SCHOOL City of Naga , Cebu GRADE LEVEL 10

TEACHER NANETTE G.REPUNTE LEARNING PE

AREA

TEACHING DATE AND Week 1 QUARTER 1st

TIME

Daily Lesson Log

in

MAPEH
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learners demonstrate understanding of lifestyle and weight management to promote societal fitness.

B. Performance Standard The learners…

• maintain an active lifestyle to influence the physical activity participation of the community and society.
• practice healthy eating habits that support an active lifestyle.

C. Learning Competencies/ The learners…

Objectives • assess physical activity, exercise, and eating habit (PE10PF-Ia-h-39)

II. CONTENT

Lifestyle and weight management (Physical activity and eating habits)

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III.LEARNING RESOURCES

A. REFERENCES

1. Teacher’s Guide pages pp. 42-43 pp. 8-20 pp. 7-8

2. Learner’s Material pages pp. 35-37 pp. 5-6

pp. 6-

16

3. Textbook pages
4. Additional Materials PE 10 Q1 – module 1 PE 1 Q1 – module 1 PE 1 Q1 – module 1
from Learning
Resource (LR)
portal

B. OTHER LEARNING
REFERENCES

IV.PROCEDURES

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A. Reviewing Previous The teacher will ask The teacher will recall The teacher will ask The teacher will ask
Lesson or Presenting New these questions to the the previous lesson the following the students to recall
Lessons learners: and ask the following questions: the physical
questions: activities that they
• What is the • What is the have experienced in
importance of • How can you importance of Physical Education
physical fitness describe the physical activity when they were in
tests in achieving exercise and
importance of Grade 9.
healthy lifestyle? healthy eating
Filipino Food
• How much time Guide? habits? • What are the
do you engage • Is there any • What can you benefits of
in physical related activity suggest to your involving yourself
activity to friends, classmates
can you suggest to in physical
achieve healthy and family
achieve healthy activities and
lifestyle? members in
lifestyle? (5 minutes) exercising?
(5 minutes) achieving over-all • How many
health? minutes or hours
(5 minutes) were usually spent
on these activities?
• Do you think
people in your

community will
enjoy doing these
kinds of activities? (5
minutes)

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B. Establishing A Purpose for
the Lesson
The teacher will group Race to Connect.
the class in to four (4)
The teacher will divide
and ask the students to
the learners into
do activity no.6 “My
groups. Each group
Meal and Meal Habit
races to stand behind
Log” in LM page 35
the chair with the word
(15 minutes) that they think
significantly connects
(See attached tool)
weight to lifestyle. Only
one group can occupy
a chair. Groups could
switch places until the
signal to stay is given.
Discuss your group’s What Is It For You?
choice of word or
picture. Categorize The teacher will solicit
your choice: is it about ideas or opinion about
lifestyle (eating habits,
nutrition/food, or
physical activity and
physical exercise). Let the
activity/exercise. Let students do the
them explain the activity 2 on page 5-6
connection between of the LM.
“weight” and “lifestyle” (10 minutes)
using the different
words and pictures (See attached tool)
they have chosen.
(10 minutes)
(See attached tool)
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C. Presenting Examples / The teacher will
Instances of the New present
Lesson different
practices using
Flashcards/Power point
Presentation regarding
health practices. The
learners will identify if it
is HEALTHY or
UNHEALTHY and they
Based on the activity will give the REASON/S
above, the teacher will about their given
ask the following answer. Then the
questions to the teacher will ask the Use the earlier activity
students: following questions: as springboard in
presenting the lesson.
• Based on your • Which among the
work, what are the practices are • What aspects of
types of food do considered healthy your lifestyle do
you usually eat? and which are you think should
• How many unhealthy? be most attentive
servings do • Which of these do to? Why do you
you usually eat you do? say so?
per meal? • Can these practices • How balanced diet
• What eating habits help us to change affects your
are common in our eating habits? physical activity?
your group? Why? • How do you
• What do you think • Can these practices differentiate
are the effects of improve healthy physical activity
these eating habits? lifestyle? and exercise? (10
(10 minutes) How? minutes)

5
 (5 minutes)

(See attached tool)

D. Discussing New Concepts The teacher will discuss The teacher will discuss The teacher will discuss
and Practicing New Skills to the class the value of the Lifestyle, Weight on the general
#1 eating habits on Pages and Managing It. guidelines in
36-38 LM and pages 42- conducting PFT (e.g.,
43 on TG. (LM pages 11-15) reminders on safety
(15 minutes) measures; time
(20 minutes) management;
(See attached tool) accurate recording of
(See attached tool)
results; etc.) to
maintain healthy
lifestyle.

(see attachments PFT

MANUAL)

Individual students
should have their own
PFT results at the end
of the lesson/day

(35 minutes)

E. Developing Mastery Individual activity. Let the learners answer

(Leads To Formative the following
Assessment 3) The teacher will instruct questions:
the students to answer
the following questions • What are the
personally and share it risk factors that
to the class. affects your
health?
• How does BMI

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 help in

• What types of managing

food do you eat weight?
that are close to  What is the
the purpose of
recommendatio recreational
ns in the Filipino activities?
Food Guide?
(5 minutes)
• Do you think you
need to change
your meal
options? Eating
habits? Why or
why not?
(10 minutes)

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F. Finding Practical The teacher will ask The teacher will
Applications of The the learners to make present/post different
Concepts And Skills In a short speech scenarios showing
Daily Living entitled “My Eating different lifestyle. The
Plan for Healthy learners will identify
Living”. The teacher the Risk Factors, and
will call the students give Recreational
to present their Activity that they can
speech one by one. suggest to solve the
problem.
(50 minutes)
Scenario 1.
Marinezza is constantly
in a hurry trying to
meet deadlines.

Scenario 2. Luz eats

a lot of fast food items

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 like byrger and fries.

Scenario 3. Joel’s
belly and arms are
already flabby.

Scenario 4. Jeffrey
started getting
hooked on cigarettes
when he was just 14.

Scenario 5. Dixson
and his friends drink
beer every other night.
(10 minutes)

(See attached tool)

G. Making Generalizations And What is the The teacher will ask

Abstractions About importance of being the questions:
The Lesson mindful of your food
intake and physical • What is the
significance of
activities?
this lesson?
(5 minutes) • What would be
the effect of
unhealthy
lifestyle if we
will continue to
practice it?
• As a student
how can you
show your
concern to help
the people in
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 the community
living in healthy
lifestyle?
H. Evaluating Learning The learners will be
assessed through
noting the important
The speech of the things about the
learners will be lecture-discussion,
assessed using the Lifestyle, Weight and
Rubric for Short Managing It. The
Speech. teacher will provide
the answer sheet.
(See attached tool)
(see attached tool )

I. Additional Activities For The students are ask The students are
Application And to give the meaning asked to bring
Remediation of the following: tap measure.

• Obesity
• Diabetes
• Heart disease

V. REMARKS

VI.REFLECTION

A. No. Of Learners Who

Earned 80% In The
Evaluation
B. No. Of Learners Who
Require Additional For
Remediation Who Scored
Below 80%
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C. Did The Remedial Lessons
Work? No. Of Learners
Who Have Caught Up With
The Lesson.
D. No. Of Learners Who
Continue To Require
Remediation
E. Which Of My Strategies
Worked Well? Why Did
These Work?
F. What Difficulties Did I
Encounter Which My
Principal Or Supervisor
Helped Me Solved?
G. What Innovation Or
Localized Materials Did I
Use / Discover Which I
Wish To Share With Other
Teachers?

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