PHYSICAL EDUCATION

Grade 1
Teacher’s Guide
Unit 1 and Unit 2

Physical Education Teacher’s Guide 1

 TEACHER’S GUIDE

Physical Education Grade 1

PE Strands Content Standards Performance Standards Competencies

Body Management The learner… The learner… The learner…

and Movement
Demonstrates Performs movement Identifies and
Skills
understanding of experiences accurately and describes parts of
body awareness efficiently by: the body
and movement
skills needed for -identifying and describing parts
participation in of the body
physical activities Creates shapes by
-creating shapes through non- using non-
locomotor movement. locomotor
movements
-balancing one, two, three, our,
five body parts Balances on one,
two, three, four,
-transferring weight of body five body parts
parts
Transfers weight of
body part

Rhythms and Demonstrates Performs movement sequences Action Songs

Dance understanding of while singing
movement Performs
patterns through movements while
action songs singing

Games and Sports Demonstrates Imitates accurately movements Mimetics

understanding of of machine, animals and nature
movement Imitates
activities through mechanical, animal
mimetics and nature
movements

Physical Fitness Demonstrates Develops values-oriented task Physical Fitness

understanding of in engaging in a different
valuing one’s challenging activities Enjoys his
active participation in the
participation in different
various challenging
challenging activities
activities,

Physical Education Teacher’s Guide 2

 Quarter 1: Body Awareness

Module 1: The Body

Number of sessions :2

Time allotment : 30 minutes/session

Procedure:

1. Prepare the following: cassette-recorder, music ,picture of a boy/girl (as illustrated in the module), ball,
chair (or any object that could be used for the introductory activity.

2. Present the picture to the class. Let the students identify the body parts starting from the head down to
the feet.

3. .Discuss the division of the body in the context of Physical Education: head, trunk, upper extremities
and lower extremities

4. Ask students to stand up and take their position within the boundary of the classroom.

5. Arrange the object /materials for the activity

6. Arrange the students by column/line for the activity.

7. Let the students stand, walk; use arms to carry, lift push and pull; hold object and release object refer to
pages 1 and 2 of the module.

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 Suggestion:

Walking: forward, backward

Carry object/s: from one point to another; lift object, put down object

Hold and release object

With the use of music, Let students move around without bumping at each other picking up
things, releasing it etc. they should stop when the music stops and listen to your instruction (whether to
move in clockwise or counterclockwise, diagonal, etc.)

8. Refer to page 3. Challenge the students to do the following by pair or by small groups

identify and describe your head, shoulders, neck, back, chest, waist, hips, arms, elbows, wrists,
hands, fingers, legs, knees, ankles, feet, and toes.
create shapes by using non-locomotor movement .
balance on one, two, three four and five body parts.
transfer weight of body parts.

9. Refer to activity on page 3

Prepare the following:
(post a big picture of the boy/girl
flashcards with name of body parts must be ready
The flashcards may include a short straw or any colored yarn to connect the word and the part
Let the students match the words on flashcards with the body part on the illustration

10. Ask students to do the following by pair/ small group. Let them explore the movement of each part
Head it means that movements start at the neck.
Moving your torso or trunk means actions or movements from the armpit to the groin
The upper extremity would mean movements of the right and left arms (hands, lower arm, upper arm).
Likewise the lower extremity would mean movements of the right and left legs (upper and lower leg, thigh
and feet).

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 11. Introduce/ Recall “My Toes, My Knees” with the suggested movements.

Refer to page 5 of the module

1.My toes Point Right (Left) foot forward

2.My knees Bring Right(Left) foot close to Left (Right)

foot and bend knees
together

3.My shoulder Rotate shoulders

4.My head Rotate head

5.We all clap our hands Clap both hands above the
together

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 12. Group Work

Group students into 4-6 members each. Let them create their own movements for the song. Give
them 5 minutes to work on this.
After 5 minutes let them sing and move according to their created movements.

13. Individual Activity (page 8 and 9 and 10)

Worksheet 3: Body Shapes

Directions: In their own personal space, ask students create shapes using their whole body. Let
them count the number of body shapes they have created

Worksheet 4:Body Bridges

Directions: Explore the different ways by which you can create these types of bridges out of your body
shapes in 5 minutes.

A wide bridge
A narrow bridge
A short bridge
A long bridge
A low bridge
A high bridge

Ask the students how many of these bridges they were able to make. Let them rate their performance
by checking the appropriate box.

Did 5-6 bridges Did 4 bridges Did 3-2 bridges Did 1 bridge
Correctly within5 Correctly within5 Correctly within5 Correctly within5
minutes minutes minutes minutes

Additional challenges for fun and fitness:

1. Do the activity with a partner
2. Do the activity with a small group

Physical Education Teacher’s Guide 6

 Worksheet 5: Body Balance

Directions: Try the following balancing skills.

Two arms, one leg Two legs, one arm

Balance on one foot with both hands overhead, to the side

From standing position raise one leg forward, sideward and

backward
Keep feet together
And sway body to the

Right Left Front and Back

14. Knowledge Check (page11)

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 Directions: Connect the part of the body to the movements it can do.
Multiple connections are allowed.

1. Arm Twist
2. Leg Bend/flex

3. Head Swing/sway

4. Shoulder Shake

5. Trunk Raise

1. Hand Rotate

7. Feet Stretch/Extend

Physical Education Teacher’s Guide 8

 Module 2: Action Songs

Number of sessions :2

Time allotment : 30 minutes/session

Procedure:
1. Do the preliminaries (checking of attendance and uniform)
2. Prepare the warm-up
3. Introduce the topic
4. Tell students to listen and learn the lyrics of the song.
5. Teach the song

First Song
Deep and Wide, Deep and Wide
All the small boats are flowing deep and wide

High and low, high and low

All the small boats are flowing high and low

Deep and wide, high and low

All the small boats are flowing deep and wide.

6. Let them create appropriate hand movements based on the lyrics.

Second Song:
Beep beep the small jeeps are running down the street

Stop, look and listen

Stop, look and listen

Beep beep the small jeeps are running down the street

Third Song: Let students recall their favorite Game song (example: shagidee popo) tell them to invent their
own action song.

7. Prepare the venue for the next activity. There should be adequate space to allow movements. (refer to
page 14)

Physical Education Teacher’s Guide 9

 Worksheet 7: Movement Imitation

Directions: Draw or describe how the following move. In a group of 5 try to perform the movements by
forming a circle and moving clockwise.

Airplane Inch Worm

Train Kangaroo

Bamboo Tree Butterfly

Robot Crab

Propeller Snake

Ask students how they performed the mechanical and animal movements? Let them circle their answer.

GREAT
GOOD
NOT-SO-GOOD
BAD

8. Team Relay
Divide the class into smaller group composed of 5 members. Introduce the game (refer to worksheet 8)

Worksheet 8 : Animal/Mechanical Race

Directions: Let the students draw lots on the animal/ mechanical movement to perform. Each member of the
group stays in a station. One member starts the action and ends where the next player is. The game
continues until the last player reaches the finish line.

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 Team A Team B
Example : Lame Dog Crab

Starting Line

Curve

Straight

Zigzag

Clockwise

Counterclockwise

Finish Line

ask students to draw a facial expression that describes their r feeling after the game.

9. Knowledge Check (refer to page 16)

Directions: Draw how the following moves

1. Train _____________________________

2. Snake _____________________________

3. Rocket _____________________________

4. Hands of the Clock _____________________________

5. Escalator _____________________________

Physical Education Teacher’s Guide 11

 6. Elevator _____________________________

7. Kangaroo _____________________________

8. See-Saw _____________________________

Module 3: Moving with Confidence

Number of sessions :2

Time allotment : 30 minutes/session

1. Do the preliminaries (checking of attendance and uniform)

2. Present the picture

Picture of children doing different kinds of physical activities

3. Ask the students the following questions:

What does the illustration above tell you?

Can you identify the activities where you have participated in?
Do you love to play games?

“Did you know that playing and participating in other active physical activities can help improve your
physical fitness and health?”

4. Allow student to scatter around the room with enough space to move around
(Child must face north, ADD
3,6,9) School
NORTH

Playground market
WEST EAST

House
SOUTH

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 5. Introduce the clock as it relates to the various directions: north, east, west, south and the time that
corresponds to it 12o clock, 3 o’clock, 6 o’clock and 9 o’clock (relate this to the facings ( right face, left
face, right about face
6. Let the students follow your command by saying: “right…face, left…face, etc.) or by the directions by
saying “face north, south east west “ reminding them that it also corresponds to facings and directions.

7. Do challenge 1

Challenge 1: Imagine that you are standing at the middle of the clock and facing north (12:00 o’clock).
Do the following on signal
Turn right to face East where the market is. Face north again.
Face left to face the playground. Face north again.
Turn to your right about to face your house. Continue turning to your right until you face the north
where your school is.

8. Do worksheet 11. Teach the lyrics of the song. Divide the class into 3-4 equal groups. Teach the action.
Once learned, ask students to practice with their group before you call them to perform as a class then
by group

Worksheet 11: Action Song

Challenge 2: Ten Filipino Boys and Girls

(Ten Little Indian Boys)

Directions: Learn the lyrics of the song. Later your teacher will divide the class into 3-4
equal groups. After memorizing the song you will be taught the action and soon you will
sing and dance with your teacher.

One little two little three Filipino

Four little five little six Filipino
Seven little eight little nine Filipino
Ten Filipino Boys and Girls

They jumped on the boat and the boat tipped over

They jumped on the boat and the boat tipped over
They jumped on the boat and the boat tipped over
Ten Filipino Boys and Girls

They swam across the lake and built a KUBO

They swam across the lake and built a KUBO
They swam across the lake and built a KUBO
Ten Filipino Boys and Girls

They danced around the house and said MABUHAY

They danced around the house and said MABUHAY
They danced around the house and said MABUHAY
Ten Filipino Boys and Girls

Physical Education Teacher’s Guide 13

 Worksheet 12: Simple Dance

9. Challenge 3: John Brown

Directions: teach the steps of the dance then let them dance with the music.

Walk Forward and backward

Curtsy
Clap: both hands, clap both hands of partner
Swing partner
Walk around with partner

10. At the end of the session, let them do Worksheet no. 13

Worksheet 13: Knowledge Check

Directions: Supply the missing letter to complete the word of the correct answer.

1. The sun rises every morning in the ___ A S T

2. The sun sets in the W___S T
3. Baguio is located in the N __R T H.
4. Mt. Mayon is in the S __U T H
5. The hands of the clock moves CL_CKWISE.

Physical Education Teacher’s Guide 14

 Quarter 2- Space Exploration

Module 4: Exploring Personal and General Space

Number of sessions :2

Time allotment : 30 minutes/session

1. Do the preliminaries

2. Ask students to look at the illustration on each box. Ask them if they can imitate them.

3. By command let them do each

bend/flex extend

twist sway swing

rotate

Raise lower

Physical Education Teacher’s Guide 15

 4. Then say the following:

The movements that you did are called axial or non-locomotor movements. They are done in your
personal space or without moving away from a fixed base or location. You can do these with any body part
while standing, sitting, kneeling and lying.

Now, observe the illustrations below. Can you tell what the children are doing?

Illustrate children walking, running jumping, playing in the playground

How many are walking? ___

How many are running? ___
How many are jumping? ___

What you have identified are only some of the locomotor movements that you can do to explore your
general space. Your general space is all the space within a room or place or boundary where your body can
move

Locomotor movements include walking, running, hopping, jumping, sliding, gliding, leaping, galloping
and skipping.

Are you ready to explore your personal and general space? After going through the various activities in
every module, you will be able to:

5. Command your students to do this. Let them stand anywhere in the venue. On signal (whistle or clap or
music) let them move as commanded.
Move within a large group without bumping into others or falling, while using locomotor skills
Travel in straight, curved, and zigzag pathways: high, medium and low levels
Execute the locomotor skills of walk, run, hop, jump and leap
Create movements while singing
Enjoy simple games for fun and fitness

6. Let the students do worksheet no.14

Worksheet 14: No Bumping, Please

Directions: Do the following without bumping or colliding with your classmates.

First Challenge: Walk, run, hop, leap in any direction in slow, moderate and fast pace.

Second Challenge: Travel in straight, curved, and zigzag pathways on high, medium and low levels.

Physical Education Teacher’s Guide 16

 How did you perform in class today? Circle the word that describes your participation in today’s
activities.

GREAT GOOD NOT-SO-GOOD BAD

7. Prepare the venue for the next activity

Worksheet 15: Treasure Map

Present a big map. Ask the following:

What information does the map give?

Do you think you can use it to find the hidden treasure? How?
How would you like to find a treasure today?
Get ready!

The Challenge: (give the instruction)

Find your group composed of 4-5 members.
Decide who plays the leader first.
The leader gets the map from the teacher.
Every member of the group falls in at the back of the leader.
Whatever movement the leader does must be imitated by the rest of the group members.
On signal, the leader uses the map to get to the destination.

First card

Get the treasure by following the path. Imitate the movement of an airplane to
get there

Second card

Start here 5 times hula hoop walk over

a low beam

Jump over sticks slide to

Finish Line evade the cones

Worksheet 16:

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 Were you able to find the treasure?
How well did you follow the pathways? __great ___good ___not so good

Worksheet 16: Knowledge Check

Directions: Check the appropriate pathways

1. Passing in a round-about (rotunda)

Draw a rotunda with vehicles moving towards 4 street

A. Straight B. curved C. zigzag

2. Crossing a bridge

Draw a bridge

A. Straight B. curved C. zigzag

3. Avoiding obstacles

A. Straight B. curved C. zigzag

No. of correct answers: ___3 ___2 ___ 1

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Module 5: Enjoying Simple Games

Number of sessions :2

Time allotment : 30 minutes/session

1. Do the preliminaries

2. Ask the following:

Are you fond of playing games alone, with a friend, or with a group of friends?
Did you know that active games can help you develop or improve your fitness? Which of the following
have you tried? Check the appropriate boxes.

Tag Game (Habulan) Hula hoop

___ ___
piko Hide and seek (Taguan)

___ ___

Bato bato pick Dodge ball

___ ___

How many have you checked? ___

Write here the other games that you like ______________________,
__________________,_____________, _________________________

3. Introduce Body Part Tag (Worksheet 17)

Physical Education Teacher’s Guide 19

 Worksheet 17: Body Part Tag

Directions: Every player is a tagger. Listen to the teacher. S/he will call the body part to tag. Once tagged,
freeze and wait for the next set of game.

Tagging may be done on the following body parts only:

Add illustration
1. Right hand, Left Hand

Add illustration
2. Right elbow, Left Elbow

Add illustration
3. Right Knee, Left Knee

Add illustration
4. Right hip, Left hip

5. In addition to body Part Tag, do Worksheet 18 if the time permits. If not introduce it in the next session

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 Worksheet 18: Running Races

Give the directions for the challenge.

First Challenge: Individual Race

Choose3 classmates for a running challenge. Your teacher will set the distance.
Out of the 3 challenges, how many have you won? _____

Second Challenge: Group Race

Form a group with 5 members. Stand one after the other. On signal the first player runs
towards the cone, circle it and return to the starting line. Tag the next player. The team
that finish first wins the game.

6. Dance Challenge. End the challenges by introducing the dance challenge

Worksheet 19: Dance Challenge

Directions: play a music which may be slow or fast. Ask students to dance with the beat.

7. Assessment . Do worksheet no. 20:

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 Knowledge Check

Directions: Recall the games that you have played. Answer the following questions based on your
experiences.
Multiple answer allowed.

1. What did you do to avoid being tagged?

a. Run fast
b. Change direction quickly
2. What parts of your body were tagged?
a. Hand
b. Elbow
c. Knee
d. Hip
3. What do you need to win the individual race?
a. Speed
b. Direction
4. What did your team do to win the race?
a. Cooperation
b. Team work
5. How did you feel after winning?

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