MATATAG School: NAVOTAS ELEMENTARY SCHOOL I Grade: 4

Kto10 Teacher: CLAIRENZ B. AWITAN Subject: MAPEH

Curriculum
Date and Time: OCT 28-31, 2024 Quarter: 2ND Quarter

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate an understanding of a healthy family, the roles and responsibilities of family members, and invasion games in
Standards promoting family wellness for active and healthy living.

B. Performance The learners participate in daily life activities and invasion games to promote family wellness for active and healthy living.
Standards

C. Learning Learning Competency

Competencies 1. Perform physical activities using invasion game concepts with agility, balance, and coordination for active living:
and Objectives a. Locomotor skills by avoiding an object or obstacle.
Learning objectives:
1. Define locomotor movements
2. Identify the various locomotor movements.
3. Perform the locomotor movements with agility, balance, and coordination.
4. Apply the locomotor movements in playing invasion games.
C. Content Locomotor Skills Movement
Agility, Balance, Coordination, Speed Invasion
Games

D. Integration Family Values:

Planning Decision-
making

II. LEARNING RESOURCES

Aricheta, E.R., Feliz-Tan, Y.T., Bellosillo, N.M., Camiling, M.K.S., & Vicencio, E.M. (2015). Living and learning through Music, Art, PE, and Health 4. Instructional
Coverage System Publishing, Inc.
Balaso, A.M., Elitiong, M.C.R., Pastor, E.V., Chan, A.E., & Arnau, L.B. (2015). SUNSHINE: A journey through the world of Music, Arts, P.E., and Health 4. The Bookmark, Inc.
gsagert15. (2023, October 26). trick or treat [Video]. YouTube. https://www.youtube.com/watch?v=1XniybTgTus
Holecko, C. (2021). How to Help Kids Develop Locomotor Skills. Verywell Family. https://www.verywellfamily.com/locomotor-skills-1256925 Lacia, G.C., Cantalejo, M.N.,
Ortiz-Andaya, M., Operario, M.R., & Brioso, J.H. (2019). The 21st Century MAPEH in Action 3. Rex Book Store, Inc. Honey Reign Maniego. (2021, April 10). Locomotor
Movements through Dance [Video]. YouTube.
https://www.youtube.com/watch?v=zZU0DqPCByk
Nolasco, B.C., Portento, M.J., Koaquin, E. L., Ramos, D.M.N., Uy, M.A.D., Castro, Z.A., & Loscos, D.F.B. (2018). Living with Music, Art, Physical Education, and
Health. Vibal Group, Inc.
Prime Coaching Sport. (2019, October 1). The 7 basic Locomotion movements for sport | Teaching Fundamentals of PE [Video]. YouTube.
https://www.youtube.com/watch?v=rCg-MkVkxyU
Santos, M. V. C., Parakikay, M.T., Baarde, M. C. G., & Tatlonghari, R.S.(2015). Learn and enjoy MAPEH 5. New Horizon Publications. Skill Related Fitness.
(2019, July 6). TeachPE.com. https://www.teachpe.com/training-fitness/skill-related-fitness
Surya, J. (2023, March 7). Understanding locomotor movement: Know the benefits and Examples. Retrieved from
https://sinaumedia.com/understanding-locomotor-movement-know-the-benefits-and-examples/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior WEEK 1: DAY 1

Knowledge 1. Short Review
Activity 1: “Dancing My Daily Household Chores”
Procedure: The teacher may use any music for
● Ask all children to bring out a piece of paper and a pen. the children’s dance presentation. If
there is no music, the teacher may
● Group the class with 5-10 members/group.
ask the children to sing any
● Ask each member to write down at least 2 household chores that they do in Philippine folk song while dancing.
their own homes.
● Ask each member to share with their group mates the household chores that
they do.
● Ask the children to identify the movements that are involved in doing their
household chores and use those movements to come up with a 1- minute
dance presentation. (The teacher plays any Philippine folk
 song for the dance presentation of each group).

Activity 2: “2-Minute Movement Identification Relay”

The objective of the game is for the children to list on the board as fast and as many as they
can the movements that they used in their dance- “Dancing My Daily Household Chores”
that require changing one’s location in space.
Procedure:
● Group the children according to their grouping in the activity, “Dancing My
Household Chores”. Mark the starting lines then ask the children to form their
lines by group.
● Before the relay, instruct the children that they shall take turns in going to the
board. Hence, they shall wait for their group mate to hand them the chalk or
the pen at the starting line before they will go to the board to write the word.
● After two (2) minutes, all children shall be asked to go back to their proper
seats.
● The teacher together with the children identify the correct movements written
by the different groups.
● The group with the most correct movements listed on the board wins the
game.

2. Feedback (Optional)
After the dance presentation of all the groups, ask the children the following questions:

● How does doing household chores help in attaining good health and fitness?
● What are the benefits to your health when you do your assigned household
chores?
● What are the benefits to your family when you do your assigned household
chores?
● How did you feel about your dance performance?
B. Establishing Lesson 1. Lesson Purpose
Purpose ● What are locomotor movements?
● What are the fundamental locomotor movements?
● What fundamental skills are needed to ensure the successful performance of the
locomotor movements in our daily activities?
● How to enhance the locomotor movements?
The teacher may demonstrate the
Activity 1: Film Viewing locomotor skills if the video is not
accessible. The teacher needs to
Let the children watch the “Locomotor Movements through Dance” video: Maniego, H.R.
ask the children to perform the
(2021, April 10). Locomotor movements through dance. [Youtube].
locomotor skills from moderate to
https://www.youtube.com/watch?v=zZU0DqPCByk
fast pace in order for them to
realize the value of:
● After watching the video, ask the children to define locomotor skills.
1. Coordination;
● Ask the children to take note of the locomotor movements presented in the 2. Balance;
dance video.
3. Agility; and
● Ask the children to do the various locomotor skills with various speed. 4. Speed.
● Ask the children what are the important basic movement skills needed to
perform the locomotor skills properly.

Activity 2. “Trick or Treat using the Announced Locomotor Movement”

Materials needed:
● Divide the class in to 5 equal groups. Identify the tagger team through draw lots.
● Draw a square by putting cones on the sides. This will allow all members of the 1. Cones
class to know where the base is. 2. Candies/ Cookies
● Station one team in each corner outside the base. 3. Soft sticks for tagging

● Put all the candies and cookies inside the base. The candies and cookies shall be
protected by the taggers. Any student who will attempt to get the cookies or
candies shall be chased by the taggers.
● The goal of each team is not to be tagged while getting candies/ cookies from the
base.
● Except for the taggers, all the members of the different teams shall move along
the playing area to get candies/ cookies from the base and
 back to their home base only through the locomotor movement announced by
the teacher. (For example, jumping, hopping, etc.).
● Any member tagged shall become a prisoner and shall stay inside the base. At
the end of the game, the number of tagged members of any team shall be
deducted from the number of cookies/ candies that they got from the base.
● The group with the greatest number of candies/ cookies wins the game.
● After the game, let them answer the following questions:
1. What locomotor movements were used by the players in the game
“Trick or Treat”?
2. What kind of game is “Trick or Treat”?
3. What was the objective of the game?
4. What should each member of the team do to make their team win?

2. Unlocking Content Area Vocabulary

● Locomotor Movements - These are movements that involve traveling from one
place to another. These are associated with changing one’s location in space
(Lacia, et al., 2019).
● Walking - is done by transferring the weight of the body from one foot to the
other (Lacia, et al., 2019).
● Running - is done by transferring one’s weight from one leg to another in
a fast motion (Lacia, et al., 2019).
● Hopping - is done by taking off the floor/ground from one foot and landing on
the same foot (Lacia, et al., 2019).
● Leaping - is done by taking off the floor/ground from one foot and landing on the
other foot (Lacia, et al., 2019).
● Jumping - is done by taking off the floor/ground from one foot or both feet and
landing on both feet (Lacia, et al., 2019).
● Skipping - is done by doing a step and a hop (Lacia, et al., 2019).
● Galloping - is a step and a cut either sideward or forward (Lacia, et al., 2019).
● Sliding - is done by moving the feet one at a time on the floor without
 lifting them from the floor/ ground (Lacia, et al., 2019).
● Invasion - capturing or attacking a territory or attacking (Nolasco, et al., 2018).
● Base - the area to be protected or defended by a team from its opponent in an
invasion game (Nolasco, et al., 2018).
● Defense - protecting one’s base against the opposite team. (Nolasco, et
al., 2018).
● Offense - attacking or putting pressure on the other team. (Nolasco, et al., 2018).

To apply what the students learned during the lesson, an activity will be given. See the
worksheet for the activity which students will accomplish. Kindly refer to Activity 1.
C. Developing and DAY 2
Deepening SUB-TOPIC 1: Locomotor Movements
Understanding
1. Explicitation
a. What are examples of locomotor movements? The teacher will facilitate the
● Walking answers of the pupils leading to the
● Running identification of various forms or
● Jumping examples of locomotor movement.
● Hopping
● Leaping
● Skipping
● Galloping
● Sliding
b. How to properly do the locomotor movements? The teacher may explain how the
locomotor movements are done
Locomotor Movement How to do it? (Balaso, et al.,2015) while demonstrating to the
children if the video is not
accessible.
2. Skipping ● Raise one foot (right) from the ground and spring on
this foot and land on the same foot. Step forward with
the other (left) foot, as you raise the other (right) foot
from the ground.
● Continue travelling forward.
● Swing your arms

6. Galloping ● Put the lead foot in front. As you move the lead foot,
the trail foot cuts the lead foot.
● Continue doing this movement until you reach the
finish line.
● Swing your arms while doing the gallop to keep your
balance.

8. Sliding ● Stand straight, feet together.

● Bring your right foot diagonally forward without
lifting it.
● Bring your left foot diagonally forward, without lifting
it.
● Repeat alternately with your right foot and left foot till
you reach the finish line.
● Swing your arms as you slide.

2. Worked Example
Let the children watch the video from Prime Coaching Sport for them to see and listen to The teacher may assign a leader
the explanations on how the locomotor movements are properly executed. The 7 Basic who can properly demonstrate
Locomotion Movements for Sport. [Youtube]. https://www.youtube.com/watch?v=rCg- the locomotor movements to their
MkVkxyU group mates if the video is not
accessible.
3. Lesson Activity
a. Conduct a 5-minute practice of the locomotor skills allowing the children to
perform the locomotor movements properly based on the demonstration.
b. Modified Locomotor Movement Circuit Game
 ● Set up a circuit with multiple stations, each focusing on a different The teacher may adjust the time
locomotor movement. for the practice.
● Place the markers to indicate the start and finish line of each station. For
example: The teacher may not necessarily let
Station 1: Walking from marker 1 to 2. all the movements be done by the
Station 2: Hopping with the right foot from marker 2 to 3. Station 3: class. The teacher may also adjust
the time for the activity.
Running from marker 3 to 4.
Station 4: Skipping from marker 4 to 5.
Station 5; Jumping from marker 5 to 6.
Station 6: Galloping from marker 6 to 7.
Station 7: Leaping from marker 7 to 8.
● Let all the children do the activity.

WEEK 2: DAY 1
SUB-TOPIC 2: Movement Skills: Agility, Balance, Coordination, Speed

1. Explicitation
What fundamental skills are needed to ensure the successful performance of the
locomotor movements in our daily activities?
● Ask the students to solve the word puzzle.
1. LITYIAG = AGILITY = is the ability to move and change direction (TeachPE, 2021) The teacher may provide letter cut
2. CELABAN = BALANCE = is the ability to keep your body from falling (TeachPE, outs for the crossword puzzle or
2021) the teacher may flash the jumbled
letters on the board.
3. OCROIODNTANI = COORDINATION = is the ability to use the body and senses
together (TeachPE, 2021)
4. PESED = SPEED = is the ability to move quickly (TeachPE, 2021)

2. Worked Example
● Ask the students to identify the skills needed in the following activities:
 The teacher may demonstrate other
movements and ask the students to
identify the needed skill to perform it.

Image source: Image source: https://tinyurl.com/wwnaz896

https://www.healthline.com/health/tempo-run
2. _ _ _ _ _ _ _
1. _ _ _ _ _

Image source:
Image source: https://tinyurl.com/bdh7nkst
https://www.shutterstock.com/search/coordination-
exercise
3. _ _ _ _ _ _ _
4. _ _ _ _ _ _ _ _ _ _ _ _

3. Lesson Activity
Activity: “Modified Balance Beam and Cone Challenge”
Procedure:
● The teacher divides the class into 3 or more groups.
Materials needed:
● The teacher makes imaginary beams by making marks on the floor with straight-
lines using masking tapes. The lines should only be 4 inches wide to look like a beam. 1. Masking tapes
At the end of each imaginary beam are three (3) 1 liter size empty plastic bottles 2. Cones (These can be
which are placed in a straight line at 1 foot apart. improvised by using plastic
● The goal of the activity is for the members to move through the imaginary beam and bottles.)
around the plastic bottles as fast as they can without dropping the book on top of
their head.
 ● Each member of the team shall perform the locomotor movements at the imaginary
beam and moving around the three cones then back to the imaginary beam towards
the starting point that will be announced by the teacher. The member who has
finished shall immediately pass the book to the next member.
● Members who drop the book, or whose foot goes outside the lines, or who hits and
drops the cones of plastic bottles will be out.
● The team who has the greatest number of members who successfully reached their
base at the shortest time wins the game.
● At the end of the game, the teacher shall ask the following questions:
1. What did you feel about the performance of every member of your group?
2. How satisfied are you with the performance of your group?
3. What values are needed when working with a group?
4. What skills do you need to perform well in the activity?

DAY 2
SUB-TOPIC 3: How to enhance the locomotor Movements (Invasion Games)

1. Explicitation
a. How can you develop your locomotor movements?

2. Worked Example
● The teacher shows the photos to the students and asks them the following questions?

● What game is being played in the photo? The teacher may use photos of other
invasion games for students to
● What kinds of games are these? guess.
● What skills are needed in playing the games?
 Image source: https://shorturl.at/zJKMX
Image source: https://shorturl.at/tMWZ8

Image source: https://shorturl.at/aotw3 Image source: https://tinyurl.com/mry8j8eh

After the game, the teacher will ask

3. Lesson Activity the following questions:
Invasion Game: Agawan Base (Land Grabbing)
Procedure: ● What can you say about
invasion games?
● Divide the class into 2 with equal number of members (Team A and Team B). Each
Team has its own symbol for example – a tree trunk, a rock, a pole, etc. ● How do you feel about your
performance in the game?
● The goal of the game is for the team to try to capture the base of the other by
● How did you help your team
reaching the other’s home base first and tagging the pre- decided symbol getting
tagged. mates?

● Ant member of Team A who crosses the safety line into Team B’s territory can be ● How did you treat your group

tagged and considered prisoner of war (POW), All POWs are kept under guard in mates during the game?
enemy territory. However, they =can be rescued by their comrades by tagging ● What is the importance of
them. having a good locomotor skill in
● The game ends when (1) the symbol is tagged by any member of the opposing playing the game?
team or (2) when all the members of the enemy team are captured. ● What is the importance of
 having good balance, agility,
coordination, and speed in
playing the games

D. Making 1. Learners’ Takeaways

Generalizations Activity: Human Chess Game: After the game, the teacher will ask
● The teacher shall ask for help from the members of the class to set up a the students to complete the phrases
huge chess board on the floor. and after 5 minutes, the teacher will
● The teacher divides the class into 2 groups. ask volunteers to read their answers
● Each group need to assign 8 members who shall act as the pawn, two rooks, to the class.
2 horses, 2 bishops, 1 king, and 1 queen.
● Other members who do not have a role shall act as the players who shall 1. Players need to to
plan the game and strategize how their team may capture the King of the help their team win the game.
opponent or reach the end of the large chess board. 2. I learned that locomotor skills are
● The human chess pieces shall move within the chess boxes only with one .
foot landing on the box. 3. I realized that participation in
● The group who catches the King or who reaches the end of the board game invasion games need
.
of the opponent shall win the game.
4. I wish to .
2. Reflection on Learning
Let the children answer the following questions:
1. How do you plan to enhance your locomotor movements?
2. How do you plan to help your family to enhance their locomotor skills and
become healthy?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating Learning 1. Formative Assessment
● Group the class into 5-10 members/ group.
● Let the children perform the 8 locomotor movements correctly.

The students will be graded using the following criteria:

Proper execution of locomotor 15 pts

movements -
Energy - 5 points
Total = 20 points

2. Homework (Optional)
Let the children make a journal of their activities that involved the different locomotor movements.

B. Teacher’s Note observations on any of The teacher may take note of some
Effective Practices Problems Encountered
Remarks the following areas: observations related to the
effective practices and problems
strategies explored
encountered after utilizing the
materials used different strategies, materials used,
learner engagement and other
learner engagement/ related stuff.
interaction
Teachers may also suggest ways
others
to improve the different activities
explored/ lesson exemplar.
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson
Reflection ▪ principles behind the teaching conducted/ facilitated is essential
What principles and beliefs informed my lesson? Why did I and necessary to improve practice.
teach the lesson the way I did? You may also consider this as an
Did I attain all my lesson objectives?
input for the LAC/Collab sessions.
How did I encourage my students to participate in the class discussions and activities?
▪ students
What roles did my students play in my lesson? What did
my students learn? How did they learn?
Did my pupils actively participate in all the class activities that I prepared? Were the
instructions in the class activities clear to the pupils?

▪ ways forward
What could I have done differently? What
can I explore in the next lesson?
What challenges did I encounter in implementing the class activities?