LOURDES SCHOOL OF MANDALUYONG 0939-496-0053

0997-645-7484
Sha w Bouleva rd corner Sa int Fra ncis Street, Greenhills Ea st, Ba ra nga yWa ck-Wa ck, Ma nda luyong City 1552 TRUNKLINE: 631-6310
P.O. Box 12959, Ortiga s Center, Pa sig City 1605 631-1921
632-9547
PAASC U AC C REDITED LEVEL II REGISTRAR: 633-9443
GRADE SCHOOL: 631-6307
JUNIOR H.S.: 631-6356
lsm.edu.ph LourdesSchoolMa nda LSM_tweets info@ lsm.edu.ph SENIOR H.S.: 637-1961

GRADE SCHOOL DEPARTMENT

AY 2020 - 2021

SYLLABUS PHYSICAL EDUCATION 3

PROGRAM STANDARD:

Physical Education 3 program has the ultimate goal of achieving lifelong fitness. It helps the students to develop their fitness, health and wellness as provided in
the program’s rich and challenging physical activity experiences. They will appreciate the fact that it will help in promoting a participative and active body, teaching
them to use the body in moving efficiently and effectively in a given space, time, effort and assurance of quality movement. It will help them in developing habits of
self-discipline, thus aiding them in successfully selecting, participating in and performing activities through wholesome interaction with others.

OBJECTIVES:
The subject aims to:

1. able to perform body shapes and body actions

2. must perform conditioning and flexibility exercises
3. should describe movements in a location, direction, level and pathway
4. must identify different pathways
5. able to perform different non-locomotor and locomotor movements
6. must demonstrate understanding of movement in relation to time
7. should identify movements that need light and strong force
8. can demonstrate manipulative skills
9. able to show joy of effort, respect for others, and fair play during participation in physical activities
SY THEME: Celebrating Our Catholic Heritage and Capuchin Identity Through Lourdesian Education

SUB THEME: Witnessing To Our Catholic Heritage and Capuchin Identity Through Lourdesian Education

FIRST QUARTER:

Content Standards:
The learners will be able to:

1. locate parts of the body

2. identify the movements of the body
3. understand symmetrical and asymmetrical
4. understand posture
5. recognize the importance of warm-up

Performance Standards:
The learners will be able to:

1. locate parts of the body

2. describe the movements of the body
3. demonstrate conditioning and flexibility exercises that improve body posture

Learning Competency
The learner…
1. describes body shapes and actions
2. performs body shapes and actions
3. demonstrates momentary stillness in symmetrical and asymmetrical shapes using body parts other than both feet as a base of support
4. demonstrates movement skills in response to sounds and music
5. performs conditioning and flexibility exercises that will improve body posture
6. identifies conditioning and flexibility exercises that will improve posture
 TIME VS-MS UNDERSTANDING ESSENTIAL PERFORMANCE KEY CONCEPTS/ OBJECTIVES LEARNING
ALLOTME ANCHORS S QUESTIONS TASKS CONTENT EXPERIENCES/
NT RESOURCES

10 DAYS Obedience Performing different Which body parts GOAL: Body Shapes KNOWLEDGE  Discussing the
Cooperation body shapes and do you use to demonstrate rhythmic (Straight, curled, policies and
Perseverance actions is perform body and movement exercises wide and twisted)  Understand guidelines in
Trust necessary for shapes and in response to music and the meaning P.E and its
Brotherhood having an active actions? sounds Body Actions and grading system
Faith lifestyle (Walking, standing, importance
Honesty What are the ROLE: sitting) of physical  Importance of
Knowing the body shapes and aerobic instructor that fitness physical fitness
different body parts actions? demonstrates different including body
and positions will exercises in front of your  Acquiring parts and their
help you move students information functions
better about the
AUDIENCE:   different  Doing routine
Teacher and classmates body shapes activities such
during PE class and actions as stretching
and warm up
SITUATION:  You noticed exercises
that your classmates SKILLS
move awkward, cannot  Performing
easily follow instructions  Performing different body
and doesn’t have body body shapes shapes and
coordination.  You have and body actions
to do something to inspire actions
them to start following INSTRUCTIONAL
instruction and identify MATERIALS:
the different body parts
and their movements. 1. whistle
 2. Cones
3. markers
PERFORMANCE
PRODUCT:
Able to design body
exercises accompanied
by music

STANDARDS:  
performance will be
evaluated by the teacher
based on the execution of
the skills with response to
sounds and music
 SECOND QUARTER

Content Standards:
The learners will be able to:

demonstrates understanding of locations, directions, levels, pathways and planes

Performance Standards:
The learners will be able to:

performs movements accurately involving locations, directions, levels, pathways and planes.

Learning Competencies
The learner…

1. describes movements in a location, direction, level, pathway and plane

2. demonstrates movement skills in response to sound
3. identifies conditioning and flexibility exercises that will improve body mechanics

TIME VS-MS UNDERSTANDING ESSENTIAL PERFORMANCE KEY CONCEPTS/ OBJECTIVES LEARNING

ALLOTME ANCHORS S QUESTIONS TASKS CONTENT EXPERIENCES/
NT RESOURCES

10 DAYS Obedience Perform different What different GOAL: Locations KNOWLEDGE  Perform
Cooperation locomotor shapes and perform various basic (Behind, in front, different
Gratitude movements is actions can your locomotor movements in under, over,  Understand locomotor
Perseverance necessary for body perform? relation to sound personal space, the policies movements
Trust having an active general space) and
Brotherhood lifestyle ROLE: aerobic instructor guidelines
Directions and grading MATERIALS:
AUDIENCE:  Teacher (linear-forward and system 1. Whistle
and classmates during backward, lateral- 2. Balls
PE class sideward, and  Define 3. Cones
multidirectional) locomotor
SITUATION: instructor movements
that will teach locomotor Levels and the body
and non-locomotor (High, middle, low) parts
movements in relation to affected
sound Pathways
(Straight, curve,
PERFORMANCE zigzag) and Planes
PRODUCT:   (Diagonal, SKILLS:
Obstacle Course horizontal, vertical,
performing locomotor and rotational)  Performing
movements in different locomotor
directions and locations movements

STANDARDS:
performance will be
evaluated by the teacher
based on the execution of
the skills with response to
sounds