MAPEH9 Q2 G 3

GAD-based iC CEBU
Lesson Exemplar
Grade Level: 9 Learning Area: MAPEH Quarter: 2 Duration: 60 minutes

Learning Area/s Integrated: English, Health
Integration Approach Used: (Please tick.)
Multidisciplinary / Interdisciplinary Transdisciplinary
I. 21st Century Skills to be developed (Please tick.)

√ Communication Learning and Innovation √ Problem Solving
√ Critical Thinking Information Media and Technology √ Life and Career
II. Focused Learning Competency

PE9PF-IIb-h-30 performs appropriate first aid for injuries and emergency situations in physical
activity and dance settings (cramps, sprain, heat exhaustion)
III. Focused GAD-based Principle to be Integrated
use gender-sensitive language
IV. Intended Learning Outcomes
Knowledge identify the different common injuries that may happen during a
physical activity (dance setting)
Skills simulate the application of appropriate first aid techniques to specific
injuries that may occur in a physical activity-dance setting (cramps,
sprain, heat exhaustion)
Attitude employ precision in applying first aid techniques
Values show the true essence of helping others
V. Learning Content/s Basic First Aid
Concept First aid is an immediate and temporary care given to a

person who has been injured or suddenly taken ill. It
includes self help and home care if medical assistance is
not available or delayed.
Themes
Learning Materials laptop, slide deck, pictures of emergency situations, first

aid kit, manila papers, whistle, markers
identify necessary basic fist aid for common injuries
DRRE Concepts
Curriculum Guide, Learners’ Material, OHSP PE 1 Q1-

module 1,
References https://www.betterhealth.vic.gov.au/health/HealthyLivi
ng/dancing-preventing-injury
VI. Learning Experiences (5 Es)

1. Engage People dance for a variety of reasons: for fun, recreation and for health.
(10 minutes) Dance can be social, ceremonial or competitive.
Dancing is a great way to be more active and offers a wide range of
physical and mental benefits.
However, the range of body movements, repetition and speed of
movement can put you at risk of an injury, particularly if you are new
and learning unfamiliar steps.
A. INJURY STORY RELAY
The class will be divided into four groups. Each group will convene and
discuss their dance experiences and how they got injured in those
instances. Each group will choose a representative to narrate their
story.
2. Explore B. EMERGENCY RESPONSE

(8 minutes)
Individual Activity: Complete the chart by providing an appropriate
course of action with the given injury.
INJURY ACTION TAKEN
• Sprains and strains
• Dislocations and fractures
• Impact injuries
• Blister, bruise and ingrown

nails
3. Explain C. DISCUSS AND ELUCIDATE
(10 minutes)
1. What is first aid?
Possible answer: First aid is the first and immediate assistance
given to any person suffering from either a minor or serious illness
or injury, with care provided to preserve life, prevent the
condition from worsening, or to promote recovery
2. How can you reduce the risks of dance injuries?
Possible answer: Answers may vary
3. What are the different dance injury risk factors?
Possible answer: Some of the factors that can increase your risk of
dance injury include:
 Inexperience
 Poor fitness
 Poor technique
 Poor posture
 Fatigue
 Hazardous environment
 Overtraining
 Failure to rest an injury
4. What are the common dance injuries?
Possible answer: The common dance injuries are:
 Sprains and strains

 Dislocations and fractures
 Impact injuries
 Blister, bruise and ingrown nails
5. What are the different first aid techniques when you injure
yourself while dancing?
Possible answer: Answers may vary
4. Elaborate D. ACT IT OUT

(15 minutes) Each group will create a 2-3minute pantomime showing how a good
first aider can help in emergency situations in a dance setting.
CRITERIA 20 Points 17 Points 14 Points 10 Points
STAGE Performer Hands are Hands may Hands are
PRESENCE is well mostly slip into stuffed in
Communica rehearsed. free. pockets or sleeves or in
tion Character be stuffed pockets.
Character is is evident.
up sleeves. Character is
clear. Character is unclear.
questionabl
e.
BODY Purposeful Uses Lack of Physically
Self Control moves and appropriat purposeful not in
facial e, movement character.
expressions deliberate, s. Slips out Gestures for
, adding and of character are
meaning purposeful character inappropriat
and facial and frequently. e. Little or no
character body movement . J
to scene movement
and mood. s.
PREPARATI Scene is Scene is Performer Performer
ON clearly rehearsed seems has clearly
Rehearsal thoroughly . unsure of not
Scene rehearsed. Beginning, what to do rehearsed.
Structure There is an middle, next. The scene
Setting/Acti obvious and end Beginning, has no clear
on beginning, of scene middle, or beginning,
middle, and are clear. end of middle, or
end to the scene is/are end.
scene. missing.
5. Evaluate E. PENCIL-PAPER TEST
(5 minutes)
1. What are the different factors that can cause common dance
injury?
2. What are the different dance injuries?
Possible answer:
1. Inexperience, Poor fitness, Poor technique, Poor posture,
Fatigue, Hazardous environment, Overtraining, Failure to rest an
injury
2. Sprains and strains, Dislocations and fractures, Impact injuries,
Blister, bruise and ingrown nails
VII. Learning Enablement Explain:
(2 minutes)
“The safety of the people shall be the highest law."
Reflection (DepED Order No. 42, s. 2016)
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson
E. No. of learners who continue to require remediation
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me
solve?
Prepared by
CHRIS – ANN A. NOVAL

Teacher I
Tapilon National High Shool, Daanbantayan II
Reviewed: Verified:
MA. CHONA B. REDOBLE, Ed.D . MARY ANN P. FLORES, Ed.D.

Education Program Supervisor-English Chief, Curriculum Implementation Division
Recommending Approval:
LEAH B. APAO, Ed.D., CESE

Assistant Schools Division Superintendent
Approved:
MARILYN S. ANDALES, Ed.D., CESO V

Schools Division Superintendent

MAPEH9 Q2 G 3

Uploaded by

Copyright:

Available Formats

MAPEH9 Q2 G 3

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MAPEH9 Q2 G 3

Uploaded by

Copyright:

Available Formats

GAD-based iC CEBU

Grade Level: 9 Learning Area: MAPEH Quarter: 2 Duration: 60 minutes

I. 21st Century Skills to be developed (Please tick.)

II. Focused Learning Competency

Values show the true essence of helping others

V. Learning Content/s Basic First Aid

Concept First aid is an immediate and temporary care given to a

Learning Materials laptop, slide deck, pictures of emergency situations, first

Curriculum Guide, Learners’ Material, OHSP PE 1 Q1-

VI. Learning Experiences (5 Es)

2. Explore B. EMERGENCY RESPONSE

INJURY ACTION TAKEN

• Sprains and strains

• Dislocations and fractures

• Blister, bruise and ingrown

 Sprains and strains

4. Elaborate D. ACT IT OUT

Reflection (DepED Order No. 42, s. 2016)

A. No. of learners who earned 80% in the evaluation

CHRIS – ANN A. NOVAL

MA. CHONA B. REDOBLE, Ed.D . MARY ANN P. FLORES, Ed.D.

LEAH B. APAO, Ed.D., CESE

MARILYN S. ANDALES, Ed.D., CESO V

You might also like