Semi-Detailed Lesson Plan
Learning area:
PE Quarter: 1
Week: 1
Grade Level: 7
Duration: 45 MINUTES
The learner demonstrates understanding of guidelines and principles in
Content Standard exercise
program design to achieve personal fitness
Performance The learner designs an individualized exercise program to achieve
Standard personal fitness.
Learning
The learner execute the skills involve in swimming. (PE7PF-Ic-27)
Competency and its
Code
Key Concept exercise, swimming, assessment
At the end of the lesson, the students shall have:
I. LEARNING a. analyzed the different basic strokes and survival floating in
OBJECTIVES swimming;
b. performed the different strokes, kicks and floating in swimming;
and,
c. internalized the significance of swimming in their lives.
II. CONTENT Swimming
K TO 12 Curriculum Guide in PE
References
Resources chart, worksheets, coloring materials and visual aids
III. LEARNING
PROCEDURES
1. Prayer
2. Greetings
A. Preliminary 3. Setting up the classroom
Activities 4. Checking of Attendance
5. Review
The teacher will ask the students about the previous topic discussed and
enforce ice breaker.
ICE BREAKER: “Sink or Swim”
Review The teacher will ask students to stand up. When the teacher say "Sink,"
the students will squat down; when the teache say "Swim," the students
will stand up and mimic a swimming stroke.
If a student fails to respond correctly or hesitates, they will answering a
question
from the teacher.
Motivation
“Island Escape Visualization”
1. Motivation/
Developmental
Activity
The teacher will ask the students to close their eyes and imagine they
are stranded on a deserted island surrounded by the ocean. Paint a vivid
picture for them: the sun is setting, and the only way to reach safety is
by swimming to a nearby shore. As they visualize, guide them through
the sensations of the water how it feels against their skin, the sound of
the waves, and the movement of their arms and legs as they begin to
swim.
The teacher will encourage them to think about what swimming
techniques they might use to navigate the water efficiently and safely
reach their destination.
The teacher will ask the students with the following questions:
1. As you imagine swimming towards safety, what techniques or
movements would help you conserve energy and swim effectively?
2. Why do you think mastering different swimming techniques could be
important in a situation where your survival depends on it?
Developmental Activity
“Stroke Relay Challenge ”
The teacher will divide the class into 4 groups. Each group will form a
line. The first student in line will pick a piece of paper from the bowl and
act out what is written on it without speaking. The next student will
watch the action and repeat it for the following student, and this will
continue until the last student in line. The last student will write the
answer on the board based on the actions they observed. Afterward, the
student will write two short reasons explaining why they believe it is the
correct answer.
The teacher will ask the following questions to the students:
1. How do the mechanics of each stroke contribute to swimming
2. Analysis efficiency and personal fitness?
2. Why is it important to learn different swimming strokes, and how can
they be
applied in real-life situations?
Discuss how each swimming stroke and floating technique contributes to
overall fitness. Revisit the relay challenge and connect it to the principles
of exercise program design.
Basic Swimming Strokes
Swimming encompasses several fundamental strokes, each with unique
techniques and benefits.
Group 1- The freestyle stroke*, also known as the front crawl, is the
fastest and most commonly used stroke. It involves alternating arm
movements in a windmill motion and a flutter kick, while the face is
submerged in water, with rhythmic breathing to the side.
Group 2- The **backstroke** is performed while lying on the back, with
arms moving in a circular motion and a flutter kick propelling the body. It
allows swimmers to breathe freely but requires good alignment to
maintain a straight path.
Group 3- The **breaststroke** is characterized by a frog-like kick and
3. Abstraction simultaneous arm movement in a circular motion, which propels the
swimmer forward. It is slower but easier to learn, making it ideal for
beginners.
Group 4-, The **butterfly stroke** is the most physically demanding,
involving a simultaneous overhead arm movement combined with a
powerful dolphin kick, where both legs move together. Mastering these
strokes offers swimmers versatility and the ability to adapt to different
water conditions.
Survival Floating
Survival floating is a critical skill in swimming that enables an individual
to remain afloat in water with minimal effort, especially in emergency
situations. Unlike swimming strokes that require continuous motion,
survival floating involves lying face down in the water, with the body in a
relaxed, spread-eagle position. The swimmer’s head is occasionally lifted
out of the water to breathe before returning to the face-down position.
This technique conserves energy by allowing the swimmer to rest while
staying afloat, making it particularly useful in situations where immediate
rescue is not available. It can be performed with or without the use of
gentle sculling movements of the hands or slight kicks from the legs to
maintain buoyancy. Mastering survival floating is essential for safety,
especially in open
water, as it can significantly increase the chances of survival until help
arrives.
“Design your Swim Workout”
In the same group, the students will design a basic swim workout that
includes warm-up, main workout (using at least two different strokes),
and cool-down in their bond paper within 10 minutes.
4. Application After that, they will share ther output in the [Link] should explain
how this workout helps achieve personal fitness. Apply the principles
learned in class to create a personalized fitness program.
Rubric:
After the activity, the teacher will ask the students with following
questions:
1. Did you find the activity difficult? Why or why not?
2. What is the difference between the strokes you practiced?
VALUING
3. Why is it important to understand these swimming strokes when
you are swimming or designing an exercise program?
4. How does knowing and mastering these swimming strokes improve
your overall
swimming performance?
“Stroke Mastery Check”
The teacher will provide worksheets with diagrams of the different
swimming strokes.
Instructions: Label the stroke [Link] key muscles [Link] how the
stroke helps improve swimming.
IV. EVALUATION
Label
Arms:
Legs:
Head:
Muscles:
How does it help?
Task: “Complete the thought” let the learners complete the following
unfinished
V. AGREEMENT/ statements.
ASSIGNMENT a. Knowing how to swim is very beneficial because .
b. Therefore, I will .
Due Date: Next class
VI. REFLECTION
A. Number of learners who earned 80% in the evaluation.
B. Number of learners who require additional activities for remediation who scored below
80%.
C. Did the remedial lessons work? Number of learners who have caught up with the lesson.
D. Number of learners who needs to continue to remediation.
E. Which of my teaching strategies worked well? Why did they work?
Prepared:
James Roxas