Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.

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2nd Semester

TACHING P.E. & HEALTH IN

THE ELEMENTARY GRADES
MC PEH

JOSE JOJO L. ACUÑA, L.P.T., MAEd. (24 Units)

OSMEÑA COLLEGES Aspire…Achieve…Advance!

 Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.
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TEACHING STRATEGY NO. 1:

VALUES WHIPS
MODULE 1

OVERVIEW

Teaching Health Education represents an important part of our life as a teacher. Many Health Education
teachers will tell you that no part of their teaching experiences has been more pleasurable or rewarding than having a
part in the promotion and maintenance of the health of their students. TEACHER INDUCTION PROGRAM Using
the right teaching strategies and techniques will help you understand and appreciate the health concepts to be
developed. Hence, it is important to select the specific techniques to be used.

They must be appropriate to the level of interest and the needs of your particular target group. Likewise, the
teaching technique you use will serve as a tool to achieve the objectives of the lesson. Teacher competence in the use
of teaching strategies can be acquired by actually using them and trying to modify them when necessary.

LEARNING OUTCOMES

1. Provide examples of strategies and techniques used in teaching Health Education.

2. Respond to the teachers’ need to become effective teachers of Health Education.

LEARNING EXPERIENCES & SELF-ASSESSMENT ACTIVITIES (SAA)

ACTIVITY 1
A. After reading Module 1 with understanding, try the strategy in one of your lessons or you may use the
sample lesson plan.
How was the lesson and how did your pupils/students respond? Use the questionnaire below and rate the
reaction of your pupils/students on the issues discussed in your lesson. Use the scale of 5 – 1 with 5 as the highest.
Descriptive Rating:

5 – Very Satisfactory 2 - Fair

4 - Satisfactory 1 - Poor
3 – Moderately Satisfactory

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 Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.
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ANALYSIS 1
How will the Values Whip strategy help in the learning process of the pupils / students?

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ABSTRACTION
This strategy is like voting and ranking of items/choices. It provides a simple and rapid means for the teacher
to see how the students react to various issues or questions.

The teacher or a student poses a question to the class. Then the teacher whips around the room calling upon
students to give their answers. The answer should be brief and straight to the point, although sometimes a student
may want to give a little background to better explain his answers. Students may choose to say “pass” if they are not
ready to answer.

SAMPLE ACTIVITY

a. Topic: Decision making in the Prevention and Control of Drug Abuse (Drug Education, Years I to IV)
b. Learning Activities
- Analysis: “Values Whip”
- Is decision making important? Why?
- During your childhood days, were you given a chance to decide for yourself? At what instance?
- What are the traits that can be developed if you are trained to make decisions?
- How does decision-making help you stay away from taking drugs?

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 Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.
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SAMPLE LESSON PLAN

I. Objectives
At the end of the lesson, the students shall have
1. Named the different senses of the body.
2. Discussed the different functions of the sense organs.
3. Named the important parts of the eyes, nose and throat and described briefly their functions.
4. Accepted that these organs are the valuable possessions of an individual.
5. Practiced good health habits in taking care of the senses.

II. Subject Matter

1. Topic: Care of the Different Senses of the Body
a. Sense of Sight b. Sense of Hearing c. Sense of Smell and Taste
** Integration: Science I, Unit IV -Living Things and Their Environment

III. Suggested Activities

1. Motivation (Priming)
Many persons became blind and deaf or physically disabled because of ignorance and carelessness.
These handicaps could have been prevented if only they knew and practiced simple rules in the
proper care of different organs of the body.

2. Learning Activities
a. Word Association : Flash cards with terms like
- retina astigmatism auditory canal optometrist optician hyperopia ear drum myopia
laryngitis sweet pupil taste buds iris tonsillitis bitter

b.Classification of words: Eyes, Ears, etc.

c. Picture Presentation and Analysis
Teacher: Present pictures of the “Basic Parts of a Typical Plant Cell/Animal Cell and their
Functions.”
Pupils/Students: Give critical analysis and comparison between the different characteristics of
living organisms and the characteristics and functions of the different senses of
the body.

3. Evaluation : “Values Whip”

a. Is it important to have good eyesight? Why?
b. If you want to avoid eye and ear infection or throat problem what are you going to do?
c. Would you consult a specialist if you have eye defects and throat problems? Why?
d. Will you treat yourself if you have an ear infection? Why or Why not?

IV. Assignment:
Topic: Structure and Functions of the Skin
1. What are the different characteristics of a healthy skin? Explain.
2. Explain through a diagram the different parts of the skin.
3. What are some of the general ways to take care of the skin?
4. List down and explain some common skin problems.
Reference: MAPEH I, Perez, Luna, Tomas, pp. 307-310.

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 Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.
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KEY POINTS
 Whip around is fun and easy to use within the classroom. The teacher will initially pose an open ended
question to the class. There is no right or wrong answer here and students are instructed to write down their
thoughts on the same. Following this, the teacher will whip around or walk around the classroom randomly
calling out on students to voice out their thoughts. Students are instructed to strike down similar answers and
others are encouraged to share their unique thoughts with the rest of the class.

 Whip around is a simple closure activity by which teachers can objectively analyze the quantity and quality
of the students’ comprehension of the lesson. Though it does not allow for individual assessment, the whip
around technique is a great way to identify the presence of gaps in understanding. It serves as an indicator
i.e. whether to proceed or to re-teach the topic and is also used to generate ideas, thoughts and solutions in
the class.

LOOKING AHEAD

Congratulations for making it till the end of this module! If you aced the assessments, I am happy for you. If you
have not reached your desired level of competence, just keep going! Remember that an expert was once a beginner.
The next topic will be about the Teaching Strategy, No. 2 Modified TV Activity “Dream…Believe…Survive”

REFERENCES

Physical Fitness 1 by Doris D. Tulfo, PH. D. Katha Publishing Co., Inc.

Strategies that Work in the Teaching of Physical Education and Health Education. Manila: Philippine Normal
University, 2003.
Panganiban, Loreto G. et al., Physical Education I Workbook – Physical Fitness. Manila: Centro Escolar University,
2001. Panganiban, Loreto G., et al. Physical Education II Workbook – Rhythmic Activities. Manila: Centro Escolar
University, 2001. The New Webster Dictionary of the English Language. New York: Lexicon International, 1995.
Turner, C. E., et al. School Health and Health Education. Saint Louis: The C.V. Mosby Company, 1966.

OSMEÑA COLLEGES Aspire…Achieve…Advance!

 Teaching P.E. and Health in the Elementary Grades│ Prefinal - Module 1: Teaching Strategy No. 1 Values Whips.
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SELF AND MODULE EVALUATION

MODULE 1. Teaching Strategy No. 1 Values Whips.

Name: ______________________________________________ Course & Year: __________________________

Address: ____________________________________________ Contact No. _____________________________

MODULE EVALUATION
Rate the module using the following:
1- Strongly disagree
2- Disagree
3- Agree
4- Strongly agree

The learning module: 1 2 3 4

Please check appropriate column

was engaging
allowed for self-checking (SAAs)
developed in gradual, manageable steps
provided independent, self-paced learning
contained relevant information I needed

SELF-EVALUATION
Rate the extent of your learning in this module using the scale blow. Check the column corresponding to your rating
in the space provided. Do not hesitate to contact me if you need further assistance.
4- I’m an expert. I understand and can teach a friend about it.
3-I’m a Practitioner. I understand and can cite examples on the topics given.
2- I’m an apprentice. I understand if I get help or look at more examples.
1- I’m a novice. I do not understand the topic.

My learning: 1 2 3 4
I can now

Please check appropriate column

Provide examples of strategies and techniques used in teaching Health Education.
Respond to the teachers’ need to become effective teachers of Health Education.

OSMEÑA COLLEGES Aspire…Achieve…Advance!