Lesson Plan in Health 3

1st Quarter

I. Objectives:
A. Content Standards
The learner demonstrates understanding of the importance of nutritional
guidelines and balanced diet in good nutrition and health

B. Performance Standards
The learner consistently demonstrates good decision-making skills in making
food choices.

C. Learning Competency
1. Describe a healthy person (H3N-Iab-11)

II. Content: Healthy Person

III. Learning Resources

A. References
1. Teacher’s Guide: Music,Art,Physical Education and Health 3, pp. 353-354
2. Learner’s Materia: Music,Art,Physical Education and Health 3,pp. 380-382
3. Additional Materials from the LR Portal: Video about a healthy person
4. Other Learning Resources: Radiance Worktext in Music, Arts, Physical
Education, and Health 3, pp. 345-350
B. Materials: pictures, charts, graphic organizer, video clips

IV. Procedure
A. Review
What is your favorite food?
Can you list down your favorite foods? Write them on the circles provided.

My
favorite
foods

1
How do we know if the food we eat is healthy? (Looking at the food pyramid, guides in
choosing the healthful diet that is right for you.)

Why does one need to eat healthy food?

B. Presentation
(Show videos about healthy person)
Ask: What are the characteristics of a healthy child according to the video
presented? (Appropriate weight and height, happy and pleasant, a healthy child
is active and smart.)
C. Developmental Activities
Learners will be grouped into three for the following activities to perform.

Activity 1: Write a short paragraph on the kind of foods that you eat and why
you enjoy eating them.
Activity 2: Draw a healthy person
Activity 3: Compose a short prayer thanking God for a healthy body.

(Note for the teacher: The activity should emphasize that proper nourishment
makes the person healthy. Ask the learners to form the groups they were
assigned to .Let each group discuss the activity given within 2minutes.Let a
group representative share their output).
Rate the group performance by the following rubric.
Content 6pts.
Cooperation& Discipline 5pts.
Creativity 2pts.
Neatness 2pts.
TOTAL 15pts.
Eating the right kind of food, is the key to a healthy body.
What is a healthy person?

D. Generalization
Proper nourishment makes the body healthy. A healthy child is active, smart
and happy.

V. Evaluation
Put a ( ) check on the blank if it describe a healthy person and a (X) cross if it
describes unhealthy person.

_________1. Proper nourishment makes the body healthy.

_________2. A healthy person is happy and pleasant.
_________3. A healthy child is active and smart.
_________4. A child who is sick cannot think well.
_________5. Our body feels tired most of the time if we don’t have enough
exercise.

VI. Agreement
Create a poster by cutting out pictures that show ways of becoming a healthy
person.

2
 Lesson Plan in Health 3
1st Quarter
Lesson 2

I. OBJECTIVES
A. Content Standard
Demonstrates understanding of the importance of the nutritional
guidelines and balanced diet in good nutrition and health.
B. Performance Standard
Consistently demonstrates good decision-making skills in making food
choices.

C. Learning Competency
Explains the concepts of malnutrition.
H3N-Iab-12

II. CONTENT : Concept of Malnutrition

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide: Music, Art, Physical Education and Health pp 353-
354
2. Learner’s Material: Music,Art, Physical Education and Health pp.383-
885,
The 21st Century MAPEH in Action 3, pages 211-
212
3. Additional Materials from the LR Portal:
4. Other Learning Resources:

B. Materials: real foods for groupings

IV. PROCEDURE
A. Preliminary Activities
1. Review: The teacher will put different foods on the table.
Are you healthy?
Please complete the phrase,
I am healthy because ___________.

2. Motivation
Class, look at the picture: (from google- healthy and unhealthy foods) Please illustrate
burger,fries and softdrink
Who eats the food in the
picture?

Can you name them?

3
 Do you think eating these kind of foods will make you healthy? Why
Don’t you know kids that eating does not always result to good
health?
Sometimes even you if you eat a lot, still you will not get the right
nutrients that your
body needs

B. Presentation
I would like you to meet these children, Malvar, Mario, Baltazar and
Paulo.
Let us identify who may or may not eat properly.

Who do you think eats properly? Why?

Who is NOT eating properly?
Why do you say so?
C. Developmental Activities

People who do NOT eat properly suffer from malnutrition. (Post the
word malnutrition on the board)
Who among the boys are suffering from malnutrition?
Who is eating too little or too healthy food?
What does he suffer from?(point to the word malnutrition)
Who is eating too little or too much unhealthy food?

What food do you think does the thin child eat? / NOT eat?
There are two form of malnutrition.
Undernutrition means eating too little and not getting enough
nutrients needed by the body.

Who is eating too much?

What does he suffer from?
What food do you think does the stout child eat? / NOT eat?

Overnutrition means eating too much that the body gets more
nutrients than what it can absorb.

The main cause of malnutrition is poor food and nutrient intake.

This is due to not eating the right kind of
food and by poor eating habit.

4
 Grouping:
Teacher will give picture to each group, make a short dialog and act
in front of the class. They may add characters if they want. (Teacher
may provide real foods if possible)

D. Generalization:
What is malnutrition? Is eating too much food, too little food or
not enough healthy food?
What is undernutrition? Is eating too little
What is overnutrition? Is eating too much

V. Evaluation
Choose the word that makes each sentence correct.
1. Malnutrition means (lack, good) of nutrition.
2. Undernutrition children eat too (many, little) food.
3. Malnourish children (do, do not) want to eat fruits and vegetables.
4. Children (follow, unfollow) proper eating habits becomes unhealthy.
5. Overnutrition children eats (more, less) but still not healthy.

VI. Agreement:
Draw a malnourish child. Write something about your drawing.

Lesson Plan in Health 3

1st Quarter
Lesson 3
I. Objectives
A. Content Standards
Demonstrates understanding of the importance of nutritional guidelines and
balanced diet in good nutrition and health.

B. Performance Standards
Consistently demonstrates good decision-making skills in making food choices.

C. Learning Competency
Identifies nutritional problems.
Competency Code H3N-Icd-13

5
II. Content
A. Topic: “Nutritional Problems”

III. Learning Resources

A. References
1. Teacher’s Guide:
2. Learner’s Materials: MAPEH 3, pp. 386-388
3. Additional Materials from LR Portal:
4. Other Learning Resources: The 21st Century MAPEH in Action 3, pp.
B. Materials: pictures, charts, flash cards

IV. Procedure
A. Preliminary Activities
1. Review
What food did you eat yesterday during lunch time? What food did you eat
last night during your dinner? How about your breakfast this morning? (The
learner will share the food they eat.)

How do those foods help a person?

The healthy food that we eat give us energy which enables us to work and
play. A healthy person eats well, sleeps well and is free from diseases.

B. Presentation
“Picture Analysis”
(Show pictures of children suffering from different nutritional problems)
(The learners will analyze and share insights about their thought in the picture
presented)

(Note: Pictures are taken from the Learners Material, MAPEH in Action 3, p. 386)

Ask: What is wrong with the child in the first picture? In the second picture? In
the third
picture? How about in the fourth picture?

This is due to not eating the right kind of food. It is also caused by poor eating
habits. This is the main cause of Malnutrition, the poor food and nutrient intake.

Do you know what will happen if a person lacks the vitamins and minerals for
growth and development? You will suffer the following problems:

1. Night Blindness – is a result of the lack of Vitamin A. A person with night

blindness cannot see well in the dark.
2. Beriberi – occurs when a person lacks Vitamin B.
Signs and symptoms are:
 Loss of appetite
 Difficulty in walking
 Weakness of leg muscles

6
  Numbness, aches, and pains
3. Scurvy – occurs when a person lacks Vitamin C.
Signs and symptoms are:
 Bleeding gums
 Loose teeth
 Bulging eyes
 Severe and easy bruising
4. Rickets – occurs when a person lacks Vitamin D.
Signs and symptoms are:
 Delayed growth
 Muscle weakness
 Skeletal defects such as bowed legs, curved bones, breastbone
projection, and big joints

C. Developmental Activities
Activity 1: Individual activity (Seat Work)
(The teacher will paste a chart of nutritional problems in column A and the
vitamins a person needs in column B. The pupils will match which vitamins
do they need for each nutritional problem to have a healthy body.)
Activity 2: Group activity: Focus Group Discussion (Role Playing)
Group the pupils into 4, each group will be given 1 nutritional problem that
they need to act in front of the class.

D. Generalization
Vitamins are nutrients that help regulate body functions. A person who lacks
vitamins in the body will suffer nutritional problems.

V. Evaluation
What vitamins could have been lacking with these kids? Choose your answer inside
the box then write the letter of your answer on the blank before each number.

a. Vitamin A b. Vitamin B c. Vitamin C d. Vitamin D

______1. Myrna noticed that her gums often swell and bleed. Her teeth are
loosening.
Her eyes are bulging.
______2. Chris is having trouble in seeing things at night time.
______3. Mike feels pain in his spine, pelvis. His muscles are weak. The muscles
are delayed in growth.
______4. Lily is having a hard time walking because of her weak leg muscles.

VI. Agreement

Search for different kinds of food rich in vitamins. Write at least 5 under each
category.

Vitamin A Vitamin B Vitamin C Vitamin D

7
 Lesson Plan in Health Grade III
First Quarter
Lesson 4

I. Objectives:

A. Content Standard

The learners demonstrate understanding of the importance of

nutrition, guidelines and balance diet in good nutrition and health

B. Performance Standards.

The learners consistently demonstrate good decision-making skills

in making food choices.

C. Learning Competencies

Describes the characteristics, signs and symptoms effect of the

various forms of malnutrition H3N-Iab-12

II. Content

- Good Nutrition and Health

- Nutritional Deficiency

III. Learning Resources

A. References
Curriculum Guide Health 3 2016
LM MAPEH 3 pp 389-391
Teachers Guide MAPEH 3 pages 361-365

B. Other Materials
Picture, illustration charts, activity chart/card, laptop, projector

IV. Procedure

A. Review

-Review lessons about the vitamins for life.

- Ask” What are the vitamins needed by our body?
- Aside from the vitamins you have learned during our previous lesson,
what else does your body needs to keep it healthy and strong?

8
B. Motivation

Show the pictures of food that can/can’t help on the good nutrition
(note: picture used were taken from internet, to be replaced)

Vegetable Junk foods milk

Soft drinks Fish,

- Which of these pictures are good for our body?

a foods
- Do you eat vegetables? Why?
- Elicit responses from the learners

C. Presentation
Present the Activity. “Gallery Walk”
- Group the learners into four
- Distribute the Activity Card on each group
- Set the standard in performing activity
- Discuss the direction
a. Learners go around the room and visit the station posted
around the room

(note: pictures used were taken from internet, need to

be replaced)

9
 Station 1

https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1
&ei=axGBXJ_CBYvVmAW1vYHoBA&q=symptoms+of+low+iron&oq=sym&gs_l=i
mg.1.2.0i67l8j0j0i67.413989.422363..425681...1.0..0.211.690.0j3j1......1....1..g
ws-wiz-img.......35i39.ue3_TAPCaBU#imgrc=E-1Ib_sNrpcPGM:

Station 2

https://www.google.com/search?biw=1366&bih=657&tbm=isch&sa=1
&ei=axGBXJ_CBYvVmAW1vYHoBA&q=symptoms+of+low+iron&oq=sym&gs_l=i
mg.1.2.0i67l8j0j0i67.413989.422363..425681...1.0..0.211.690.0j3j1......1....1..g
ws-wiz-img.......35i39.ue3_TAPCaBU#imgrc=E-1Ib_sNrpcPGM:
https://www.top10homeremedies.com/news-facts/calcium-deficiency-signs-
and-how-to-overcome.html

Station 3

https://www.top10homeremedies.com/news-facts/calcium-deficiency-signs-
http://paleozonenutrition.com/2013/10/01/mineral-deficiencies-in-new-
and-how-to-overcome.html
zealand-iodine/ b. Using the activity card have each group recall if they
experience any of these things mentioned in the stations
c. Let the learners share their experiences and list them on
their answer sheet/card
d. After the activity let each group report their output

10
D. Developmental Activity

- After the activity present the three nutritional deficiencies and

have the pupils match them into the symptoms signs in box A,
B and C

a. Iron Deficiency A. muscle cramps,

joint pains

B. anemia,
b. Iodine Deficiency paleness, dizziness

C. Bulging eyes,
c. Calcium Deficiency
enlargement of
the thyroid

- Using the out put of the pupils discuss the characteristics, signs
and symptoms effect on the persons with iron deficiency, iodine
and calcium deficiencies.

- Show the pictures of persons experiencing these deficiencies.

Picture of Picture of Picture of

person with iron person with person with
deficiency enlargement calcium
of thyroid deficiency

Have the pupils understand the concept about the symptoms and
effect of these deficiencies such as:
the
1. Iron deficiency – anemia – symptoms
- Weakness and tiredness, paleness, slow cognitive and social
development and dizziness
2. Iodine Deficiency – Goiter -symptoms
- Slow mental development
- Stunted Growth
- Difficulty in looking at bright light
- Weakness, sleeping, cold feeling
- Thick dry skin
- Difficulty in swallowing
11
 - Bulging eyes
- Enlargement of the thyroid
3. Calcium- Rickets/Osteoporosis -symptoms
- Muscle cramps, joint pain
- Brittle nails, dry skin
- Increase bone fracture or breakage

E. Skills Practice

After the discussion, divide the class into four groups

Use these activity

(Differentiated Instruction)
Group I – List down the signs and symptoms below that
describes vitamins deficiency

Iron Deficiency Iodine Deficiency Calcium Deficiency

Group 2- Identify the mineral content found on the food below.

Write your answer on your writing pad
(note: picture used were taken from the internet,
need to be replaced)

s
se

malungay

ichen

crab

12
 Group 3- Match the ailment/sickness on column A to the food
needed in column B
A B

Beans,
rickets
bread, egg

anemia Shrimp
Crab, clam

goiter Milk

Group 4 Make a slogan about prevention of mineral deficiency

- After the activity, let each group report their out put

F. Valuing: Finding practical application

If you’re mother ask you to eat some vegetables and you know that
you’re not eating these all the time but you have learned now that
these foods are important for your own good, what will you do? Why?

G. Generalization

- Ask the pupils to describe each effect, symptoms and prevention

of mineral deficiency using these statements.
1. A person with calcium deficiency may experience
_________________________
2. A person with iron deficiency may experience ________
3. A person with iron deficiency experience___________

4. “I can avoid iron /iodine /calcium deficiency by

_____________________

H. Evaluation
- Choice the letter of the correct answer
1. Which food is rich in iron
a. Bread c. shrimp
B. cereals D. red meat

13
 2. What condition is caused by lack of vitamin A?
a. Anemia c. Rickets
b. night blindness d. Goiter
3. Rex experiencing throat enlargement. He has difficulty in
swallowing. What mineral does Rex lack?
a. Iron c. calciu
b. Iodine d. Potassium

II. Match the symptoms in A to the deficiency in B.

A B
4. lack of appetite a. Goiter
5. Deformed and painful bones b. Rickets
c. Anemia

V. Assignment/Remediation
Ask your mother if they have experienced such mineral deficiency. If
yes, ask them What have they done to recover from this.

LESSON PLAN IN HEALTH 3

QUARTER 1 Learning Competency No. 5

I .OBJECTIVES
A. Content Standard The learner demonstrates understanding of the importance of
nutritional guidelines and balanced diet in good nutrition and health
B. Performance The learner consistently demonstrates good decision making skills in
Standard making food choices
C. Learning Discusses ways of preventing the various forms of malnutrition
Competency/s: Code – H3N-Ief-15

II. CONTENT NUTRIONAL DEFICIENCIES AND ITS PREVENTION

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Pages
2. Learner’s Materials MAPEH 3 pp. 361 - 366
pages
3. Text book pages

14
4. Additional Materials Other Learning References -
from Learning Friedma, F.P., et al., (2005)Lifetime Health. NY: Holt,
Resources Rinehart & Winston
DOST-PINOY(2010). A Training Manual for Nutrition Health
Workers, Taguig:DOST
Iodine Deficiency. American Thyroid Association,Retrived for
http://www.thyroid .org/iodine-
deficiency
Nutrition for Everyone.Center for Disease Control and
Prevention. Retrieved for
http://www.cdc.gov/nutrition/everyone/b
asics/vitamins/iron
Calcium defieciency.Ostelin.Retrieved for
http://www.ostelin.com.au/calcium/3/
Calcium quick facts .Office of Dietary Supplements – National
Institutes of Health. Retrieved from
http://ods.od.nih.gov/factsheets/calciu
m-quickfacts /#h6
K to 12 Curriculum Guide, DepEd, Philippines. September
2013
Blake, Kati (2012).Nutritional Deficiencies. Retrieved from
http://www/healthline.com/health/malnu
trition
Mayo Clinic Staf ( 2011 ).Goiter.Retrieved for
http://www.mayoclinic.com/health/goite
r/DS00217>Goiter</a
B. Other Learning
Resources
IV. PROCEDURES
A. Review * What are vitamins?
* Name some of the vitamins that we have learned in the previous
lesson.
* Aside from it, what else does our body need to function normally?

B. Presentation of * Present the jumbled letters. Let the pupils form the word. ( 3 min )
the lesson
OIRN DOINIE CLUIACM

* Let us read the new formed words.

* Aside from the vitamins that we have discussed the other day,
there are still important components that the body needs in order to
be healthy and strong

C. Development of * They are called minerals. What do minerals do to our body?

the lesson * Let us read the following phrases
B C
A stunted growth muscle
Feels weak difficulty in cramps
Feels tired swallowing joint cramps
Looks pale bulging eyes brittle nails
Feels dizzy enlarge lower frequent
part of the neck bone fracture
or breakage

Yellow board red board blue board

15
 ( phrases should be written on the prescribed colored cartolina)

D. Discussing new Let us unlock the difficult words like stunted, bulging and brittle
concepts and before proceeding to the activity. ( reference : dictionary )
practicing new skills  Words will be written in meta cards together with its
#1 meaning

E. Discussing new * Have you experienced or experiencing now any of the following
concepts and descriptions?
practicing new skills
#2 I BELONG ( Activity 1 )
( Let the pupils pick one strip of paper each base from the condition
they have experienced or experiencing color. Reference will be the
Color description board. Let the pupils group themselves according
to color. Let the pupils share their experiences to the group. ( 5 min )

* Let us now identify what nutritional deficiencies each group has.

The three groups describe the characteristics of persons with mineral

deficiencies.

What are minerals ? ( ref. MAPEH in Action Teachers Guide pp. 361
– 364 )
( Minerals are nutrients needed by our body for certain body processes
such as building strong bones and teeth and helping the nerves work.
It is also needed for regulating growth and for clotting of blood. Some
of these minerals are iron, iodine and calcium. )

The first group ( yellow board ) defines the characteristics of a

person with iron deficiency. Iron is a mineral needed by our body. It is
also a part of all cells and does many things in the body. Example, as
part of hemoglobin, it carries oxygen from the lungs to all parts of our
body. It also helps muscles store and use oxygen. It is a part of
enzymes and used in many cell functions

The second group ( red board ) defines the characteristics of person

with iodine deficiency
Iodine is a mineral needed for the production of thyroid hormones. If
the body lacks iodine, the body cannot produce thyroid hormone. This
can lead to the enlargement of the in the lower front of the neck. It can
also lead to hyperthyroidism and mental retardation in children.
Whose mothers have had iodine deficiency during pregnancy.

The third group ( blue board ) defines the characteristics of person

with calcium deficiency.
Calcium is an important mineral needed in order to build strong bones
and muscles

(Present the pictures in TG p. 365 )

Do the pictures below fit the descriptions of each deficiency ?

16
 There are ways ways on how we can prevent mineral deficiencies
.( LM pp 162-163)

Iron deficiency – Take a test for anemia regularly

Take iron supplement
Avoid excessive dieting or exercising which can
trigger symptoms for someone who is already at risk

Iodine deficiency - should observe dietary measures to prevent

iodine deficiency.
Include the use of iodized salt and consumption of
rich sources of iodine like sea foods.

Calcium deficiency – regular exposure to the early morning sunlight

Eat low-fat dairy products like cheese, milk, yugort ,
ice cream, broccoli, beans, spinach, sardines, tofu,
almonds, orange juice, cereals, soy products, bread
Take calcium supplement and vitamins.
F. Developing SENTENCE TALK (Activity 2) - With the same groupings, let them
mastery arrange the words to form a sentence that will answer the question
inside the envelope provided for each group.
Group reporting will follow afterwards ( 5 minutes )

Group A – How can iron-deficiency be prevented?

Group B – How can iodine deficiency be prevented
Group C – How calcium deficiency be prevented?

Envelope A Envelope B Envelope C

( Eat iron-rich food ) (Eat iodine-rich foods) (Eat low-fat dairy products)

G. Finding practical There will always be solutions to problems that we meet along the
application of way. Like for example problems on mineral deficiencies, There are
concepts and skills ways on how we can counter it. Food will always be the best and
in daily living good medicine to these health problems.
‘
LETS GO TO MARKET ( Activity 3 )
* I have here pictures of fruits, vegetables, meat, fish, ( refer to page
LM 390) posted on the board. Selected member of the three groups
will go to the board and pick out the foods needed to prevent mineral
deficiencies. Each group will present and explain kinds of food they
had taken.

17
 Group A - iron deficiency,
Group B - calcium deficiency
Group C - iodine deficiency.
.
H. Making * What are the three minerals needed by our body ?
generalizations and * Describe each mineral deficiency in one sentence.
abstractions about * Let the pupils complete the sentence “ I can avoid iron / iodine /
the lesson calcium deficiency by ____

V. EVALUATION
Analyze the sentences. Select the letter of the best answer. Write it
down on your answer sheet.

1. A person suffering from calcium deficiency should

a. Eat low-fat dairy products
b. Used iodized salt in cooking foods
c. Take iron supplement

2. A person with anemia may do the following except

a. Take a test for anemia regularly
b. Avoid excessive dieting or over-exercising
c. Use sunscreen regularly

3. What would you advise a friend whose mother is suffering

I. Evaluating from goiter?
learning a. Eat meat products regularly
b. Eat sea foods which is rich in iodine
c. Eat green, leafy vegetables

4. How can we prevent anemia ?

a. Eat foods containing animal proteins like red meat.
b. Expose yourself regularly to sunlight
c. Drink milk and eat dairy products

5. You have a neighbor who often experiences muscles cramps

and joint pains. You told him that he has calcium deficiency.
What is the best way to prevent these?
a. Take calcium supplements and vitamins.
b. Eat food rich in animal protein
c. Take iron supplement.
VI. AGREEMENT /
ASSIGNMENT
J. Additional
activities for Cut out pictures of foods needed to prevent anemia, goiter
application or and rickets. 3 pictures each. Paste it in your portfolio
remediation

LESSON PLAN IN HEALTH 3

FIRST QUARTER

18
I. OBJECTIVES
A. Content Standards: Demonstrates an understanding of the importance of
nutritional guidelines and balanced diet in good nutrition and health
B. Performance Standards: Consistently demonstrates good decision-making
skills in making food choices
C. Learning Competencies/Objectives: Identifies the nutritional guidelines for
Filipinos
H3N-1gh-16
II. CONTENT: Nutritional Guidelines for Filipinos
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: pages 369-371
2. Learners Materials Pages:Pages 417- 419
3. Textbook pages:
4. Additional Materials from LR portals
5. Other References: The 21st Century MAPEH, PAGES 215 - 221
IV. Other Learning Resources: Activity cards, pictures, chart, chalkboard
V. PROCEDURES

A. Preliminaries
1. Review:

Read the situation carefully and answer the question.

Marvi is your 8-year-old friend. She is sickly. She does not eat
healthy foods like fruits and vegetables. What advice can you give to
Marvi for her health condition so that she could avoid malnutrition?

2. Motivation: Draw your favorite food on each plate

MY FAVORITE FOODS

a. Is your favorite food healthy? Why do you

say so?
b. How much food can you eat?
c. Is it okay to eat too much or too less? Why?

3. Presentation Of The Lesson

Today, we are going to study the nutritional guidelines for Filipinos.

B. Development of the Lesson

19
 1. Modeling/Teaching
Teacher
Your body needs enough nutrients. These help your body do its work.
You should choose the right kind of food in the right amount.
The Department of Health has set Nutritional Guidelines for
Filipinos. You need to follow this rules to develop a healthy habits.

NUTRITIONAL GUIDELINES FOR FILIPINOS

1. Eat a variety of foods everyday to get the nutrients needed by the body.
2. Breastfeed infants exclusively from birth up to six months and then give
appropriate complementary foods while continuing breastfeeding for two
years and beyond for optimum growth and development.
3. Eat more vegetables and fruits to get the essential vitamins, minerals, and
fiber for regulation of body processes.
4. Consume fish, lean meat, poultry, egg, dried beans or nuts daily for growth
and repair of body tissues.
5. Consume milk, milk products, and other calcium-rich food such as small
fish and shellfish, everyday for healthy bones and teeth.
6. Consume safe foods and water to prevent diarrhea and other food-and
water-borne diseases.
7. Use iodized salt to prevent Iodine Deficiency Disorders.
8. Limit intake of salty, fried, fatty, and sugar-rich foods to prevent
9. Attain normal body weight through proper diet and moderate physical
cardiovascular diseases.
activity to maintain good health and help prevent obesity.
10. Be physically active, make healthy food choices, manage stress, avoid
alcoholic beverage, and do not smoke to help prevent lifestyle-related non-
communicable disease.
Source: ttps://www.fnri.dost.gov.ph/index.php/publications/writers-pool-corner/57-food-
and-nutrition/204-nutritional-guidelines-for-filipinos-a-prescription-to-good-nut

2. Guided Practice
Form 3 groups. Distribute activity card for each group to work on.
Say: You will be working with your group, how are you going to work so
that the outcome will be good?
The activity is good for 5 minutes followed by the presentation of outputs.

GROUP I

What nutritional guidelines is shown in each illustration?

20

Present your output through a clapping.

 GROUP 2

Check (/) the rule that follows the nutritional guidelines

of the Filipinos and cross(x) if not.
1. Eating more fruits and vegetables everyday.
2. Do regular physical activities.
3. Sleep 5-6 hours every day.
4. Maintain cleanliness. Wash hands, food, utensils
and work surfaces.
5. Use iodized iodized salt to prevent iodine
deficiency disorders
Present your output through rapping.
GROUP 3

Draw a smiley on the blank if the sentence is a Nutritional Guideline.

Draw a sad face if not.

___ 1. Consume milk, milk products and other calcium rich food such
as small fish and shellfish, every day for healthy bones and teeth.
___2. Attain normal body weight through proper diet, and moderate
physical activity to maintain good health and help prevent obesity.
___3. Limit intake of salty-rich foods to prevent Cardiovascular
diseases.
___4. Consume fish, lean meat, poultry, egg, dried beans or nuts
daily for growth and the repair of body tissues.
___ 5. Eat left over food that are not covered.
Present your work through singing.

Presentation of works/Reporting

Valuing: Did you participate in the activity? What did you share with
your group? Do you also practice this at home? Why?

3. Independent Practice
Yes or No: Write Yes if the statement follows the nutritional
Guidelines and No if not.
1. Washing hands before and after eating.
2. Eating less fatty food.
3. Avoiding drinking alcoholic beverages
4. Getting near people who smoke.

21
 5. Breastfeeding babies from birth up to 6 months.

Generalization:
What are the Nutritional Guidelines of Filipinos?

4. Application
Give at least two nutritional guidelines that you follow every day.

C. Evaluation

Direction: Identify the nutritional guidelines shown in the

drawings/pictures. Match column A with column B. Write only the letter of the
correct answer.

COLUMN A COLUMN B

1 Eat a variety of foods everyday

a to get the nutrients needed by
the body.
.
.

b Consume safe foods and

2
. water to prevent diarrhea
and other food-and water-
borne diseases.

c
3 Consume milk, milk
products, and other
calcium-rich food such as
small fish and shellfish,
every day for healthy
bones and teeth.
d.
Be physically active, make
4
healthy food choices, manage
22
stress, avoid alcoholic
beverage, and do not smoke to
help prevent lifestyle-related
non-communicable disease.
 Breastfeed infants exclusively from
birth up to six months and then give
e
appropriate complementary foods
..
while continuing breastfeeding for

5 two years and beyond for optimum

growth and development.

D. Agreement/Assignment
Answer the following:
1. What is a food Pyramid Guide?
2. Draw the Food Pyramid Guide.

Name of Teacher Section

Leaning Area HEALTH Time
Grade Level 3 Date

I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write for the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
Identify the different nutritional guidelines 3, 5.
7.and 8 for Filipinos
Demonstrates understanding of the importance
of nutritional guidelines and balanced diet in
good nutrition and health for Filipinos
Discuss the different nutritional guidelines for
Filipinos H3N-Ii-17
Nutrition guidelines for Filipinos (No.3, 5,
7, 8)
TG pp.372-374
LM pp. 397-400
Pictures, Charts, Picture of maze or puzzle

23
 - The .hcpbe, vol. 2. A resource book in health
for teachers. Manila: UNACOM - National
Nutrition Council (2012). 2012 Nutritional
guidelines for Filipinos. Retrieved from
http://www.nnc.gov.ph/home/item/5- 10-
nutritional-guidelines-for-filipinos-mga-gabay-
sa-wastongnutrisyon-para-sa-pilipino
Background Information

A nutrition guide is a model that gives advice

to achieve health. It usually has food groups
and recommendations for the right amount of
serving for each group.

24
Vegetables and fruits provide one’s body with
vitamins, minerals carbohydrates and fiber.
Vitamins help the body fight diseases. Vitamin
A helps to have healthy eyesight. Minerals
help one’s body work well and build new cells.
Calcium is a mineral that helps build bones
and teeth. Milk and dark green leafy
vegetables are good sources of calcium.

Root crops like ube, gabi ,tugi, potato, camote,

cassava, and legumes are good sources of
dietary fiber and help prevent risks for
diabetes, cardiovascular diseases and cancer.

Eating vegetable and fruits ensures that we get

the vitamins, minerals and fiber needed by the
body to work well.

Fish, lean meat, poultry and dried beans are

good sources of protein. Proteins are used by
the body to repair cells to grow. They also give
energy.

Limit the intake of salty food. One teaspoon of

salt contains about 2,300 mgof sodium.
Children from age 4-8 should eat less than
1,900 milligrams a day while those from age 9-
13-years old should eat less than 2,200
milligrams a day.

Fats are sources of energy needed for immune

system function and vitamin absorption. These
also cushion the internal organs of the body,
such as heart, liver and kidneys. Too much
eating of fatty foods will lead to obesity and
heart problems.

25
IV. PROCEDURES TEACHER’S ACTIVITY
A. Preliminary Activities 1. Instruct the pupils to turn to LM page 397.

2. Ask them to look for nutritious foodss found

in the puzzle.

3. After finishing, call on volunteers to identify

the foods they have found.

4. Ask the pupils:

a. What kinds of foods are these?
b. What do they give the body?

5. Guide the students in recalling the previous

lesson by asking, “How much of these foods
should you eat every day?”

B. Developmental Activity Activity 1

Activity 1 Match Me!

1. Ask the pupils, “Why do we need to eat

more vegetables, fruits, and root
crops?”

2. Instruct the pupils to turn to Gibohon 1.

p.398.

3. Tell them to match the picture to the

correct word in the other table.

Key: Fruits – vitamins

Vegetables – minerals
Root crops – carbohydrates
Milk – calcium

Ask the pupils, “What are other

examples of food that we should eat
more everyday?”

1. Instruct the pupils to turn to p. 399.

2. Tell the students that they go through

a maze towards a healthy self.

3. Guide the students in answering the

maze on p 399.

26
 Activity 2

1. Show pictures of: patis, toyo,

bagoong, chicharon, chocolates, and candies.

2. Ask the pupils:

a. How often do you eat these
foods?
b. Is it okay to eat too much of
these?

c. What may happen if we eat too

much of these?
3. Discuss the effects of eating too salty,
sweet, and fatty foods.

C. Post Activity Generalization:

Making generalizations and
Value Integration Ask the pupils to complete the sentence.

I should eat more

___________________________________
because _________________.

I should eat less

______________________________
because ___________________.

Value Integration

1. What is your part in the group

presentation?
2. How did you perform?
3. How did you help one another?

Read carefully and answer the question .

V. EVALUATION
Choose the letter of the correct answer.

27
 1. What is the number 7 nutrition
guidelines is about?

a. Consume milk, milk products and

other calciumrich foods.
b. Use iodized salt to prevent iodine
Deficiency Disorders.
c. Eat more vegetable
d. None of the above
2. Why do we need to eat fruits and
vegetables?
a. To become unhealthy
b. It leads to obesity
c. To ensures that we get the vitamins,
minerals and fiber needed by the
body to fight diseases.
d. All of the above
3. Which of the following are good source
of calcium?
a. Milk, shellfish, and eggs
b. Sugar
c. Cakes, soft drinks
d. None of the above
4. The milk, cheese and yogurt group are
important for _____?
a. Strong bones
b. Muscles
c. Teeth
d. Don’t know
5. Which of these are NOT considered a
nutrient?
a. Vitamin
b. Minerals
c. Fiber
d. fats

VI. ASSIGNMENT Answer Let’s Check on LM p400.

LESSON PLAN IN HEALTH 3

First Quarter
Lesson 8

28
I. OBJECTIVES
A. Content Standards
Demonstrates understanding of the importance of nutritional guidelines
and balanced diet in good nutrition and health
B. Performance Standards
Consistently demonstrates good decision-making skills in making food
choices
C. Learning Competency

Realizes the importance of following nutritional guidelines (H3N-Ij-118)

II. CONTENT
Nutritional Guidelines for Filipinos
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: 372-379
2. Learner’s Material Pages: 397-404
3. Textbook Pages:
4. Additional Materials from the LR Portal:
B. Other Learning Resources:
a. Pictures or video presentation of people with nutritional problems

b. Activity envelope for the first activity

c. Enlarged roulette for Application

d. Scoring Rubrics

IV. PROCEDURES
A. Review/Motivation
Ask: What is being shown by each picture?

29
 If we do not follow what is suggested in the picture, what do you
think will happen to us?

B. Presentation of the Lesson

Have the pupils study the pictures or video presentation of people with
health problems.
Ask: 1.What do you think are their health problems?

2. What caused their health problems?

30
 Tina Jose Mrs. Reyes
Lina

3. How could we avoid from having these kind of health

problems?

4. What benefits could we get if we follow each nutritional

guidelines?

Possible Answers:

1. Obesity, Micronutrient deficiency, Osteoporosis, Stomach ache

2. Too much eating, Lack of vitamins and minerals, Lack of calcium, contaminated
3. Eat healthy and clean foods and have an exercise.
Integration
4. Weinwill
Mathematics -Problem
become healthy Solving
and we Involving
can avoid Subtraction of Whole Numbers.
illness/diseases.
Mrs. Reyes is a retired teacher. She is eighty years old now and she is suffering
She stopped from drinking milk since she was fifteen years old. Now, she realized that m
rich in calcium are very important to have a strong bones and teeth. How long did Mrs.
drinking milk?

What will you do to avoid from having osteoporosis?

C. Development of the Lesson

1. Group Activity- Let’s Play Doctor

31
 Divide the class into four groups. Distribute the activity
envelopes and have each group work together to find the health
problem of their patient being describe in their activity sheets.
Discuss your output in front of the class.

Group 1-Patient Profile

Rizza is a Grade 3 pupil. She likes to eat hotdogs, fried chicken and barbecue.
vegetables. One day, she felt like she was about to collapse. She began to experienc
appetite and sleep. She was brought to the hospital. What is the health problem of Ri
is the cause of her health problem? What is your recommendations can you give to av
problem?
Disease: ____________________________________________________________________
Cause: ____________________________________________________________________
Recommendations: __________________________________________________________
ents Profile
a and Dan are best of friends. Every afternoon, they do not go straight home. They always drop
ila’s Ihaw-Ihaw wherein they love to eat “Isaw and “Palamig”. One morning, while they were
English class, Dan felt something rumbling in his tummy so he rushed to their comfort room. After
hua felt the same. They both started to vomit so the teacher brought them to the clinic. What is
oblem of Joshua and Dan? What do you think is the cause of it? What recommendation can you
similar health problem?
__________________________________________________________________________________
__________________________________________________________________________________
ations: ___________________________________________________________________________

tient Profile
“Bicol Express” is one of the popular food of Bicolanos. It is known not only in the region but
ntire country. Jessa’s family love this food. Their dining table will not be completed without it.
r father was brought to the hospital because of severe abdominal pains, dizziness and his blood
s not normal. What do you think is the health problem of Jessa’s father? What do you think is
his health problem? What is your recommendations so that he could avoid to suffer from similar
em?
__________________________________________________________________________________
__________________________________________________________________________________
ations: ___________________________________________________________________________

32
Group 4- Patient Profile

Tina is a food lover. She loves to eat sweets like cakes, ice cream and chocolate
fried foods like chicken, hotdogs and many more. But most of all, Tina eat too much ric
He gained 50 kilos at her age of nine. Because of her heavy body, she move les
She just watch TV most of her time.
One day, she woke up breathlessly and sweating all over. Her mother told her th
during her sleep. From that time on, she could cope up with physical activities.
Disease: _____________________________________________________________________

Cause: _____________________________________________________________________

Recommendations: ___________________________________________________________

SCORING RUBRICS
Indicators 5 4 3 2 1
1. Identified the disease of the patient
2. Enumerate the cause of health
problem of the patient
3. Neat and visible output
4. Presentation

2. Analysis
Ask:
1. What do you think was the health problem of Rizza?
2. What was the cause of her health problem?
3. What should you do to avoid such health problems?

Possible answers:

1. Micronutrients deficiency. It is defined as a lack of essential vitamins and min

small amounts by the body for proper growth and development.
2. Lack of Vitamins and Minerals
3. We must eat more vegetables and fruits to get the essential vitamins and min

33
 Ask:
1. What about Joshua and Dan? What were their health
problems?
2. What do you think was the cause of their health problems?
3. Do you eat street foods too? What are the risk of eating street
foods?

Possible answers:

1. Diarrhea/Cholera. It is an infectious disease that causes severe watery diarrhe

to dehydration and even death if untreated. It is caused by eating food or drink
contaminated with a bacterium called Vibrio cholera
2. Contaminated foods and drinks
3. Yes/No. Some street foods are contaminated with dust and other dirt.

Ask:

1. What about Jessa’s father? What was his health problem?

2. What is your recommendation to avoid such health problem?
3. What do you think was Tina’s Health problem and its cause?
4. What should you do to prevent from having such health
problem?
5. What possible guidelines we must follow to become healthy and
avoid from having diseases?
6. If we follow the nutritional guidelines, do you think we could fight
health problems? How?
7. Why it is important to follow nutritional guidelines?

Possible answers:

1. Jessa’ father has hypertension. It is also known as high blood pressure (HBP), is
medical condition in which the blood pressure in the arteries is persistently eleva
2. To avoid hypertension,34
eating fatty and salty foods must be avoided.
3. Tina’s health problem is obesity. Obesity is a medical condition that occurs whe
carries excess weight or body fat that might affect their health.
4. Abstraction
What is the importance of following nutritional guidelines?

5. Application
Game: Spin and Tell
Direction:
a. Divide the class into two groups.
b. Prepare an enlarged roulette as shown in the picture. Let
each group alternately spin the roulette.
c. If they fall on the picture, they are going to tell the health
benefits they could get if they follow the indicated
nutritional guidelines.
d. If they got the correct answer, they will automatically earn
10 points.
e. The group with the highest score will win the game and
be awarded with sticker star.

35
 SCORING RUBRICS
Points Indicator
40-50 Excellent
30-39 Very Good
20-29 Good
10-19 Fair
0-9 Needs Improvement

D. Assessment
Explain the importance of following nutritional guidelines. Fill in the
blank with the correct phrase to complete the sentence.
Following nutritional guidelines is very important
because___________________________________________.
E. Agreement
Make your own daily plan that shows your healthy lifestyle during
Saturday.

Lesson Plan in Health 3

1st Quarter
Lesson 9

I. Objectives
A. Content Standards

36
 The learner demonstrates understanding of the importance of
nutritional guidelines and balanced diet in good nutrition and health.

B. Performance Standards
The learner consistently demonstrates good decision-making skills in
making food choices.

C. Learning Competency
Describes ways of maintaining healthy lifestyle (H3N-Ij-19)

II. Content: Maintaining Healthy Lifestyle

III. Learning Resources

A. References
1. Teacher’s Guide: MAPEH 3, pp. 377 - 379
2. Learner’s Material: MAPEH 3, pp. 405 - 408
3. Additional Materials from the LR Portal:
4. Other Learning Resources:
B. Materials: pictures, chart of the song

IV. Procedure
A. Preliminary Activities
1. Motivation
Let us sing the song “I Have Two Hands”
I have two hands
The left and the right,
Hold them up high,
So clean and bright,
Clap them softly 1 – 2 – 3,
Clean little hands are good to see.

What was our song all about?

Is it important to have clean hands? Why?

B. Presentation
Healthy lifestyle helps to keep and improve people’s health and
well-
being.
There are different ways to become healthy these are:
 Healthy eating – eat more leafy vegetables and fruits everyday
to
get essential vitamins, minerals and fiber for regulation of
body
processes. Drink 8-10 glasses of water everyday.

37
  Physical activities – activities that strengthen muscles and
bones
like biking, walking, playing games and some exercises
everyday.

 Stress management – don’t think too much, being relax is

better.
Like watching TV/movies and singing.

C. Developmental Activities
There are words inside the box. Identify if they are as to healthy eating,
physical activities and stress management.

eat green leafy vegetables playing games eat fruits

watching TV jogging exercise daily

Healthy eating Physical activities Stress management

The learners will be group into three to do the assign task.

38
 Group 1 – Select pictures inside the enveloped
that shows healthy eating
Group 2 – Perform an exercise to show
physical activities for healthy lifestyle
Group 3 – Write the different ways of maintaining healthy lifestyle.

D. Generalization
What should we do to maintain healthy lifestyle?
Is it important to stay healthy eaveryday? Why?

V. Evaluation

Healthy Lifestyle Puzzle

1. Divide the class into three (3) groups.

2. Give each group a picture puzzle about a healthy lifestyle.
3. Let each group say something about the picture that they form.

Group 1

Group 2

Group 3

VI. Agreement/Assignment

Cut out pictures that show a healthy lifestyle and paste it in a coupon bond.

39
 Lesson Plan in Health 3
1ST Quarter

I. Objectives
A. Content Standards
Identify and discuss nutritional guidelines 9 and 10
B. Performance Standards
Describe ways of maintaining healthy lifestyle
C. Learning Competency
Evaluate one’s lifestyle
H3N-Ij-20

II. Content: Nutritional Guidelines 9 and 10

Maintaining Healthy Life Style
 Proper diet
 Regular exercise
 Avoid people who smoke
 Avoid drinking alcoholic beverages

III. Learning Resources

A. References
1. Teacher’s Guide: MAPEH 3 pp.377-379
2. Additional Materials from the LR Portal
3. Other Learning Resources: Learning Materials pages 405-408

B.Materials: Realia, skipping rope, zumba dance video, effects of smoking and
alcoholic beverages video

IV. Procedure
A. Preliminary Activities
Motivation:
Class do you know about zumba?
Everybody stand and let us look at the television and follow the moves of the zumba
instructor.
Did you enjoy dancing zumba?
What did you feel while doing the activity?
Do you get the same feelings when you exercise?

40
 B. Presentation
Activity
We have 2 scenarios here.
(1) Performing/doing healthy activities
(2) Doing bad habits such as (drinking alcohol, eating unhealthy foods)
Your group leader will pick your scenario and you are going to show it in a form of
Pantomime.
Analysis
What are the activities in the first group?
Can this activities help us maintain good health and help prevent obesity?
How about in the second group, do they physically active?
Do they eat healthy foods?
What are the activities that can harm and lead them to diseases?
Abstraction
The activities performed by the group 1 belong to Nutritional Guideline Number 9.
The objectives of this guidelines are to attain normal body weight through proper diet and
moderate physical activity to maintain good health and help prevent obesity.
The activities performed by the group 2 is contrary to Guidelines Number 10 because
in this guideline the objective are to be physically active, make healthy food choices,
manage stress, avoid alcoholic beverage and do not smoke to help prevent lifestyle-related
non -communicable diseases.

Creating a healthy lifestyle for you includes how you eat, how you behave
and most of all your daily habits, responsibilities, respect and appreciation for
your body, mind and spirit.
However, not all your activities and even the adult habits are good for a
healthy lifestyle and this include excessive alcohol drinking and smoking. Let us
watch about the video of the effects of smoking and drinking alcohol.
Did you learn something from the video?
Did you get its message?
What does it want to show?

C. Generalization
What are the ways of maintaining a healthy lifestyle?
Are they important? Why?
Application
Encircle the healthy food and healthy activities that can help us to maintain healthy
life style.

41
 Evaluation
Read each situation very carefully. Write T if it shows ways of maintaining healthy
lifestyles and write F if it does not show ways of maintaining healthy lifestyle.
_______1. Drink a glass of milk everyday.
_______2. Eat junk foods during recess time.
_______3. Eat breakfast every morning.
_______4. Watch television from morning until afternoon.
_______5. Drink three (3) bottles of soda everyday.
_______6. Drink plenty of fruit juices.
_______7. Drink 8-10 glasses of water daily.
_______8. Expose yourself near to the place of smokers.
_______9. Always play with friends every weekend.
_______10. Play computer games until midnight.

Agreement
Cut-out pictures that shows a healthy lifestyle and paste it on a bond paper. Below each
picture, identify whether it belongs to Nutritional Guidelines Number 9 or Nutritional
Guidelines number 10.

Lesson Plan in Health 3

First Quarter

I. Objective
A. Content Standards
The leaner demonstrates understanding of the importance of good
nutrition and health.

B. Performance Standard:
The learner consistently demonstrates good decision-making skills in making
food choices.

C. Learning Competency
Adopts habit for a healthy lifestyle, H3N-Ij-21

II. Content
Habit for a Healthy Lifestyle

III. Learning Resources

A. References
1. Teacher’s Guide, MAPEH 3
2. Learner’s Material, MAPEH 3, page 29
3 .Other Learning Resources: 21st Century MAPEH in Action, p.222
B. Materials
Pictures, charts, Audio Visual Material

IV. Procedure

42
A. Preliminary Activities
1. Motivation
Ask the pupils about their favorite foods.
What are your favorite foods found in your community?
How about your favorite activities?
Are the foods you eat and the activities you do well to your body?

B. Presentation of the Lesson

Show the following pictures to the pupils (pictures taken from Google)

The pupils will group the pictures.

1. From the pictures, what are the activities that you usually do?
2. What are the foods you often eat?
3. Are these activities and foods good for your health?
4. What are the healthy foods should you eat?
5. What are the healthful activities should you do?

C. Developmental Activities

The pupils will be grouped into four. Complete the table by posting pictures
that makes a person healthy.
Picture of pizza pie Playing basketball
Picture of milk sleeping
Picture of carrots Watching TV
Soft drinks Playing at the computer shop
Ice cream Fruits
Rice Coffee
Hotdog playing with friends
Squash French fries
Fish playing outside the whole day

Group 1 Group 2
What are the foods should a child What are the foods a child should
eat? not to eat?

Group 3 Group 4
What are the physical activities What are the physical activities
should a child do? should a child not to do?

43
 Discuss the activity. The pupils will explain the healthy eating habits and
activities of a person.

D. Generalization

What are the healthy habits that you need to adopt to have a healthy
lifestyle?
The following are the healthy habits that a person need.
* Eat fruits and vegetables
*Drink 8 glasses of water
*Drink milk instead of Soda
* Less junk foods
* Have some exercise
* Keep yourself clean/ Practice good hygiene
* Sleep at least 8 hours

V. Evaluation

Show/flash the following pictures to the pupils. Write check mark √ if the pictures
show healthy lifestyle and cross mark X if not.
1. A child eating mixed vegetables
2. A child drinking water
3. A child eating popcorn
4. A child eating fruits
5. A child having enough sleeps
6. A child playing badminton
7. A child watching TV all day
8. A child on jogging
9. A child playing on computer
10. A child drinking tetra pack juice

VI. Agreement
Cut-out 5 pictures of a person adopting a healthy lifestyle.
Paste it in your notebook.

44