Traditional Rhythmic… · JHS3 Physical Education And Health

Lesson notes

Learning Objectives

Indicator: B9.2.1.1.1 - Perform and classify a variety of traditional games (e.g., socio-relational games, self-directed games, etc.) and adaptation according to level of intensity (low, moderate, and vigorous intensity)

By the end of the lesson, learners can:

Perform at least four traditional games from their local community and earlier grade levels with correct basic rules.
Classify traditional games into low, moderate, and vigorous intensity categories based on physical effort required.
Measure and record their pulse before and after playing each game to verify their intensity classification.
Justify their classification choices by explaining how heart rate, breathing, and sweating change with game intensity.
Adapt one traditional game to include a classmate with limited mobility and state how the adaptation changes its intensity level.

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Curriculum details

Strand: Physical Activity Education (Strand 2)
Sub-strand: Traditional Rhythmic Gymnastics, Games and Dance (2.1)
Content standard: B9.2.1.1 - Demonstrate understanding of performing a variety of traditional games and adaptations for inclusivity and cultural identity
Indicator: B9.2.1.1.1 - Perform and classify a variety of traditional games (e.g., socio-relational games, self-directed games, etc.) and adaptation according to level of intensity (low, moderate, and vigorous intensity)
Suggested placement: Term 1, Week 9 (Week 9 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Physical Education and Health, Common Core Programme (JHS1-JHS3), 2023, p. 41
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

1. Based on the research list and performance of traditional games identified in B1- B8, classify the games into low, moderate and high intensity activities.
2. In small groups, think-pair-share and refine classification for class presentation.
3. Check your pulse or heartbeat to determine accuracy of classification. Higher heartbeat per minute denotes high intensity while pulse at restingheartbeat denote low intensity.
4. Record estimate of duration/measure of performance in your self-journal as your effort to increase involvement in physical activity.