PHYSICAL EDUCATION 6
1ST QUARTER
LESSON 1
I. OBJECTIVES
To be able to describes the Philippine Physical Activity Pyramid. (PE6PF-Ia-16)
II. SUBJECT MATTER
A. Skill: Describing the Philippine Physical Activity Pyramid
B. Reference: K-12 Grade 6 Curriculum Guide; The 21st Century MAPEH in Action
C. Materials: Physical Activity Pyramid Chart, pictures, meta cards
III. INSTRUCTIONAL PROCEDURE
A. Preliminary Activities:
1. Checking of attendance
2. Drill: Do the Guessing Game
(Group the pupils into two groups, teacher prepares meta cards written the different activities jumping rope,
playing ball, playing video game, biking, badminton, watching television, flying kite, and etc. The first group
will be the one to act the activities they pick from the meta cards prepared by the teacher and the other
group will guess the activities they act.
Ask: Which activities do you do every day?
3. Review: Conduct review on Physical Activities
*How do you feel after the activity? Did you feel tired? What parts of your body did you use for moving?
(Moving around is an example of a physical activity)
You’ve learned from your past lesson about physical activities.
Ask: What are physical activities? (Physical Activities are movements of the body that use energy. They
may also be walking, and washing clothes. They may be activities like running, jogging dancing and
swimming)
A physical activity tells how hard your body is working during physical activity. An activity may begin
from light going to moderate then vigorous
4. Motivation: Present a picture of pyramid.
Ask: Have you seen this picture? When was the last time you saw this? (This is
the pyramid of Egypt) A pyramid is made up of triangles which meet at the top
with a base that is either square, rectangle, or triangle. In Physical Education, a
pyramid can show many parts. They are the base, the middle part, and the top.
As one goes up, the activities are to be done moderately to vigorously. At the top
of the pyramid are activities that are once in a while.
B. Developmental Activities:
1. Presentation:
Do you still remember the triangle that you made in the last lesson? Which physical activities are the top of
the triangle? At the middle of the triangle? At the base of the triangle? At the base of the triangle? Now you
know what is a pyramid is. You are now to see the Philippine Physical Activity Pyramid.
Look at the drawing below. Study the activities in each step.
Physical Activity Pyramid
is a visual representation demonstrating how to
increase physical activity until it becomes a part of
daily routine. It is a visual representation with daily
recommended activity at the base and proceeding to
less beneficial activity at the peak.
Based on the picture presented there are 4 types of
activity in Physical Activity Pyramid.
a. Moderate activities are found in step 1. It has
activities like brisk walking. This is also including
active play. They are at the base of the pyramid. They
are the most commonly done activities. They can be
done more often. They are activities that increase the
heart rate. Jogging and biking for a short time are
some examples that belong to this step.
b. Step 2 is made up of vigorous activities. They are
activities that make the heart beat fast. Fasting
jogging, fast biking, and swimming are some examples that belong to this step. Vigorous sports and
recreation such as volleyball and basketball also belong to this step.
c. Step 3 is made up of exercises for muscle fitness. Climbing on a building, push –ups, curl –ups, and
dancing belong to this step.
d. Step 4 is the top of the pyramid. The minimal activity. It includes activities that you should do once in a
while Watching T.V., playing video games, and working at the computer for a long period of time.
(The teacher explains every detail in the Physical Activity Pyramid)
2. After presenting the Physical Activity Pyramid chart, the teacher will present pictures of the different
activities and let them identify which step in the pyramid it belongs. Examples of activities :(watching TV,
swimming, push- ups, walk to the store, biking, aerobics, etc.,)
Ask: What activity do you usually done every day? Once a week? Twice A week?
Minimal activity? Is it good for our health?
(Infuse the values on how we take good care of our body by eating nutritious food, exercise, good sleep
and proper diet)
3. Post Activity: The Physical Pyramid Circuit Stations
There will be four zones. Each zones represent the 4 different types of activity in the pyramid. Each group
will pick a meta card with movements written on it. The first group will execute the movement by
pairs/groups. And the other remaining group will determine the actions executed by the first and let them
identified which step it belong to the Physical Activity Pyramid by stations they belong.
Examples of Activities:
1. Running
2. Playing tennis
3. Playing video games
4. Walk to the store
5. Push- ups
(give more examples based on the Physical Activity Pyramid)
4. Generalization
What is a Physical Activity Pyramid?
What are the four different types of activity? Ans. (Moderate activity, vigorous activity, Exercise activity and
the minimal activity)
5. Application
What are the aims of the Physical Activity in the Pyramid?
Ans.
1. Cut down watching TV and playing computers for more than 30 mins.
2. Do playtime and strength /flexibility activities 2-3 days a week
3. Exercise 4 or 5 times a week
4. Do healthful daily activities
Why is it important to follow the Physical Activity Pyramid? (By doing so, you will have a balance of physical
activities for improved fitness and health)
IV. ASSESMENT
A. Based on the Physical Activity Pyramid, identify whether the movement is in light, moderate activity,
vigorous activity, and the minimal activity and explain why, give a short description/reason for that specific
group of movements.
1. Rope climbing
2. Help around the house or yard
3. Sitting for than 1 hour
4. Martial arts
5. Playing volleyball
6. Play outside
7. Take the stairs instead of elevator
8. Skate boarding
B. Define what is Physical Activity Pyramid?
V. ASSIGNMENT
Give 10 or more examples of movements / activities and identify whether light activity, moderate, vigorous
and minimal activity.
PHYSICAL EDUCATION 6
1ST QUARTER
LESSON 2
I. OBJECTIVES
1. To be able to explain the indicators for fitness (PE6PF-Ia-17)
II. SUBJECT MATTER
A. Skill: To be able to explain the indicators for fitness.
B. Reference: K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
C. Materials: Physical Activity Pyramid Chart, pictures, meta cards
III. INSTRUCTIONAL PROCEDURE
A. Preliminary Activities
1. Checking of attendance
2. Conduct warm-up exercise (daily Exercise with a lively music)

Stretching activities:
1. leg lift forward and backward, sideward left and right
2. wall pushing
3. to reach in long sitting position

Aerobics Activity
- 15 sec. jumping jack
- 15 seconds set- up
- 15 seconds jogging on the spot bringing knees high up
- 15 second bend knee forward
(Repeat the cycle at least 2-3 times)
3. Conduct Review on the Physical activity Pyramid
Select the word from the box below, the diff. activity found in the Physical activity pyramid then Put the
words in the specific step where it belongs in the Physical Activity Pyramid.
(Ask the pupil why that activity belong in that area in the Physical Activity Pyramid)
B. Developmental Activities
1. Presentation:
Teacher will present pictures to the class. (obese child, healthy and active child, thin sickly child)
Based on the presented pictures the teachers asked:
1. Which picture indicates that a child is fit and healthy? (Let the pupils explain to the class his
answer).
2. Which picture indicates that a child is not fit for activities or considered not physically fit? (Explain
why she /he consider not physically fit)
Based on the responses of the pupils, the teacher will explain to the meaning of Physical Fitness. The
teacher will give emphasis on the indicators for fitness.
Note: Being physically fit is defined as the ability to carry out daily task without getting tired
What are the indicators or sign of physical Fitness?
By answering the following questions, you can tell that you have the signs of fitness
1. Do you like doing physical activities?
2. Can you stretch your muscle without feeling discomfort or pain?
3. Can you move your body with little or no difficulty?
4. Can you run 1.6 kilometer in eight minutes with ease? (Cite an example of a distance estimated to 1.6
km.)
5. Is the amount of your fat less than your weight of lean, bones, and body organs?
If your answer is yes, you are physical fit. If your answer is no, you have to work out for your physical
fitness.
What are the indicators of Physical of fitness?
1. Endurance –is the ability to continue an activity without getting too tired. This can be muscular
endurance or cardio (heart) endurance. It increases blood and heart activity.
2. Flexibility – is the ability of the muscles to stretch without discomfort or injury.
3. Strength – is the ability of muscles to exert force. Muscles get stronger when force when force than
normal.
4. Body Composition – is the weight of a person. One must have more weight from lean muscles and
bones than fat weight.
- Going to the park is always a recipe for a physical fitness. The playground is an opportunity to become
physically fit. You experience the fun to climb, to crawl, to run, to walk, and to play with friends. Instead of
playing video games or watching TV, walk and experience the beginning of physical fitness in the park or
playground.
5. Speed –the rate which someone or something happens or is done. The quality of being quick
6. Balance – is the ability to control your body so that you would not fall
7. Agility- is the skill you need to change and control your direction and position of your body.
8. Coordination – is using your five senses with body parts involved in the physical fitness
9. Power – is the ability to move your body parts quickly while applying the greatest force of your muscle.
Note: the teachers must emphasize that nutrients are substances found in food that makes the body strong
and healthy. Including regular exercise or physical activity in your daily routine will improve your health and
well-being.
2. Group Activity:
Let the pupil’s group into 5. Each group will perform the following activities:
GROUP
PHYSICAL COMPONENT MEASURE
Group 1: Shoulder and chest stretch; Kiss your
knee
Flexibility
Group 2: Curl–ups; Jumping rope
strength and endurance of the abdominal muscle
Group 3: Sit and Reach
Group 4: Right Angle Push- Ups
Flexibility of hamstring muscles and lower back
Strength and endurance of the upper body muscles
Group 5: 40-meter Sprint
Speed
Based on the result of the tests, check what items show your strength and weaknesses on specific
activities?
How well did you perform in the following activities? Rate yourself by putting a check in the appropriate
column.
Activities
1. Shoulder and
chest stretch
2. Kiss your knee
3. Curl -ups
4. Sit and reach
5. Right angle
Push- ups
6. 40-meter Sprint
Excellent
Very good
Good
Needs practice
To know the level of your physical fitness, you have to take a set of physical fitness test. The result of the
fitness identifies the strengths and areas of improvement of your level of physical fitness.
You can use your skill and health–related fitness to improve your performance in other activities or sports.
Your long jump performance will increase your muscular strength as well as.
Greater coordination and agility will help you improve kicking. More power and muscular strength will help
you sprint faster and up and down. Greater muscular endurance will help you perform better in a longdistance running from one goal to the other.
Greater muscular strength, endurance and speed will make you better in running upstairs.
Greater balance, coordination, and muscle strength means the ability and confidence in recreational
activities like rock or mountain climbing.
Ask: In doing such activities, what are the effects / benefits of being physically fit?
3. Generalization: What are the indicators of fitness?
4. Post activity: After presenting the different indicators, the teacher will present another set of pictures
showing the different indicators of physical fitness and let pupils identify what indicator is being shown on
the pictures.
Guide Question: In each pictures teacher ask, what part of the body involved in the activity?
If you’re going to perform the activity, what indicators of physical fitness they belong?
Note: In doing the exercise / activity, teachers must emphasize the safety measures in order to prevent
injury, cramps, and stiffness.
IV. EVALUATION
A Test of Physical Fitness
Activities
1. zipper test
2. shuttle run
3. weave through cones
4. one leg stand
5. running
6. skip with knee lift
V. ASSIGNMENT
Identify what part of the
body is involve in the
activity
Indicates the physical
fitness indicators
Explain the indicators
Explain: In which activity did you find difficulty? What would you do to improve it?
PHYSICAL EDUCATION 6
1ST QUARTER
LESSON 3
I. OBJECTIVES:
To be able to assess regular participation in Physical Activities based on the Philippine Physical Activity
Pyramid.
II. SUBJECT MATTER:
A. Skill: Assessment of regular participation in Physical Activities based on the Philippine Physical Activity
Pyramid
B. Reference: K-12 Grade 6 Curriculum Guide
The 21st Century MAPEH in Action
C. Materials: charts, pictures, tape measures, charts, meta card
III. INSTRUCTIONAL PROCEDURE:
A. Introductory Activity:
1. Checking of attendance and appropriate P.E. uniform / comfortable clothing.
2. Conduct Warm –up exercise
3. Conduct Review on Physical Activity Pyramid Guide. Let pupils the pupils identify and give an example
of the activities that belong to the recommended step like in
- Step 1: Daily Activities (walking to school, doing household chores, like cleaning and washing the dishes)
- Step 2: Always Activities (riding a bike, playing balls, and jogging)
- Step 3: Sometimes Activities (dancing, swimming, rowing, tumbling, and activities that develop flexibility?
- Step 4: Minimal / Limit these Activity (watching TV, playing video games using computers, and all
activities that are in active)
Also review the indicators of Fitness (past lesson 2)
B. Developmental Activity:
1. Motivation: Sing Mag Tanim ay Di-Biro
2. Presentation:
Teacher will present a sample of a Test Paper and ask what is the object I am holding? (Test Paper)
Ask: How do you feel before a test? Of course, there is a feel of anxiety and nervous. The test that you will
experience may also bring the anxiety on your part. But this kind of test is a non – graded test, the result of
which is a goal for you to plan.
3. The teacher Ask: What activities may be given to measure regular participation activities? Present different
pictures to the class and let the pupils answer what did the picture is all about.
Teacher will show/demonstrate to the pupils the skills in loco- motor movements and in Non-Loco-motor
movements.
Note: Emphasize to the pupils that safety measures is very important in performing the activity.
He/she must be careful in doing the activities to avoid injury.
4. Group Activity: Game
Divide the class in two group. Each group will choose leader. The mechanics of the game is each group will
choose one movement it’s either in loco-motor or non-loco-motor movements, the other group will guess
the movement they act. The group who will get the highest score will declare the winner
5. Generalization:
Teacher Ask: What activities may be given to measure regular participation in physical activities?
What are the two types of self-testing Activities? Describe each type and give examples.
Base on the picture presented, which movement is a loco-motor movements and non-loco-motor
movements? Explain Why?
Regular participation to physical activities improves one’s physical fitness. Such can be assessed by self –
testing exercises.
Self -testing exercises are activities that one does repeatedly to achieve a goal: to improve one’s own
fitness level. They consist of exercises that improve one’s endurance, strength, and flexibility.
Self – testing activities help you achieve your level of physical fitness. You are taught to make goals for
yourself. Try your hardest to attain them.
Self- testing activities may be done individually by pairs, or even by groups. All major muscles found in the
legs, trunk, arms and shoulders should be exercised in the level of difficulty, duration, and intensity.
Here are examples of self-testing activities:
1. Non-Locomotors movements like stretching, bending, twisting, and turning, swinging, pushing and pulling
improve flexibility.
2. Loco-motor movements - like walking, jogging, running jumping and landing.
C. Culminating / Post Activity: The class will be divided into 4 Stations
Station 1: Three-minute Step Test for Cardio- vascular Endurance
Station 2: Abdominal Strength Curl ups Test foe strength and Endurance
Station 3: The Zipper Test for Flexibility
Station 4: Push- ups for strength and Flexibility
(Individual / Pair activity) – Pupils will execute and perform the assigned self-assessment.
Look for a partner to record the result. Do the following physical fitness tests. Record your result in your
notebook.
The following Fitness Tests to may be undertaken to measure participation in physical fitness
A. Three-minute Step Test for Cardio- vascular Endurance
1. Go to a step (8 inches in height) of a stair. Position in front of the step. At the signal “go”, Step –up and
down at the rate of 24 steps per minute.
2. Go up the step starting with left foot followed by the right foot. Go down with the left foot followed by the
right foot.
3. Record the number of pulse and multiply it by 6.
B. Abdominal Strength Curl ups Test foe strength and Endurance
A complete curl should take 3 seconds. To curl ups, use your abdominal muscles.
1. Lie down on an exercise mat with your knees bent and feet flat on the floor. Extend your arms straight
forward. Place your palms flat on the ground.
2. Next, Curl Up slowly using your abdominal muscles. Your hands should slide forward a few inches
toward your heels. Be sure to keep your head up at all times.
3. Slowly return to the starting position and repeat the exercise.
4. Record your number Curl-ups.
C. The Zipper Test for Flexibility
1. Stand Straight
2. Raise your right arm and bend your elbow to reach down across your back as far as
possible.
3. Do the same with your left hand. Try to cross your finger over those at your right hand.
4. Observe whether your fingers touched each other.
5. Ask your classmates to measure the distance in which the fingers overlapped in
centimeters.
D. Push-ups for strength and Flexibility
1. Lie down on the floor facing down.
2. Put your palms down on the floor under your shoulders with fingers pointing forward.
3. Straighten your legs slightly apart. Use your toes to support your feet
4. Push down until your chest reaches the floor two seconds and push- ups your body in one
second.
5. Count the number of push–ups and down.
IV. EVALUATION
Record the result of your physical fitness activity. Answer the following.
Activities
Health Components
Result
(If executes the skill
correctly)
Comments
1. running
2. curl ups
3. zipper test
4. push ups
5. Step test
V. ASSIGNMENT
Reflect on the following: Which skills / areas do you need to improve? What is your plan to improve it?
PHYSICAL EDUCATION 6
1ST QUARTER
LESSON 4
I. OBJECTIVES
1. To be able to explain the nature/background of target games and striking/
fielding games.
2. To be able to describes the skills involved in the game
3. Observes safety precaution
II. SUBJECT MATTER
A. Skill: 1. Explain the nature/background of target games and striking or fielding games.
2. Describes the skills involved in the game.
B. Reference: K-12 Grade 6 Curriculum Guide; The 21st Century MAPEH in Action; DLHTM compilation
C. Materials: charts, pictures
III. INTRUCTIONAL PROCEDURE
A. PRELIMINARY ACTIVITY
1. Checking of attendance
2. Conduct warm- up exercise accompany with a lively music.
 Stretching- shoulder stretch,
 leg lift forward and backward, sideward left and right
 Toe reach in a long position
 Wall pushing
 Jumping in place
 Arms circling
 Inhale and exhale
(Repeat the routine 2-3 times)
3. Conduct a review of the past lesson / checking of assignments
B. DEVELOPMENTAL ACTIVITY
1. The teacher will present pictures to the class (pictures of Laro ng lahi)
Let the pupils identify the picture of what kind of game, if they can still remember our Larong Lahi like
tamaang tao, sipa ,luksong tinik , luksong baka ,syato ,palo sebo,kadang , sack race, basagang palayok,
tumbang preso,tatsing and etc. (present more pictures if possible)
Traditional Filipino Games or Indigenous games in the Philippines (known as Laro ng Lahi) are games
commonly played by children, usually using native materials or instruments. In the Philippines, due to
limited resources of toys of Filipino children, they usually come up on inventing games without the need of
anything but the players themselves. Their flexibility to think and act makes their games interesting and
challenging.
Base on the pictures presented let the pupils identify the games that are belong in
 Target games (tamaang tao ,tatsing, tumbang preso )
 Fielding / striking games (syato, basagang palayok)
Note: infuse the localized games found in the DLHTM
2. After identifying the pictures, based on the responses of the pupils the teacher will
explain the nature/background of the games or the difference of a target games and
striking/fielding games.
Ask: What are Games?
Games or educational games are activities involving one or more people, on the move with or without an
object or implement, playing under mutually agreed upon set of rules. Games can be used for practice/selftesting skills, cooperative play or competitive play. There are four basic types of games: invasion/territory,
net/wall, striking/fielding and target.
Note: The teacher will only emphasize the striking / fielding games and the Target games
What is the difference between the target games and the fielding games?
TARGET GAMES
Target Games are activities in which players send an object toward a target while avoiding any obstacles.
By playing these games, participants will learn the key skills and 18 All rights reserved. No part of this
materials may be reproduced or transmitted in any form or by means – electronics or mechanical including
photocopying without written permission from DepEd Regional Office VIII.
strategies for games such as Croquet, Golf, Archery, Curling and Bowling. Our localized game like
tamaang tao, tatsing, tumbang preso.
TARGET FLATFORM
The Target Platform refers to the plug-ins which your workspace will be built and run against. It describes
the platform that you are developing for. The aim of a target game is to place a projectile near, or in a target
in order to have the best possible score." (Forrest, Pearson & Webb, n.d.) Traditional target games would
include games such as tamaang tao ,tatsing, tumbang preso.
In target games, a player either throws, slides, or strikes an object with the goal of having the object land
closest too or in a designated target. Target games can be in the form of either a team sport or an
individual sport and sub-categorized into being either unopposed or opposed. The same source also
explained that with opposed target games players can prevent their opposition from scoring by knocking or
blocking their opponent's ball or rock to an unfavorable position in relation to the designated target. This
means that when participating in an unopposed target game, a player focuses solely on their execution in
an attempt to be as close to the target as possible, whereas in opposed target games, the player has to be
aware of their opponent's execution as well as some offensive and defensive strategies. Modified versions
of target games should consider the students physical, cognitive, and social states of development in order
to be successful.
Teacher asks: What skill describes in Target Games?
Transferable skills are skills that can be acquired in one game and utilized in other games as well. In order
for these skills to be transferable, the games must be similar to each other. Games can be grouped into
categories or divisions so that students can identify common features such as tactics, rules, and skills more
easily.
Skills that are common to target games are:
1. Players must be able to demonstrate hand-eye, foot-eye accuracy
2. Players aim and shoot/throw/roll/etc. for a goal target
3. Players utilize the synchronization of numerous body parts when releasing the object used in
the game.
4. Both gross and fine motor skills are used to alter the flight/path of the released object
STRIKING/FIELDING GAMES
Striking/Fielding Games are activities in which players score points by striking an object and running to
designated playing areas or prevent opponents from scoring by retrieving the object and returning it to stop
the play. By playing these games, participants will learn the key skills and tactics for games such as
Baseball, Cricket and Softball.
Players on the batting team strike an object and attempt to run between two points before the fielding team
can recuperate the object. The teams exchange roles after a certain amount of hits or after a certain
number of players have been retired from the game. Tactical problems related to striking and fielding
games include striking the object to an open space, reducing space on defense, scoring points and retiring
players from the game. Examples of striking and fielding games include baseball, cricket, softball and
kickball. Traditional games include syatong, basagang palayok.
Skills needed in Striking/fielding games
There are three types of skills involved in striking/fielding games: Locomotor, non-locomotor, and
manipulative skills (Guest Editorial, no date).
1. Locomotor skills involve players being able to run, slide, jump, and leap.
2. Non-locomotor skills involve stretching, bending, and reaching for an object.
3. Manipulative Skills involve players being able to send an object (both by throwing and by
striking it), receive (catch) an object, and retain (and run with) an object.
These skills can also transfer over to invasion games such as basketball, where athletes must be able to
pass the ball to their teammates who must catch it.
3. Group Activity: Matching Games
Create 5 groups, each group will select a representative to do the tasks.
Teacher prepares picture of the materials needed in each game like picture of a small and long stick, metal
caps, palayok, milk can and a ball. Then it will be match to the name of the game written in the meta cards.
Target Games (tamaang tao, tatsing, tumbang preso. Striking Game (syato, basagang
palayok)
Based on the responses of the pupils, the teacher will explain the nature of the game and the skill involves
in each sample game in each category or types of games.
The teacher will prepare the Rules of each game in a metacards, then the group will be the one to interpret
the game in each group.
TARGET GAMES
Tamaang Tao is a game in which players on two teams try to throw
balls at each other while avoiding being hit by themselves. There are
many variations of the game, but generally the objective of the game is
to eliminate the opposing teams by hitting them with a ball, catching a
ball thrown by a member of the opposing team, or forcing them to
move outside the court boundaries when the ball is thrown at them.
Tatsing
Indigenous games, such as Tatsing, are Hispanic in origin. The game
was played by the Tagalogs of Cabanatuan City, Nueva Ecija. The
word Tatsing was loaned from the English word "touching". Each
player located before the toe line will try to hit the bottle caps out of the
square without leaving the pamato inside the square. Player 1
continuously hits the bottle caps until he loses his turn by leaving his
pamato inside the playing area. The player with the most bottle caps at
the end of the game, wins. The players will decide on how big the
square would be based on how many pamato they have. In the pre-game, each player throws his pamato
on/near the toe line. The player whose pamato lands on/nearest the toe line plays first and so on.
Tumbang Preso
Is a popular Filipino street game, these games promote healthful style. They
may also develop coordination and active outdoor play among children
.Furthermore ,they promote patriotism, Bonding, and sportsmanship. The game
needs 3 or more players. Each player is provided with a large throw away
object called “pamato”. It is usually a slipper or a shoe. Place a semi- flattened
empty tall can in upright position 6 or 8 meters from the throwing line. The”
taya” will guard the empty tin. The other player stands at the throwing line. They
take turns their throwing “pamato” at the empty milk tin, to knock it down. the
After each throw, the player must recover his or her “pamato”. When tagged, he
or she becomes the “prisoner” in the next game. Winners of the game are the
players who are not tagged to become the “it”.
STRIKING /FIELDING GAMES
Syato
Variation of the name shatong is a game with two teams and at least two
players. It is played in an open a space, preferably land so that you can
dig an elongated hole that you need in order for your team to score the
shatong points. And two pieces of stick about an inch in diameter one
long, about a foot and the other short, about half feet. Player A becomes
the hitter and Player B as the catcher. It is played outside on the ground
where one digs a small square hole (which is slanted), where they put
the small wood so that it sticks out. Player A hits the wood with the stick
so that it catches air enough to be hit by the stick. The further the wood
gets hit the more points one gets (usually counted by the number of stick
length). Player B on the other hand has to anticipate and catch the small
piece of wood to nullify the points and become his turn or looks forward to Player A to miss hitting the
wood.
Basagang Palayok
Paluan ng Palayok is generally known as Piñata. According to some scholarly articles, the game may have
originated in China. During Marco Polo's stay in China, he found Chinese fashioning of figures of cows and
buffaloes covered with colored paper and adorned with harnesses and trappings. When the Chinese
knocked the figure with hard sticks, seeds spilled forth. The figure
is then burned and the remains are gathered as a good luck
charm. In the Philippines, Filipinos used or buy clay pots and put
candies, money and other prizes on it. The pot is then suspended
by a string high enough for the children to reach. The players of
the game will then form a line. The smallest player will be the first
one to hit the pot. The player's eyes is covered with handkerchief
and then the facilitator will turn him in his position three times. This
is to make the player confused with the location of the pot. When
the player missed the pot, the next player will have his turn. When
the player hits the pot, the players will jump and tries to grab as
many prizes as they can.
Note: Always remind the pupils the safety precautions while playing the games.
THE FOLLOWING ARE SOME SAFETY PRECAUTIONS WHILE PLAYING THE GAMES
1. Warm up before playing to avoid sprains. Control your body and body parts always.
2. Watch where your opponents are going. Be aware of your surroundings
3. Identify and move into open space before playing.
4. Always observe your personal space while playing.
5. Tag your opponents by using a soft tap. Avoid pushing or hitting while playing the game.
6. Know the rules of the game.
7. Report immediately if there is someone hurt.
4. Generalization:
Teacher Ask: What is a target Games?
What is striking / fielding Games
What are the skills needed in each game? Enumerate
What are some safety precautions while playing the game
C. CULMINATING ACTIVITY/POST ACTIVITY
Group Activity: Divide the class into 5 groups, each group leader will pick one Meta cards faced down on
the table written the localized game and then the group will act the game they’ve pick while the other group
will guess what game they are portraying categorized the two basic types of game which is the target and
striking /fielding games.
Green 1: tumbang preso/lata (target games)
Blue 2: tatsing (target games)
Red 3: basagang palayok (striking games)
Yellow 4: tamaang tao (target games)
Orange 5: syato (striking games
Those group who can get the highest score will be the winner.
IV. ASSESTMENT
Answer the following by filling up the table, identify if the game a target game or striking /fielding game then
describe the skills involve in the game.
Name of the Game
1. Baseball
2. dart
3. tatsing
4. bowling
5. tumbang preso
6. Archery
7. Tamaang tao
8. syato
Target games /striking or fielding
game
Describes the skills involved in
the game
(loco-motor,Non
locomotor,manipulative )
9. golf
10. basagang palayok
V. ASSIGNMENT:
Bring the following materials
1. clean empty milk can
2. pair of small and long sticks
3. used soft drinks caps
4. small, light ball