DARAGA COMMUNITY COLLEGE

Salvacion, Daraga, Albay

MODULE 3: HEALTH
AND PHYSICAL
EDUCATION:
STRANDS AND SUB-
STRANDS
Submitted by:
Nizelle A. Arevalo
BEED III – Block 4

Submitted to:
Mr. Dexter Sto. Domingo
MC PEH Instructor

PRE-TEST
On the space provided: Give your idea about the “WHEEL OF WELL-BEING”.

The Wheel of Well-being is a model that helps every individual to understand and
improve their overall well-being by focusing on six key dimensions of health and
happiness such as body (be active), mind (keep learning), spirit (give), people
(connect), place (take notice), and planet (care). These six domains are interconnected
and that neglecting one domain can negatively impact the others. By focusing on all six
domains, individuals can achieve a holistic sense of well-being and happiness. This
emphasizes the importance of self-care, self-reflection, and proactive goal-setting, and
encourages individuals to take a holistic approach to their well-being. This is also often
used in various settings, including education, healthcare, and workplace wellness
programs, to promote well-being and improve the quality of life of individuals and
communities.

I have learned that…

SELF-CHECK Wheel of well-being can be used as an activity in teaching
Physical and Health Education. It benefits every individual
especially learners to improve their overall well-being. I
also learned the strands of Health and Physical Education
which are Personal, Social and Community Health and
Movement and Physical Activity that benefits every
individual and helps to improve our physical, mental and
social health.

I wish to ask my teacher about…

The benefits to learners and teachers of using Wheel of
Well-being as an activity in teaching Physical and Health
ACTIVITY 1
Education.
Direction: Give the positive and negative effects of the two strands of Health and
Physical Education in growing school children?

PERSONAL, SOCIAL AND COMMUNITY

HEALTH MOVEMENT AND PHYSICAL ACTIVITY
POSITIVE NEGATIVE POSITIVE NEGATIVE
EFFECTS EFFECTS EFFECTS EFFECTS
Children who have Children who are Regular physical Movement and
a strong sense of lack of social skills activity helps physical activity
personal, social, or have limited children develop carries a risk of
and community social support and and maintain injury, particularly
health tend to have interactions may healthy bones, when children
a higher self- experience social muscles, and joints, participate in high-
esteem and isolation, which can and reduces the risk impact of sports or
confidence. lead to depression of chronic diseases activities without
and other mental like obesity, heart proper equipment
health problems. disease and and supervision.
diabetes.
A healthy lifestyle Without proper Movement and Overtraining and
can help children guidance and physical activity is excessive
make better education, children associated with movement and
decisions that may engage in risky improved mental physical activity can
promote good behaviors that can health outcomes, lead to burnout and
health, such as harm their health including reduced fatigue, which can
avoiding drugs, such as drug use, symptoms of negatively affect
alcoholic drinks, improper sex depression and physical and mental
and other negative education, and anxiety. health.
lifestyle that affects unhealthy eating
their health and habits.
well-being.

Children who are Poor personal, Movement and Children who are
taught good social and physical activity has highly involved in
personal, social and community health been linked to physical activities
community health habits can affect improved academic may have less time
habits are less academic performance, for other important
likely to experience performance and including better activities, such
mental health achievement, as grades, test scores, academic work and
problems like children may and cognitive socializing.
depression and struggle with function.
anxiety. concentration,
memory, and
motivation.
Regular social Movement and
interaction and physical activity
engagement in provides
community opportunities for
activities can help children to develop
children develop social skills, such as
their social skills, teamwork,
including communication, and
communication, sportsmanship.
cooperation, and
empathy.

What are the main differences between Personal, Social and Community
Health and Movement and Physical Activity?
Personal, Social and Community Health is all about keeping individuals
healthy and happy in their mental, emotional, and physical well-being, as well as
promoting healthy habits in communities. It focuses on creating a supportive
environment for healthy choices and addressing social determinants of health.
Movement and Physical Activity, on the other hand, is all about physical movement
and exercise for the purpose of improving fitness and overall health. It is more
concerned with interventions that promote physical activity. Both Personal, Social and
Community Health and Movement and Physical Activity are important for maintaining
good health, but they each address different aspects of well-being. They are both
important for promoting health and well-being and they address different aspects of an
individual's overall health.

POST-TEST
Direction:

To help you understand the lesson today, I would like you to CREATE YOUR
OWN “WHEEL of WELL-BEING” which you can use as activity in teaching Physical
Education and Health.
 Wheel of
Wellbeing

Spiritual
PhysicalHealth
Health
Emotional
Social Health
Connections
Intellectual Growth

PHYSICAL INTELLECTUAL EMOTIONAL SOCIAL SPIRITUAL

HEALTH: GROWTH: HEALTH: CONNECTIONS: HEALTH:
exercise, learning, creativity stress family, friends and purpose, meaning
nutrition and and problem-solving management, self- community and values
sleep esteem and
mindfulness
 DARAGA COMMUNITY COLLEGE
Salvacion, Daraga, Albay

MODULE 4:
CREATING LESSON
PLAN FOCUSING ON
THE STRANDS AND
SUB-STRANDS IN
PHYSICAL AND
HEALTH EDUCATION
Submitted by:
Nizelle A. Arevalo
BEED III – Block 4
 Submitted to:
Mr. Dexter Sto. Domingo
MC PEH Instructor
LESSON PLAN IN PE AND HEALTH

I. OBJECTIVES
At the end of this lesson, the pupils should be able to:
1. Understand the importance of good eating habits and behavior
2. Distinguished healthy from unhealthy foods; and
3. Practice healthy eating habits.

II. SUBJECT MATTER

Topic: FOOD AND NUTRITION: Healthy and Unhealthy Foods
Materials: pictures/illustrations of healthy and unhealthy foods
Reference: K-12 Curriculum Guide Grade 1
Learner’s Manual p. 207

III. Procedures:
Teacher’s Activity Student’s Activity
A. Preliminary Activity

Good Morning children! Good morning Ma’am!

So before we start, may I (Everybody will stand up and pray)

request everybody to please
stand up for our morning prayer.

Once again, good morning Good morning Ma’am!

class! Alright, but before you
take your sit kindly pick up the
dirt around you and arrange you
chairs.
(Everybody will greet each other)
Okay. So now, check yourself
and greet your classmates a
beautiful morning. Everybody
face to the left
(Good morning!), face to the
right (Good morning!).
(Students follow)
Alright. So, that’s enough. You
may now take your sits.
There are no absentees today. All
And now, let us check your are present Ma’am.
attendance. Are there any
absentees today?

Alright! Very good class. You

are all present today. Let us
give ourselves a very good clap. No.
Do you know the very good
clap, class? (Students follow)
(The teacher will do the
demonstration of the very good
clap)

B. Motivation
IV. Evaluation

Direction: On a piece of paper answer this activity. Label each item according to
their name. Draw () if it is a healthy food and () if it is an unhealthy food.

____________ 1. ____________ 6.

____________ 2. ____________ 7.

____________ 3. ____________ 8.

____________ 4. ____________ 9.

____________ 5. ____________ 10.

V. Assignment

Direction: Look for a magazine, old books, and newspaper. Cut out foods that
you eat every day and paste it on a clean long bond paper. Sort the item into
healthy and unhealthy food. Don’t forget to be creative and be ready for the
presentation next meeting.

Prepared by:

Nizelle A. Arevalo
BEED III – Block 4