Northeast Luzon Adventist

College
Mabini, Alicia, Isabela
Senior High School Department
SY 2020-2021

Course Title PHYSICAL EDUCATION- Health and Fitness Number of Units 1

Teacher Maria Elena V. Sulio Grade Level 11
Contact No. 09352022370 Time Allotment 1 hour per week
E-mail address mariaelenaviador@gmail.com Semester 1st 2020

I. PHILOSOPHY:
To restore in man the lost image of His Maker through a harmonious development of the mental, physical, social and
spiritual faculties.

II. AIM AND MISSION:

Northeast Luzon Adventist College is a Christ-centered training institution that provides a well-balanced Christian
education to ensure its graduates succeed in life. The school aims to pursue higher education programs anchored on
desirable core values and unwavering faith in God.

III. VISION:
Passion for quality and excellence. Recognized professional leadership in the education industry.

IV. COURSE DESCRIPTION: This course recognizes the need to focus on health and fitness through physical activity
and healthy eating. This subject equips learner with the information that will guide the students for their health
assessment and goal-setting to program designed toward the achievement of their fitness aims.
V. SCOPE

Grading Period Most Essential Learning Competencies

 Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s
diet (PEH11FH-Ig-i-6)

 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school (PEH11FH-Ia-t-8)

 Analyzes physiological indicators such as heart rate, rate of perceive exertion and pacing associated to MVPAS to
monitor and/or adjust participation or effort. (PEH11FH-lk-t-9)

 Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA
Q1 Week 1-7 participation (PEH11FH-Ik-t-10)

 Demonstrates proper etiquette and safety in the use of facilities and equipment (PEH11FH-Ia-t-12)

 Participates in an organized event that addresses health/fitness issues and concerns (PEH11FH-Ik-o-13)

 Recognizes the value of optimizing one’s health through participation in physical activity assessments (PEH11FH-
Id-t-14)

 Organizes fitness event for a target health issue or concern (PEH11FH-Io-t-17)

 Sets Frequency Intensity Time Type (FITT) goals based on training principles to achieve and/or maintain health-
Q1 Week 8-10
related fitness (HRF). (PEH11FH-Ii-j-7)

 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school (PEH11FH-Ia-t-8)

 Analyzes physiological indicators such as heart rate, rate of perceive exertion and pacing associated to MVPAS to
 monitor and/or adjust participation or effort. (PEH11FH-lk-t-9)

 Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA
participation (PEH11FH-Ik-t-10)

 Demonstrates proper etiquette and safety in the use of facilities and equipment (PEH11FH-Ia-t-12)

 Participates in an organized event that addresses health/fitness issues and concerns (PEH11FH-Ik-o-13)

 Recognizes the value of optimizing one’s health through participation in physical activity assessments (PEH11FH-
Id-t-14)

 Organizes fitness event for a target health issue or concern (PEH11FH-Io-t-17)

Q2 Week 1 Describes the role of physical activity assessments in managing one’s stress (PEH11FH-IIf-5)

 Self-assesses health-related fitness (HRF) status, barriers to physical activity assessment participation and one’s
diet. (PEH11FH-IIg-i-6)

 Engages in moderate to vigorous physical activities (MVPAs) for at least 60 minutes most days of the week in a
variety of settings in- and out-of school. (PEH11FH-IIa-t-8)

Q2 Week 2-10  Observes personal safety protocol to avoid dehydration, overexertion, hypo- and hyperthermia during MVPA
participation. (PEH11FH-IIk-t-10)

 Participates in an organized event that addresses health/fitness issues and concerns (PEH11FH-IIk-o-13)

 Organizes sports event for a target health issue or concern (PEH11FH-IIk-o-13)

Q1 Week 4-5 Sets FITT goals based on training principles to achieve and/or maintain HRF (PEH11FH-IIi-j-7)

QUARTER 1
WEEK 1-4

Topic Exercise for Fitness

a. Aerobic activities
b.Muscle- and bone strengthening activities (resistance training)
Topic Opener Opening Prayer

Watch the video (Health and Wellness of an individual in YouTube) and the do the following activities below:

In your book, answer page 17 to 22 to assess your lifestyle as an individual

Get your weight in kg, and height in centimeter and then compute your BMI. Attach the result of your BMI at
the end of this module.
Objectives At the end of this lesson, you should be able to:
 Evaluate the baseline activities and recreational pursuits based on physical activity recommendation.
 Identify barriers to physical activity.
 Adopt strategies to overcome barriers to physical activities.
 Assess your risk for cardiovascular disease
 Explain how exercise can decrease major risk factors for Cardiovascular diseases.
Values and Faith Endurance
Integration Perseverance
Honesty
Suggested 1. Answer Pages 39 and 43 of the book
Activities 2. Make a 3 minute campaign video about the awareness of Cardiovascular disease. Post it on your Facebook
account to spread awareness.
The video must contain the following content:
-Meaning of Cardiovascular Disease
-Types of CVD
-What are the risk factors?
-How to avoid it?
-Conclusion
3. Identifying your risk factors
-Genetic-acquired sickness/disease
-Acquired sickness/disease
-What activities are you doing as an exercise?
 4. Make a 4-day video journal/vlog of your everyday routine (the video must be 3-5 minutes only)
What exercises do you do to make yourself physically healthy and fit?
What is your diet?
Materials/ Visuals Module, PPT, Books
Evaluation 1. What is Anthropology?
2. What is Sociology?
3. What is Political Science?
4. Identify the different branches of Anthropology.
5. Identify the six sub disciplines of Sociology.
6. Identify the element of a state.
7.
Parent/Guardian's Using a rubric, the parent/guardian rate the student's performance in the activities and the paragraph written.
Assessment
Rubric:

20 pts- work on the activities independently and diligently

15 pts- work on the activities with little help and diligently
10 pts- work on the activities with difficulty but trying his/her best
5 pts- work on the activities with much difficulty and help.
References Textbook, internet,
Requirements Diary writing ( Performance output for first and second grading)
Parent/Guardian's
Feedback
Student's
Feedback

Quarter 1
Week 5-6
Topic
Topic Opener
Objectives
Values and Faith
 Integration
Suggested
Activities
Materials/ Visuals
Evaluation
Parent/Guardian's
Assessment
References
Requirements
Parent/Guardian's
Feedback
Student's
Feedback