Pe 3 - Term 1 Module

DEPARTMENT: High School
UNIT: Physical Education

ACADEMIC YEAR: 2015-2016
LASALLIAN NxGEN BLENDED LEARNING MODULE

TEACHERS: Joanne Almeria
GRADE/YEAR LEVEL: Third Year
SUBJECT: Physical Education
TERM: 1
UNIT TOPIC: Safety Education
TIME FRAME: June - September
CONTENT STANDARDS
The students will.
Demonstrates understanding of the values of
the life-long fitness, health, and wellness as
critical to the welfare of the members of the
community
PERFORMANCE STANDARDS
The students will.
The learners actively and independently participated on the
appropriate rescue techniques and water survival skills for
emergency situations for future needs
Check applicable LGPs

LGP 1: Challenge learners to realize their full potential.
LGP 2: Bring Christian perspectives to bear on human understanding, skills and values of the learners.
LGP 3: Are dynamic and encourage differentiation, diversity and synergy amongst learners that are friendly, caring and respectful.
LGP 4: Ensure that learners translate knowledge into something useful in actual practice for the betterment of society.
LGP 5: Prepare learners to participate responsibly in the world of work, family, community, nation, and church.

STAGE 1: ESTABLISHED DESIRED RESULTS

TRANSFER GOALS:
Students will independently use their learning
to perform activity to develop cardiovascular fitness and muscular endurance.
to apply the techniques of water safety and a life-saving skill for own safety and to save the community inn case of emergency.
ENDURING UNDERSTANDING:
Students will understand that
Every individual has the responsibility of enhancing his/her own skill in giving basic life support, rescuing drowning victims, and
responding on mass casualty disaster for their own safety and to help the community in case of emergency.
ESSENTIAL QUESTIONS:
Students will find the answers to the question:
What are emergencies and natural disasters?
How does fitness activities like swimming and running benefit individual most especially in rescuing victims?
How can we prepare for an emergency or disaster? Am I/is my family or my community prepared?
How can I help my community prepare for and respond to a disaster?
What should I do in an emergency?
What are safe actions in different emergency situations?
Why should Mass Casualty Management be an important concern of the community?
ACQUISITION:
Knowledge:
Safety management Identifying risks, their causes and describe safer practices to manage these.
Interpersonal skills Identify the pressures that can influence interactions with other people and demonstrate

basic assertive strategies to manage these.

Process:
Positive attitudes Develop movement skills in challenging situations and describe how these challenges impact on
themselves and others.
STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

GRASPS NARRATIVE OF TRANSFER TASK
As part of Mass Casualty Incident Management of Junior students, A group of rescuers will response on the land and water disaster
G To come up with an Emergency Response Campaign on a mass casualty incident that helps the community to increase the
awareness for the need to prepare for large scale disasters and the potential for mass casualties
R You are a group of rescuers who are assigned to do a life saving techniques for rescuing victims with the task of doing an action
plan.
A Grade school and high school students of De La Salle Zobel School
S - Since attending school is mandated for every child in most countries including the Philippines, it is the ideal place to implement
effective disaster preparedness programs.
P Mass Casualty Management and Campaign
S The class will be evaluated using an assessment tool based on
Content, Accuracy, Group presentation, Plan for Organizing Information, materials/props,

SCAFFOLD FOR TRANSFER

LEVEL 1
Directed Prompt
LEVEL 2
Open Prompt
Physical Fitness Test

Basic Life Support
Survival Technique
Group Survival Challenge
LEVEL 3
Guided Transfer
Emergency Action Plan
(Mass Casualty Disaster)
LEVEL 4
Independent Transfer
Water and Land
Emergency rescue
(Video Coverage of the
Mass Casualty Disaster)
ASSESSMENT TOOLS (Unit Assessment Map)

TYPE
Pre-Assessment/
Diagnostic
KNOWLEDGE
KWL
PROCESS
UNDERSTANDING
PRODUCT/
PERFORMANCE
Pre-assessment skill
Physical Fitness Test
Water Tread
Swimming Stroke
Formative
Reflection
Movie Review
Summative
CPR assessment
Skill Assessment
Water Skill Challenge
Group survival Technique

1km Swim
Plan and manage a mass

casualty incident.
(Land and water rescue)
Students will engage

in discussions, multimedia research,
surveys, and
interviews to develop

their own
communication
campaigns aimed at
raising awareness and
motivating others to be
prepared for
emergencies.
Water and Land
Emergency Rescue
(Emergency Action Plan)

Self-Assessment
Water Tread
Swimming Lap
RELATED FACETS OF UNDERSTANDING
EXPLANATION: Explain the emergency action plan in rescuing victim.

INTERPRETATION: Interpret the steps in performing CPR on an infant, child and adult manikin utilizing personal protective
devices.
APPLICATION: Demonstrate group survival technique.
PERSPECTIVE: Develop civic-minded behaviour and sense of individual and collective responsibility.
EMPATHY: Understand the real-life emergency situations by applying the different steps in water and land survival skills
SELF-KNOWLEDGE: Demonstrate self-knowledge on Emergency Action Plans.

BLENDED ACTIVITIES/TOOLS
(F2F and e-learning activities are aligned)
ENVIRONMENT
ATTRIBUTES
FACE-TO-FACE
ACTIVE
Class Discussion
Warm-up Exercises
DLSZ Physical Fitness Test
Broad-Based Skills Developmental Drill

Water tread
Swimming Strokes
Cool down Exercises

Assessing Fitness Level
COLLABORATIVE
Group Survival
CONSTRUCTIVE
Survival Challenge
CPR
1 Km swim
AUTHENTIC
Planning and Organizing an Emergency Action

Plan
GOAL-DIRECTED
Water and land Rescue

(Emergency Action Plan)
STAGE 3: LEARNING PLAN FLOW
E-LEARNING
Movie Review
On-line Activities
Video Coverage of the event

LESSON PROPER
1. INTRODUCTION
Objectives: At the end of the lesson, the students will be able to:
1. Explain and demonstrate the DLSZ Fitness Test.
2. Perform the DLSZ Fitness Test properly
3. Respect the individual differences in performing the DLSZ Fitness Test.
Task 1: (F2F) and (Active) Week 1
A. Lecture and Demonstration

DLSZ FITNESS TESTING
1. Muscular and Strength and Endurance
Push-up
Curl-up
2. Muscular Flexibility
Sit & reach
Zipper Test
3. Aerobic Capacity Endurance
Pacer Test
4. Body Composition
BMI
B. Activity
The class will be grouped into 4 and perform the Fitness Test by station.

Station 1: Curl- up
Station 2: Push up
Station 3
Sit & Reach
Zipper Test
Station 4
Pacer Test

Task 2: (F2F) - Week 2

1.
Define disaster.
2.
Enumerate the different types of disaster.
3.
Explain the emergency action plan in rescuing victim.
Disaster Info-Collector
San Andreas 2015 The Movie
1.
ENUMERATE THE SURVIVAL TECHNIQUES AND FIRST AID PRACTICES THAT RAY AND COMPANY HAVE SHOWN
IN THE MOVIE. (Please identify the exact scene in the movie)
a. _____________________________________________________________
_____________________________________________________________
b. _____________________________________________________________
_____________________________________________________________
c. _____________________________________________________________
_____________________________________________________________
d. _____________________________________________________________
_____________________________________________________________

e. _____________________________________________________________
f. _____________________________________________________________
_____________________________________________________________
g. _____________________________________________________________
_____________________________________________________________
h. _____________________________________________________________
_____________________________________________________________
i. _____________________________________________________________
_____________________________________________________________
j. _____________________________________________________________

HOW
How does the disaster happen (give at least 2)? What is the science behind it?
WHAT TO DO
Before:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
During
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

After
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Describe what the disaster looks like to you

II.
INTERACTION
1. Enumerate the steps of cardiopulmonary resuscitation to an adult, child and infant in cardiac arrest.
2. Enumerate the guidelines in giving emergency care.
3. Demonstrate swimming strokes and water skill.
Task 3: (F2F) Week 3

A. Lecture
BASIC LIFE SUPPORT(BLS)
BASIC LIFE SUPPORT an emergency procedure that consists of recognizing respiratory or cardiac arrest or both and the proper
application of CPR to maintain life until a victim recovers or advanced life support is available.
GUIDELINES IN GIVING EMERGENCY CARE
GETTING STARTED
1. Planning of action
2. Gathering of needed materials
3. Remember the initial response as follows:
A ASK FOR HELP
I INTERVENE
D- DO THE FURTHER HARM
4. Instruction to helper/s
EMERGENCY ACTION PRINCIPLES
1. SURVEY THE SCENE
Is the scene safe?
What happened
How many people are injured?
Are there bystanders who can help?
Identify yourself as a trained CPR Provider
Get consent to give care
CHECK FOR CONSCIOUSNESS
2. PRIMARY SURVEY
Check for Airway
3. ACTIVATE MEDICAL ASSISTANCE AND TRANSFER

Call First and Care First

A bystander should make the telephone call or help (if available)
Somebody will be asked to arrange for transfer facility
4. DO A SECONDARY SURVEY
Interview the victim.
Check the vital sign
Perform head-to-toe examination
Head Tilt-Chin Lift Maneuver
Jaw-Thrust Maneuver
Check for breathing
Check for Circulation
PERFORMING CPR (Cardio Pulmonary Resuscitation) and

RESCUE BREATHING (RB) is a technique of breathing air into a persons lung to supply him or her with the oxygen needed to
survive.
1. Make sure the scene is safe for you to help.
Make sure the patient is clear of other immediate danger such as traffic or weapons.
2. Try to take precautions with gloves, pocket mask, etc.
3. Make sure you know how many patients you have.
4. Determine if they are conscious by tapping
and shouting "Are you OK?"
5. If no response have someone call medical assistance.
6. Position the patient on their back.
7. Check the ABC in first aid : Open the airway with a head-tilt chin8. LOOK-LISTEN-&-FEEL for breaths.
CHECK BREATHING FOR 5-10 SECONDS.
lift or jaw-thrust maneuver.

9. If they aren't breathing....

VENTILATE TWICE.
10. Check for a pulse by palpating(feeling)

the carotid artery
CHECK THE PULSE FOR 10 SECONDS
Task 4 (Active and Collaborative)

1.
2.
3.
4.
5.
III.
Rescue Breathing
Water Tread 3mins
Swimming Strokes Enhancement
Swimming Laps (200M)
Group Survival (Human centipede)
INTEGRATION
1.
Demonstrate on how to provide cardiopulmonary resuscitation to an adult, child and infant in cardiac arrest.
2.
Enumerate the steps to rescue drowned victim under water
3.
Demonstrate the steps to rescue drowned victim under water

4. Demonstrate swimming strokes and water skill.

5. Assess the steps to rescue drowned victim under water.
1.
Tread water for 8 minutes.
2.
Swim 600m for survival in any strokes
TASK 5: (Constructive) Week 4-6
Cardiopulmonary Resuscitation
PERFORMING CPR (Cardio Pulmonary Resuscitation) and
SEQUENCE IN PERFORMING CPR AND RESCUE BREATHING

Survey the Scene
The scene is safe, there is only one victim. Im _______ a trained First Aider. May I help?
Do the Primary Survey
Check responsiveness
Hey maam/sir are you ok?
Activate Medical Assistance
Hey maam/Sir, please activate medical assistance and report back to me as I asses the
Check Airway
Head-tilt Chin Lift /Jaw thrust maneuvers
The nose-mouth are clear
Check Breathing
(Look, Listen and Feel) for not more than 10 secs.
Victim is breathless
Give 2 initial ventilator maneuver( Breaths)
Check Circulation
(Look, Listen and Feel) check the pulse not more than 10 secs.
Condition of the Victims
(-)Breath(-)Pulse Victims has no signs of
circulation
Sir/Maam follow-up medical assistance and report back to me as I perform CPR
victim

(-)breath(=)Pulse- Victim has inadequate/no breathing but with signs of circulation

Maam/Sir, follow-up medical assistance and report back to as I perform RB
STEPS TO RESCUE DROWNED VICTIM UNDER WATER ( SOP)

1. Survey the scene
2. Water entry
Dive
Slide in
Stride entry
Step in
3. Approach
Modified strokes
4. Check the victim
5. Under water rescue
6. Recover
Survival strokes
7. Secure the Victim

TABLE OF COMARISON ON CARDIOPULMONARY RESUSCITATION FOR ADULT, CHILD AND INFANT
WEEK 7
1.
2.
3.
Enumerate the purposes of triangular bandage.

Give the different uses of triangular bandage.
Evaluate the sequence in performing CPR on Adult in written assessment.
Triangular Bandage
A triangular bandage is a piece of clothing material that can be utilized in an emergency. Among all the bandages,
it practically is the most readily available since you can convert any clothing material into a triangular bandage in
the event of an emergency.
Purposes of Triangular Bandage
to hold the dressing in place
to prevent infection

for direct pressure

for arm sling
to hold splints together

WEEK 8
1.
2.
3.
4.
Define Triage
Explain the purposes of triage tag.
Explain the simple triage and rapid treatment in a mass casualty incident.
Review triangular bandage and transporting victims.

REAL LIFE STORY




WEEK 9
1.
2.
Swim 1km for survival in any strokes

Perform the different triangular techniques.
Activities:
Warm up (Stretching)
TASK
BEGINNING
DEVELOPING
(10)
(14)
APPROACHING
PROFIENCY
PROFICIENT
ADVANCED
(18)
(20)
(16)
1 Km swim in
any strokes
Students almost
complete the
task and their
time will be
recorded
(kickboard)
Students
complete the
task and their
time will be
recorded
1 mile swim in
any strokes
Students will complete the task and their time will be recorded
Exempted in actual CPR and bandaging
Students
complete the
task in under 1
hour and 10
minutes
Guidelines for Assessment: 1 Km (20 laps)/ 1 Mile swim (32 laps)
Students
complete the
task in under
1hour
Students
complete the
task in under
50minutes

TASK
Triangular
Bandage
1. Head
Fracture
BEGINNING
2pts
Student missed
almost all the
tasks
DEVELOPING
4pts
APPROCHING
PROFICIENCY
6pts
PROFICIENT
8pts
Student missed
some of the
tasks
Student almost
completed the
tasks
Student
completed the
tasks
2. Forearm
Injury
NOTE:
1 Km- exempted in actual CPR
1 mile exempted in actual CPR and Bandaging
Guidelines for Assessment: Triangular Bandaging
Square knot
Clean and Neat
Kind of Cravat (type of injury)
Ends should be hidden
Total Appearance
ADVANCED
10pts
Student
completed the
tasks excellently

WEEK 10
1. Review the different water survival techniques
2. Perform the different water survival technique.
Activities:
a. Warm-up
Swimming strokes
Water Tread
Water Skill Challenge
Mechanics
The water skill challenge will be timed and the best time will be declared as the winning class.
22 participants consist of boys and girls
Each participant will be assigned to do 1 task. Just in case that the class will not be able to complete the
number of participants, any participants can do 2 tasks as long as it will not be doing 2 consecutive
tasks.
A ribbon necklace will be passed on to the next player to proceed to the next station.
There will be 1point deduction from total points of the class for every early start of the challenger.
There will be 1point deduction from total points of the class for every incomplete task.
Judgment of the officials will be final.
Tasks:
Station 1: CPR (Adult)

1. _________________________
Station 2: Triangular Bandage (2 types of bandaging)
1. _________________________
Station 3: Regular Strokes 100M (Front crawl and Breast stroke)
1. __________________________
2. __________________________

Station 4: Modified Strokes 100M (Front crawl and Breast stroke)

1. __________________________
2. __________________________
Station 5: Survival Strokes 100 M (Side stroke and back stroke)
1. __________________________
2. __________________________
Station 6: Group Survival 50 M (Human Centipede)

5 participants
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Station 7: Group Survival (2 Min Water Treading)

5 Participants
1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Station 8: Rescue Technique (Under water rescue)
1. ______________________________
2. ______________________________
Station 9: Under water surface dive 15M
1. ______________________________
Station 10: 500m Swim (Freestyle)
1. ______________________________

WEEK 11 12
Performance Task
1. Practice the Simple Triage and Rapid Treatment in a mass casualty disaster incident.
2. Response on a mass casualty disaster incident.
3. Make-up test
Mass Casualty Disaster/Incident Management
Objectives
Scenarios:
Water Rescue: Sinking Ship
Land Rescue: Earthquake (School)
1. To minimize the loss of life, disabling injuries and human suffering by providing effective emergency medical assistance
through the efficient utilization of medical and other resources in the event of emergencies resulting in multiple casualties.
2. To ensure the provision of adequate and integrated resources needed to mobilize teams to effectively manage casualties while
also maintaining the capability and resources to respond to other emergency situations within the community.
Survey Scene
Call out
Triage Tag
Treatment
Bandaging
Evacuation
Isolation
Record the condition

INDICATORS
POINTS
OUTCOME
For Unconscious Casualty Not Breathing No Signs of Circulation
1. React- Resuscitate
Check for hazards
Assess responsiveness
Call for help
2. Open airway
3. Assess breathing and
ventilate
Head-tilt chin-lift
Check Pulse
Assess breathing
Ventilate 2x Pinch Nose,
watch chest
Check Pulse
5. Chest compressions
and ventilations
Begin chest
compressions
Landmark for each
compression cycle
6. CPR
Points:
Advanced 5
Proficient 4
Approaching proficiency 3
Developing 2
Beginning - 1
Compress/release
count
3 Cycles - 30
compressions and 2
breaths (1 second for
each breath)
Recovery Position
Not less than 1min and
50 secs. or not more than
2 mins and 10 secs.

Name : _______________________
De La Salle Zobel School

Physical Education III
Junior: ____
Knowledge: __________
SEQUENCE IN PERFORMING CPR FOR AN ADULT VICTIM
Survey the Scene

The scene is 1. ________, there is only one victim. Im Joanne a trained First Aider. May I help?
Do the Primary Survey

Check responsiveness Hey maam/sir are you ok?
Activate Medical Assistance

Hey maam/Sir, please activate 2. ______________ and report back to me as I asses the victim
Check Airway
3. ___________ /Jaw thrust maneuver. The nose-mouth are clear
Check Breathing
(Look, Listen and Feel) for not more than 4. _____ seconds
Victim is breathless
Give 5. ________ initial ventilator maneuver( Breaths)
Check Circulation
(Look, Listen and Feel) check the pulse not more than 6.___________ seconds
Condition of the Victims

(-)Breath(-)Pulse Victims has no signs of circulation
Sir/Maam follow-up medical assistance and report back to me as I perform CPR
Compression- ventilation ratio: 7. _________________
Compression Area : 8. _________________________________
Depth : 9. __________________ inches
How to compress: 10. _________________________

Rescue Skills Assessment

Name: __________________________________________
THE TIMED EVENT (20pts)
You will have I minute and 40 seconds to complete the event.
Starting at the wall, swim 20 yards/meters
Face may be in or out of the surface
Surface dive feet first or head first
Retrieve a 2.5lb object (girls) and 5lb (boys)
Return to surface and return to starting point
Both hands must be holding the object
Face must stay at or near surface
Exit water without ladder or steps
Execute the event properly

NON- PROFICIENCY IN TIMED EVENT
1.
Failure to complete the event within a designated time
2.
Does not submerge enough to reach the object
3.
Does not locate the object
4.
Does not lift the 2.5lb/5lb object and return to surface
5.
Returns to the side holding in one hand
6.
Returns to the side underwater
7.
Unable to exit the water without ladders and steps
Rubric:
Beginning does not able to perform the task
Developing has 5 -7 missed tasks
Approaching Proficiency has 3-4 missed task
Proficient has 2-1 missed task
Advanced has completely perform the task
Junior ____________

Mass Casualty Disaster/Incident Management

Junior ______
Objectives
1.
To remove victims from any body of water other than a swimming pool.
2.
To minimize the loss of life, disabling injuries and human suffering by providing effective emergency medical assistance
through the efficient utilization of medical and other resources in the event of emergencies resulting in multiple casualties.
3.
To ensure the provision of adequate and integrated resources needed to mobilize teams to effectively manage
casualties while also maintaining the capability and resources to respond to other emergency situations within the community.
Action Plan
Survey Scene
Call out
Triage Tag
Treatment
Bandaging
Evacuation
Isolation
Record the condition

Tasks
Leader:
Triage Tag
1.
2.

3.
First Aid
1.
2.
3.
4.
5.
6.
7.
8.
Evacuation
1.
2.
3.
4.
5.
6.
7.
8.
Negotiator
1.
2.
Recorder:
1.
Videographers
1.
2.

ELEMENTS
Beginning
Developing
0
No effort
1 point
Steps not clear
No effort
None of the tags are correct
Bandaging
No effort
Transporting victims
No effort
None of the bandages are

neat or attractive in
appearance
None of the victims
transport safely and
properly in the station
Teamwork
No effort
Time Management
No effort
Victim Participation
No effort
Victims did not perform well
First Aid Kit

Usage
Mass Casualty
Disaster
management
No effort
Materials are not utilized

effectively
The team rarely focuses on
the task and what needs to
be done.
First Aid Materials
No effort
Plans steps clearly

stated
Triage Tag
No effort
Team does not work

together
Time is not managed
properly and effectively
The team does not bring any

first aid materials
Approaching Proficiency
3 points
Steps somewhat clear
Some of the tags are
correct
Some of the bandages
are somewhat neat
Some of the victims
properly in the station
Team works together
some of the time
Time is somewhat
managed properly and
effectively
Some of the victims
performed well
Some materials are
utilized well
The team focuses on the
task and what needs to
be done some of the
time.
The team brings first aid
materials but not
complete
Proficient
Advanced
5 points
Steps clear
8 points
Steps very clear
Most of the tags are

correct
Most of the bandages
are neat and/or
attractive
Most of the victims
properly in the
station
Team works together
most of the time
Time is managed
properly and
effectively
Most of the victims
performed well
Most of the materials
are utilized well
The team focuses on
the task and what
needs to be done
most of the time.
The team brings most
of first aid materials
All tags are correct
Mass Casualty Disaster Rubric Water Rescue and Land Rescue
All bandages are very

neat and attractive in
appearance
All victims transport
safely and properly in
the station
Team works very well
together all of the time
Time is managed
excellently
All victims performed
excellently
All materials are utilized
effectively
The team Consistently
stays focused on the task
and what needs to be
done.
The team brings
complete first aid
materials

Emergency Action Plan Video Coverage

Mass Casualty Disaster Incident (Water and land Rescue)

CATEGORY
Filming Quality
Filming
Techniques
Visual Editing
Camera Shots
5
4
3
2
Characters have
Characters have good Characters have okay
Characters have poor
excellent
composition; camera
composition; camera movement composition; camera
composition; camera movement is smooth; is jerky; lighting quality is
movement is very jerky;
movement is smooth; lighting quality is good problematic
lighting quality is very
lighting quality is
problematic
effective
Combines many
Combines 2 different
Focus on a single element in
Random techniques create
different elements
elements together -video -- plot; lip synching; stop a poor video
together -- plot; lip
plot; lip synching; stop motion; and/or animation to
synching; stop
motion; and/or
make a less-than-average video
motion; and/or
animation to make a
animation to make a good video
truly unique video
Rapid editing is
Some rapid editing is
Slow editing is employed; doesn't Little editing is employed;
employed to
employed to hold
really hold viewer's attention
doesn't hold viewer's
excellently hold
viewer's attention
attention
viewer's attention
Uses a high variety of Uses some variety of
Uses little variety of shots; shots Weak, repetitive shots;
effective shots; shots decent shots; shots
convey no messages about
shots have no connection
convey messages
convey some messages product/service
to product/service
about product/service about product/service
Transitions/Effects Excellent variety of

effective transitions
and effects; very
smooth blend
between scenes
Good variety of
Poor use of transitions and
transitions and effects; effects; jerky blend between
smooth blend between scenes
scenes
Little to no use of
transitions and effects; very
jerky blend between
scenes

Continuity
Scenes flow perfectly Scenes decently flow

Scenes poorly flow from one to
from one to the next; from one to the next; a the next; errors in continuity
no errors in continuity minor error in continuity
Process
Excellent Storyboard
is handed in with
video; clear evidence
from a lack of errors
that a thought
process was followed
Video is highly
original and unique;
doesn't copy another
video
Team has spent little
effort on
brainstorming and
refining a concept.
Team members are
unclear on the goals
and how their
contributions will help
them reach the goal.
Originality
Concept
Scenes weakly flow from

one to the next; many
errors in continuity
Storyboard is handed in Storyboard is poor; errors = little Lacks storyboard; many

with video; evidence
evidence of thought process
errors = little evidence of
from a lack of errors that
thought process
some thought process
was followed
Video is unique; only
Video is somewhat unique;
Video lacks uniqueness;
borrows some elements borrows elements from another copies elements from
from another video
video
another video
Team has brainstormed
their concept, but no
clear focus has
emerged for the team.
Team members may
describe the goals/final
product differently.
Team has a fairly clear picture of Team has a clear picture of

what they are trying to achieve. what they are trying to
Each member can describe what achieve. Each member can
they are trying to do overall but describe what they are
has trouble describing how
trying to do and generally
his/her work will contribute to the how his/her work will
final product.
contribute to the final
product.
Physical Education Department

Academic Year 2015-2016

Name: _________________________________Date: __________ Junior ___
MY REFLECTION
__________________________
KEEP
CHANGE
START
STOP

References:
http//life.family.com./emergency
http//www.armystudyguide.com
www.cert-la.com/triage/start.htm- START
http://www.slideshare.net
http://www.inquiry.net/outdoor/skills/b-p/triangular.htm
www.asisonline.org/councils/fire/MCI.ppt
San Andreas the movie

Pe 3 - Term 1 Module

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DEPARTMENT: High School

UNIT: Physical Education

LASALLIAN NxGEN BLENDED LEARNING MODULE

GRADE/YEAR LEVEL: Third Year

SUBJECT: Physical Education

UNIT TOPIC: Safety Education

TIME FRAME: June - September

Check applicable LGPs

DEPARTMENT: High School

STAGE 1: ESTABLISHED DESIRED RESULTS

DEPARTMENT: High School

basic assertive strategies to manage these.

STAGE 2: DETERMINING VALID EVIDENCE / ASSESSMENT

DEPARTMENT: High School

SCAFFOLD FOR TRANSFER

Physical Fitness Test

Group Survival Challenge

ASSESSMENT TOOLS (Unit Assessment Map)

Group survival Technique

Plan and manage a mass

Students will engage

DEPARTMENT: High School

(Emergency Action Plan)

EXPLANATION: Explain the emergency action plan in rescuing victim.

DEPARTMENT: High School

DLSZ Physical Fitness Test

Broad-Based Skills Developmental Drill

Cool down Exercises

Planning and Organizing an Emergency Action

Water and land Rescue

STAGE 3: LEARNING PLAN FLOW

Video Coverage of the event

DEPARTMENT: High School

A. Lecture and Demonstration

DEPARTMENT: High School

DEPARTMENT: High School

Task 2: (F2F) - Week 2

DEPARTMENT: High School

DEPARTMENT: High School

DEPARTMENT: High School

Describe what the disaster looks like to you

DEPARTMENT: High School

Task 3: (F2F) Week 3

DEPARTMENT: High School

Call First and Care First

PERFORMING CPR (Cardio Pulmonary Resuscitation) and

lift or jaw-thrust maneuver.

DEPARTMENT: High School

9. If they aren't breathing....

10. Check for a pulse by palpating(feeling)

Task 4 (Active and Collaborative)

DEPARTMENT: High School

4. Demonstrate swimming strokes and water skill.

SEQUENCE IN PERFORMING CPR AND RESCUE BREATHING

DEPARTMENT: High School

(-)breath(=)Pulse- Victim has inadequate/no breathing but with signs of circulation

STEPS TO RESCUE DROWNED VICTIM UNDER WATER ( SOP)

DEPARTMENT: High School

TABLE OF COMARISON ON CARDIOPULMONARY RESUSCITATION FOR ADULT, CHILD AND INFANT

Enumerate the purposes of triangular bandage.

DEPARTMENT: High School

for direct pressure

DEPARTMENT: High School