Lesson Plan

Physical Education 7
June 8 – 12, 2015

Activity 1: WHAT IS IT FOR YOU?

In this activity learner’s prior knowledge about physical fitness as well as its components
and parameters will be assessed.

I. Objective:
 Discuss the meaning of physical fitness as well as its components and
parameters.
 Appreciate the importance of physical fitness.
 Perform different exercises to help maintain fit physically.

II. Materials and Equipment:

 Manila paper
 Masking tape
 Pen
 Activity notebook

III. Procedure:
1. Group learners into five or eight members each.
2. Show the physical fitness concept map. Ask learners to write words associated
with “Fitness” inside the circles. Explain that they may add more circles if
necessary. Ask them to do this in their activity notebook.
3. Focus the discussion on the following:
 Describe the words given.
 What were the words commonly given by the group? Why do you think
these words were given?
 What words were mentioned only once? Are these words important?

IV. Assessment:
1. The students will define “Fitness” based on the words given by the group.
2. The group representative will present their definition in class in 3 minutes.

V. Assignment:
1. What are the two most common locations of pulse?
2. Study the proper procedure in getting pulse rate.

Prepared by:

Marvin P. Hernandez
Teacher, Physical Education 7

Noted by: Checked by:

Herminia A. Muṅoz Susan B. Luna

Head, Academic Department Principal I, GMTMSAT
 Lesson Plan
Physical Education 7
June 8 – 12, 2015

Activity 2: Finding My Pulse!

In this activity, learner’s knowledge about the pulse location and its proper way of getting
will be assessed.

I. Objective:
 Find pulse while at rest.
 Participate in activities that raise heart rate.
 Monitoring heart rate during activities.

II. Materials/Equipment:
 Stopwatch
 Pen
 Activity notebook

III. Procedure:
1. The learners will identify the two most common locations of pulse.
2. To get the carotid pulse the students will do the following procedures:
 Turn head to one side. Feel the point at the neck where the large
muscle and tendon stick out when head is turned.
 Slide the fleshy part of the index and middle fingers along this
tendon until reach the level equal with Adam’s apple.
 Feel for the pulse. Readjust the fingers if necessary.
 Do not press too hard because this might alter the pulse (e.g.
slow it down). Count the number of pulses felt for 60 seconds.
This number represents the heart rate in beats per minute while
you at rest. If it is pressed for time, count the pulses for only 15
seconds. Multiply this by 4.
 Remember however, that it is more accurate to take a full 60-
second count if possible.
3. To get the carotid pulse the students will do the following procedures:
 Hold left forearm out in front with palm.
 At the top portion of the forearm (nearest the thumb) where the
wrist is, slide the fleshy part of index and middle fingers along until
they are 1 inch from wrist. Feel for the pulse. Readjust the
fingers if necessary.
 Do not press too hard because this might alter the pulse (e.g. slow
it down). Count the number of pulses felt for 60 seconds. This
number represents heart rate in beats per minute while at rest. If
pressed for time, count the pulses for only 15 seconds. Multiply
this by 4.
 Remember however, that it is more accurate to take a full 60-
second count if possible.

4. The students will do the activity entitled “Raising My Heart Rate” for the
application of what they have learned.
 IV. Assessment:
1. The students will do the activity “Monitoring My Heart Rate”

V. Assignment:
1. How to calculate appropriate levels of exercise intensity.
2. Identify different tasks that represent moderate and vigorous level of intensity.

Prepared by:

Marvin P. Hernandez
Teacher, Physical Education 7

Noted by: Checked by:

Herminia A. Muṅoz Susan B. Luna

Head, Academic Department Principal I, GMTMSAT