2024 In-Service Training (INSET) for JHS Private School Teachers

“Teaching Students to be Future Ready in a VUCAD World

with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

2024 JHS INSET Group Workshop Output

Subject: PE & Health Grade Level: 7
Unit Topic: Family’s Role in Managing Concerns & Physical Activity Participation (Invasion Games)
Quarter: 2nd
Group Members:

I. 2024 JHS INSET Unit Curriculum Map

TOPIC/QUARTER CONTENT PERFORMANCE LEARNING ASSESSMENTS ACTIVITIES RESOURCES INSTIUTIONAL

STANDARD STANDARD COMPETENCIES CORE VALUES
Family’s Role in The learners The learners At the end of the
Managing Concerns demonstrate participate in unit, the students
& Physical Activity understanding of invasion games and will be able to:
Participation family roles in other physical
(Invasion Games) managing activities in
concerns and promoting family List the roles of 1. Which role best
conflicts and wellness for active family members in describes how a
invasion games and healthy living. managing concerns family member
in promoting and conflicts to can help manage
family wellness promote family concerns by
for active and wellness; providing
healthy living. emotional

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

support?

A. Mediator
B. Listener
C. Coach
D. Organizer

2. How can a
family member
effectively manage
conflicts by
ensuring fair
discussions?

A. Avoiding the
conflict
B. Taking sides
C. Acting as a
mediator
D. Ignoring the
issue

3. What role
involves planning
and organizing
activities to
address family
wellness

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

concerns?

A. Listener
B. Coach
C. Organizer
D. Mediator

Describe the
benefits of 1. Enumerate three
participating in physical health
invasion games for benefits of
family wellness and participating in
active living; invasion games.
2. List three ways
invasion games
can promote
family bonding.
3. Name three
mental or
emotional benefits
of engaging in
invasion games as
a family.

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

Differentiate
between various
invasion games and
their impact on
family wellness. 1. One important
role of a family
member in
managing
concerns and
conflicts is acting
as a __________
to ensure fair and
balanced
discussions.

2. Participating in
invasion games
can enhance
family wellness by
improving
__________
fitness, increasing
muscle strength,
and promoting
teamwork.

3. Invasion games

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

such as soccer and

basketball
primarily involve
strategies to
__________ space
and score points
against the
opposing team,
which can differ in
their physical and
strategic demands.

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

II. 2024 JHS INSET Unit Learning Plan Template

LEARNING PLAN

EXPLORE
TOPIC: Unit Introduction and Overview: Family’s Role in Managing Concerns & Physical
Activity Participation (Invasion Games).

CONTENT The learners demonstrate understanding of family roles in managing concerns and
STANDARD: conflicts and invasion games in promoting family wellness for active and healthy
living.

PERFORMANCE The learners participate in invasion games and other physical activities in promoting
STANDARD: family wellness for active and healthy living

This unit is about This unit is all about exploring the crucial role families play in
managing concerns and conflicts while also highlighting the importance of physical
activity through invasion games to promote overall family wellness. By understanding
and implementing effective strategies for conflict resolution and concern management
within the family, learners will recognize the significance of strong familial support
systems. Simultaneously, participation in invasion games such as soccer and
basketball will be emphasized as a fun and engaging way to enhance physical health,
build teamwork, and strengthen family bonds, ultimately fostering an active and
healthy lifestyle for the entire family.
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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

You will learn to identify and embrace the various roles family members play in
managing concerns and resolving conflicts, fostering a supportive and harmonious
home environment. Additionally, you will gain insights into the benefits of engaging
in invasion games, understanding how these activities not only improve physical
health but also enhance teamwork, communication, and family cohesion. Through
active participation and reflection, you will be equipped to promote family wellness
and active living, ensuring a healthier and happier family dynamic.

Essential Question:

To guide our exploration of the role of families in managing concerns and the benefits
of physical activity through invasion games, we will consider the following essential
questions:

1. How can different family roles contribute to effectively managing concerns

and conflicts within the household?

2. In what ways can participation in invasion games enhance physical and

emotional wellness for families?

3. What are the unique characteristics of different invasion games, and how do
they influence family dynamics and wellness?

Consider this questions:

How can different family roles contribute to effectively managing concerns and
conflicts within the household?

This question encourages us to think about the various ways family members can

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

support each other and maintain a healthy, cohesive home environment. Additionally,
reflect on.
In what ways can participation in invasion games enhance physical and emotional
wellness for families?

This prompts us to explore the multifaceted benefits of physical activity, particularly

invasion games, and their role in promoting overall family wellness.

What are the unique characteristics of different invasion games, and how do they
influence family dynamics and wellness?

This question asks us to differentiate between various invasion games, analyzing how
each game uniquely contributes to physical health, teamwork, and family bonding.

Map of Conceptual Change Activity for Students’ Prior/New Knowledge:

Objective:

To help students identify, reflect on, and expand their understanding of family roles in
managing concerns and conflicts, as well as the benefits of participating in invasion
games for family wellness and active living.

Activity Steps:

Introduction and Brainstorming:

 Time: 15 minutes
 Activity: Begin with a class discussion to brainstorm what students already
know about family roles in managing concerns and conflicts. Encourage them
to think about examples from their own families or others they know.

Questions to Guide Discussion:

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“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

 What roles do different family members play in resolving conflicts?

 How do families handle concerns about health and wellness?
Concept Mapping (Prior Knowledge):
 Time: 20 minutes
 Activity: Have students individually create a concept map that outlines their
current understanding of family roles in managing concerns and conflicts, as
well as their knowledge of invasion games and their benefits.
 Instructions:
 Use a large sheet of paper or a digital tool to draw their map.
 Include key terms and concepts related to family roles and invasion games.
 Connect related ideas with lines or arrows.

Group Discussion and Sharing:

 Time: 15 minutes
 Activity: Students share their concept maps in small groups. Each group
discusses the similarities and differences in their maps and identifies any
common misconceptions or gaps in knowledge.
 Questions to Guide Discussion:
 What are the common roles identified across different maps?
 Are there any misconceptions or areas where more information is needed?
 What invasion games are familiar to the group, and what benefits do they
already recognize?

Introduction of New Concepts:

 Time: 20 minutes
 Activity: Introduce new information about family roles and invasion games
through a brief lecture, video, or reading material. Emphasize the importance
of managing concerns and conflicts and the specific benefits of various
invasion games.
 Key Points to Cover:
 Detailed roles of family members (e.g., mediator, listener, organizer).

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

 Physical, mental, and emotional benefits of invasion games.

 Examples of different invasion games and their unique characteristics.
Revised Concept Mapping (New Knowledge):
 Time: 25 minutes
 Activity: Students revise their initial concept maps based on the new
information they have learned. Encourage them to add new concepts, correct
any misconceptions, and make connections between ideas.
 Instructions:
 Highlight or use a different color for new additions and changes.
 Ensure that all key concepts from the new information are included.

Reflection and Discussion:

 Time: 15 minutes
 Activity: Conduct a class discussion where students reflect on how their
understanding has changed. Encourage them to think about the importance of
family roles and the impact of physical activity on family wellness.
 Questions to Guide Reflection:
 How has your understanding of family roles in managing concerns and
conflicts changed?
 What new benefits of invasion games have you learned about?
 How can your family incorporate these concepts to improve wellness?
Outcome:
By the end of this activity, students will have a deeper understanding of the roles
family members play in managing concerns and conflicts, as well as the various
benefits of participating in invasion games. They will also develop skills in
identifying, reflecting on, and integrating new knowledge, leading to a more
comprehensive and well-rounded perspective on family wellness.

Students will show their initial answer to the EQ with the use of concept maps.

1. How can different family roles contribute to effectively managing concerns and

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

conflicts within the household?

Concept Map: Students will illustrate roles such as "Mediator," "Listener," and
"Organizer" and show how these roles interconnect to address and resolve family
conflicts and concerns.

2. In what ways can participation in invasion games enhance physical and emotional
wellness for families?

Concept Map: Students will include nodes for "Physical Health Benefits," "Emotional
Wellness," and "Family Bonding" with connections to specific invasion games like
soccer or basketball that support these benefits.

3. What are the unique characteristics of different invasion games, and how do they
influence family dynamics and wellness?

Concept Map: Students will differentiate between games like "Soccer," "Basketball,"
and "Capture the Flag," noting their unique features and how each game contributes to
different aspects of family wellness and dynamics.
LEARNING
COMPETENCY (as FIRM-UP (ACQUISITION)
stated in Curriculum
Map)
LC1 (A) Activity 1 (Title)
Introduction:
List the roles of family Instructions: (specific for students to follow even without the teacher)
members in managing
concerns and conflicts Questions to Answer:
to promote family
wellness;
Learning Resources/Materials/Handout/Worksheet:

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“Teaching Students to be Future Ready in a VUCAD World
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PEH Hand-out #46 – Learning Plan Template

Clickable Links : (Website Title and URL)

Learning Target(s): (Show sample worksheet below)
1. I can

Activity 2 (Title)
Success Criteria: Introduction:
Instructions: (specific for students to follow even without the teacher)

Questions to Answer:

Learning Resources/Materials/Handout/Worksheet:
Clickable Links : (Website Title and URL)
(Show sample worksheet below)

Sample Assessment Item:

LC2 (A) Activity 3 (Title)

______________ Introduction:
_________________ Instructions: (specific for students to follow even without the teacher)
Learning Target(s):
1. I can Questions to Answer:

Success Criteria: Learning Resources/Materials/Handout/Worksheet:

Clickable Links : (Website Title and URL)
(Show sample worksheet below)

Sample Assessment Item:

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“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC 3 (M) C-E-R Activity
________ Introduction:
Learning Target(s): Instructions: (specific for students to follow even without the teacher)
1. I can
C-E-R Worksheet Question:
C-E-R Learning Resources/Materials/Handout: (e.g. article title and source)
Success Criteria: C-E-R Sample Completed Worksheet (show below)

Sample Error Analysis Assessment:

TRANSFER
PERFORMANCE Transfer Goal:
STANDARD:
___________________ Show below the ff.:
___________________ Performance Task GRASPS (completed)
Performance Task with 21st Century Skills (completed)
Performance Task Analytic Rubric (completed)

Values Integration and Reflection

Activity Title:
Introduction:
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“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

Instructions: (specific for students to follow even without the teacher)

Learning Resources/Materials/Handout: (title and description)

Clickable Links : (Website Title and URL)

ACTIVITY WORKSHEETS
PRIORITIZING STANDARDS AND LEARNING COMPETENCIES

CONTENT STANDARD:
PERFORMANCE STANDARD:

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“Teaching Students to be Future Ready in a VUCAD World
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PEH Hand-out #46 – Learning Plan Template

COMPETENCIES R E A L POWER OR
(needed for next unit (needed for real life) (needed for achievement or (needed by other SUPPORTING?
or grade) admissions or job tests) subjects)

EXPLORE: MAP OF CONCEPTUAL CHANGE: (TYPE)

FIRM UP: CONVERGENT THINKING TECHNIQUES

DEEPEN: SAMPLE CLAIM-EVIDENCE-REASONING COMPLETED WORKSHEET:

LEARNING COMPETENCY: (M)

INSTRUCTIONS: Read the given article. Then answer the questions that follow:

ARTICLE/PROBLEM:

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“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

QUESTION:

CLAIM: My claim or answer to the question is…

EVIDENCE: The evidences I can cite in line what the question is looking for are the following:…

REASONING:
The question asks about….
This means…
In line with this, my evidences show…
Therefore, my claim is…

CONSTRUCTED RESPONSE TYPE CHECKLIST ITEMS

CLAIM-EVIDENCE-REASONING TABLE An article or problem is given to the
student to read and analyze.
Question(s) related to the Make Meaning
competency are given for students to answer.
3. A format for the student’s answer is provided.
The format contains a part for the Claim, another
for Evidence and a final part for Reasoning. Each
part may have prompts that student can use to
begin his or her answer.

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PEH Hand-out #46 – Learning Plan Template
TRANSFER: PERFORMANCE TASK

PERFORMANCE STANDARD:

SITUATION:

GOAL:

ROLE:

PRODUCT:

AUDIENCE:

STANDARDS:

PERFORMANCE TASK GRASPS CHECKLIST (1 PRODUCT)

1.The unit Performance Standard is stated. The Performance Task is aligned with this Performance Standard.
2. A real life problem SITUATION is presented.
3. The Situation indicates the need or GOAL that has to be addressed. The GOAL states the purpose of the
product (it is not the product itself).
4. The Situation tells the student his or her ROLE in answering the need or goal or solving the problem.
5. The student is asked to make an output or a PRODUCT that answers the need or goal or solution. The
PRODUCT is aligned with the Performance Standard.
6. The Situation informs the student the AUDIENCE or group of people that will be using or benefiting from
the product.
7. To assess the quality of the product, a set of STANDARDS are given. (These standards become the rubric
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PEH Hand-out #46 – Learning Plan Template

criteria). The STANDARDS are consistent with the Unit Performance Standard.

PERFORMANCE TASK WITH 21st CENTURY SKILLS

21st CENTURY SKILLS PERFORMANCE TASK INSTRUCTIONS

CRITICAL THINKING AND PROBLEM-SOLVING
Teacher poses a problem and asks students to solve it or research for answers.
COMMUNICATION
Teacher raises an issue or topic and students express their ideas with varied media.
COLLABORATION
Teacher provides a task and students work in teams where members have different roles
and tasks.
CREATIVITY
Teacher presents a challenge and students design a solution or an innovation.
CROSS-CULTURAL UNDERSTANDING
Teacher shows examples from several ASEAN countries and asks students to describe
how they would interact with people from different cultures in relation to the problem.
COMPUTER/ICT
Teacher shows digital resources and asks students to use them to solve problems or
create a project.
CAREER LIFELONG LEARNING
Teacher poses a reflection question on how students can personally continue to learn
about the issue.

TEACHER’S CHECKLIST FOR PERFORMANCE TASK WITH 21st CENTURY SKILLS:

21st CENTURY SKILLS TEACHER’S PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • Have I clearly posed a problem or question for students to solve or research?
Teacher poses a problem and asks students to solve it or research for answers. • Did I provide adequate guidance and resources to support students in their
critical thinking and problem-solving process?

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

• Did I encourage students to use evidence and reasoning to support their

solutions or answers?
COMMUNICATION • Have I effectively communicated the issue or topic to students?
Teacher raises an issue or topic and students express their ideas with varied media. • Did I solicit from students the use of various forms of media through which
they can express their ideas?
• Have I emphasized the importance of proper citation when sharing
information?
COLLABORATION • Did I assign roles or multiple tasks to team members, ensuring they have
Teacher provides a task and students work in teams where members have different roles different responsibilities?
and tasks. • Have I promoted a collaborative atmosphere in the classroom, encouraging
students to work together and communicate effectively?
• Did I monitor and provide guidance during group work to ensure productive
collaboration?
CREATIVITY • Have I presented a challenge that encourages students to think creatively
Teacher presents a challenge and students design a solution or an innovation. and propose innovative solutions?
• Did I allow room for students to explore and express their unique ideas and
approaches to the challenge?
• Have I provided feedback and encouragement to foster creativity among
students?
CROSS-CULTURAL UNDERSTANDING • Have I asked for examples from multiple cultures, particularly ASEAN
Teacher shows examples from several ASEAN countries and asks students to describe countries, to promote cross-cultural awareness?
how they would interact with people from different cultures in relation to the problem. • Did I clearly articulate the expectation for students to describe how they
would interact with people from different cultures in relation to the problem
or issue?
• Have I provided resources or guidance on understanding cultural
differences?
COMPUTER/ICT • Did I ask for or suggest digital resources and technology tools that are
Teacher shows digital resources and asks students to use them to solve problems or relevant to the task and aligned with learning objectives?
create a project. • Have I ensured that students have the necessary skills and access to
technology to effectively use digital resources?
• Did I provide instructions or tutorials on how to use specific software or

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 2024 In-Service Training (INSET) for JHS Private School Teachers
“Teaching Students to be Future Ready in a VUCAD World
with 21st Century Skills and Mastery of MATATAG Learning Competencies”
PEH Hand-out #46 – Learning Plan Template

online platforms?
CAREER LIFELONG LEARNING • Have I included a reflection question that prompts students to consider how
Teacher poses a reflection question on how students can continue to learn about the they can continue learning about the issue beyond the task?
issue. • Did I encourage students to identify specific strategies or resources for
ongoing learning and personal development?
• Have I emphasized the importance of continuous learning in the context of
the task?

STUDENTS’ PERFORMANCE TASK CHECKLIST:

21st CENTURY SKILLS STUDENTS’ PERFORMANCE TASK CHECKLIST

CRITICAL THINKING AND PROBLEM-SOLVING • I am able to identify the problem or question posed by the
Teacher poses a problem and asks students to solve it or research for answers. teacher.
• I have thoroughly researched and analyzed information to
find solutions or answers.
• I have applied critical thinking skills to evaluate the validity
and relevance of the information I found.
COMMUNICATION • I am able to express my ideas and findings clearly and
Teacher raises an issue or topic and students express their ideas with varied media. effectively using various forms of media such as written
reports, oral presentations, or multimedia presentations.
• I have appropriately cited my sources when sharing
information.
COLLABORATION • I am able to work effectively in a team with fellow students,
Teacher provides a task and students work in teams where members have different roles each of us having different roles and responsibilities.
and tasks. • In relation to my assigned role or task, I have actively
contributed to the group's efforts and maintained open
communication with team members.
CREATIVITY • I am able to demonstrate creativity in designing solutions or
Teacher presents a challenge and students design a solution or an innovation. innovations to address the challenge presented by the teacher.
• I have thought "outside the box" and proposed unique and inventive
ideas.

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 2024 In-Service Training (INSET) for JHS Private School Teachers
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PEH Hand-out #46 – Learning Plan Template

CROSS-CULTURAL UNDERSTANDING • I am able to describe how I would interact with people from different
Teacher shows examples from several ASEAN countries and asks students to describe cultures in relation to the given problem or issue.
how they would interact with people from different cultures in relation to the problem. • I have considered cultural differences and their impact on problem-
solving and communication.
COMPUTER/ICT • I am able to effectively use digital resources and technology
Teacher shows digital resources and asks students to use them to solve problems or tools provided by the teacher to aid in problem-solving or
create a project. project creation.
• I have demonstrated proficiency in using relevant software,
online platforms, or digital resources.
CAREER LIFELONG LEARNING • I am able to reflect on how I can continue to learn about the
Teacher poses a reflection question on how students can continue to learn about the issue or topic presented by the teacher.
issue. • I have identified specific strategies or resources for ongoing
learning and personal development related to the subject
matter.

PERFORMANCE TASK ANALYTIC RUBRIC:

CRITERIA 4 3 2 1 RATING
OUTSTANDING SATISFACTORY DEVELOPING BEGINNING

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