can also be done with their

Tell your students to do the following:

Stretch #8: Standing Calf

CARDIOVASCULAR ENDURANCE EXERCISES

By now your students should have gathered the

Now that they

Congratulate your students, they have hurdled

Part III. WHAT TO REFLECT

Active Video Games Help Some Kids Get Active

New Role for Active Video Games?

ideal body type prevent s

That wasnt tough for your students, right? This is going

That was quite enjoyable for your students,

By this time, it is affirmed that Health-Related Fitness plays a very important

Now is the time for your students to work on their HRF

Supplementary activity: Family Day

Bravo, your students made

demonstrates understanding of the

discuss the nature and background of

practice proper and acceptable

interpret rules and regulations of

Use formative and summative Assess

4. Explain the benefits

discuss the nature and background of basketball

proficiently execute basic skills and tactics in basketball

interpret rules and regulations of basketball

exhibit enjoyment in playing basketball

1. On page 2 of the Learning Material is a table indicating the basic skills in

Terms in Team Sports

CORRESPONDING TEAM SPORT

4. After checking learners answers, group them into three.

put a checkmark ( ) on the corresponding column of the particular team