DETAILED LESSON PLAN FORMAT

DLP No.: 1 Learning Area: PHYSICAL Grade Level: 10 Quarter: FIRST Duration: 1 hour
EDUCATION
Learning Assesses physical activity, exercise and eating habits. Code:
Competency/ ies: PE10PF-Ia-h-39
Key Concepts/ Demonstrates understanding of lifestyle and weight management to promote societal fitness.
Understandings to
be Developed:
1. Objectives
Knowledge Understands the importance of physical activity, exercise and eating habits to promote fitness
Skills Ability in performing the desired exercise to get fit.
Attitudes Discipline in doing the physical activity, exercise and eating habits to get fit
Values Discipline in doing the physical activity, exercise and eating habits to get fit
2. Content/ Topic Lifestyle and Weight Management (physical activity and eating habits)
3. Learning OHSP Y1Q1, MODULE 1 ; 2010 SEC Y1Q1; 2010 SEC Y2Q1 ENJOY LIFE W/ PE AND HEALTH,
Resources/ TX AND TM UNIT 1; Powerpoint presentation, Videos, Cartilina/ Manila paper, Pentel pen, Laptop,
Materials/ Projector/TV
Equipment
4. Procedures
Prepare learners for physical activity using general or sports-specific warm up exercises.
1. Let learners choose a partner.
4.1. Introductory 2. Ask learners to do light jogging around the venue to gradually elevate their heart rate.
Activity (10 mins.) 3. Ask them to stretch their legs, arms, back, and neck for several minutes.
The time allotted to properly warm up the body can spell the difference between performing well
and getting oneself injured. Learners should spend about 5-10 minutes on warm up routine.
Learners should execute either general warm-up exercises like jogging or running, or sports-
specific warm-up exercises by using the movements that will be used in the actual physical activity.
Discuss the connections between lifestyle and weight management
1. Divide learners into groups of five to eight members each.
2. Give these instructions to the learners:
a. Each group races to stand behind the chair with the word that they think significantly
4.2. Activity connects weight to lifestyle. Only one group can occupy a chair. Groups could switch
(10 mins) places until the signal to stay is given.
b. Discuss your group’s choice of word or picture. Categorize your choice: Is it about
nutrition/food, or physical activity/exercise?
NOTE: Make sure to explain clearly and extensively the connections between WEIGHT AND
LIFESTYLE using the different words and pictures. Emphasize that their lifestyle, which included
nutrition and physical activity, affects their weight.
Discuss the meaning of lifestyle and the importance of lifestyle factors
1. Group learners into five to eight members each.
2. Show the lifestyle concept map. Ask learners to write words associated with lifestyle.
3. Focus the discussion on the ff.
4.3. Analysis - Describe the words given.
(10 mins.) - What were the words commonly given by the group
- What words were mentioned only once
4. Ask the groups to define lifestyle based on the words given by each members.
5. Ask a group representative to present their definition in class.
Examples of words that they may associate with LIFESTYLE are nutrition/food, exercise, sports,
rest and sleep, smoking, and drinking. They may write other words; that important thing is that the
learners should be able to connect these words with LIFESTYLE. Help them make this connection.
Elaborate on the importance of the words they write.
Discuss weight management, and healthy and unhealthy eating practices
1. Distribute the healthy or unhealthy checklist
2. Ask the learner to do the ff.
4.4. Abstraction - Put a check mark on the practices that show healthy weight management and eating
(10 mins.) practices and a cross mark on the unhealthy ones.
3. Concentrate the discussion on the ff.
- What practices did you consider healthy or unhealthy?
- Why these practices were considered healthy or unhealthy?
Ask learners to discuss their answers with their seatmate.
Learners will know their fitness levels in terms of cardiovascular endurance, agility, and
coordination
Determine cardiovascular endurance, agility, and coordination levels of learners
4.5. Application 1. Pair up the learners.
(15 mins.) 2. Distribute physical fitness record.
 3. Discuss each of the physical fitness test protocols and how to fill out the fitness record.
4. Give these instructions to the learners:
a. Perform the test alternately and record each other’s scores.
b. Monitor physical fitness during the entire school year. Follow the physical fitness test
protocols.
c. Record scores in the Physical Fitness Record.
What can you do to maintain and improve your fitness level scores?
Discuss weight management, and healthy and unhealthy eating practices.
1. Distribute the Healthy or Unhealthy checklist.
2. Ask the learners to do the following:
a. Put a check mark on the practices that show healthy weight management and eating
practices and a cross mark on the unhealthy ones.
5. Assessment b. Explain your answer briefly. Do this in your activity notebook.
3. Concentrate the discussion on the following:
 What practices did you consider healthy or unhealthy?
 Why these practices were considered healthy or unhealthy?
4. Ask learners to discuss their answers with their seatmate.
NOTE: Discuss the repercussion of their eating practices and weight management. Ask them how
they feel about their answers. Which practices should they r4etain and which should they modify?
6. Assignment Research about the risk factors for lifestyle diseases (obesity, diabetes, heart diseases)
7. Wrap- up/ 1. Individual sharing.
Concluding 2. Ask some students to volunteer
Activity: 5 minutesWhat can you do to maintain and improve your fitness level scores?
Prepared by:
Name: KEVIN L. MANTO School: SABANG NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER 1 Division: DANAO CITY
Contact Number: 09427952969 Email address: freshmen_kevin@yahoo.com