LESSON PLAN IN HEALTH 1

School NABASAN ELEMENTARY SCHOOL Grade Level Grade 1

Teacher MARJORIE L. LUDOVICE Learning Area HEALTH 1
Date OCTOBER 18, 2023 Quarter 1

I. OBJECTIVES
Understands the importance of good eating habits and
A. Content Standard
behavior.
B. Performance Standard Practices healthful eating habits daily.
Tells the consequences of eating less healthful foods.
C. Most Essential Learning
(H1N-Ic-d-2)
Competencies
Value the importance of not eating less healthful foods.
(MELCs)/Learning Objectives
Choose healthful foods to eat.
II. CONTENT Consequences of Eating Less Healthful Foods
III. LEARNING RESOURCES
A. References
MELCs in MAPEH (Health) p. 444
 Teacher’s Guide Pages
Curriculum Guide p. 11
Health Unang Markahan – Modyul 2 (Self-Learning Module)
 Learner’s Materials Pages
Health Kagamitan ng Mag-aaral Bikol pp. 6-7
 Textbook Pages
 Additional Materials from
the LR Portal
“Dyaran! An Kambal na Hebigat” storybook, laptop, projector,
B. Other Learning Resources
pictures, charts, speaker
IV. PROCEDURE
A. Reviewing the previous a. Action Song: “Mga Masustansyang Pagkawn”
lesson or presenting the new b. Present pictures of healthy and less healthy foods.
lesson (Integration in Araling Panlipunan: Mga Pangunahing
Pangangailangan – Pagkain)
c. Ask the pupils to identify and group the healthy foods from
the less healthy foods.
(Integration in Health: Distinguishing Healthful from Less
Healthful Foods)
B. Establish a purpose for the a. Ask the following questions:
lesson a. “Arin sa duwang grupo ning mga pagkawn an dapat na
kanun ning mga akus? Nyata?”
(Integration in Math: Counting Numbers/Concept of
“Less Than” and “More Than”)
b. “Uno ngani an angal ta sa mga pagkawn na bukon
maray masustansya?”
c. “Maray daw sa lawas an pagparakawn ning mga
junkfoods?”
b. Say: “Nganang aldaw, ayo kita mangingilanlan na kambal
na mahilig magparakawn ning mga junk foods. Aramun ta
kung uno an nangyari sanda san pagparakawn ninda ning
mga bukon maray masustansyang pagkawn.”
C. Presenting 1. Say: “Ayu ako babasawn na istorya tungkol sa mag-
examples/instances of the new ipangod na kambal na muyaon magparakawn ning mga
lesson junk foods.”
2. Setting of Standards During the Reading of the Story
“Uno ngani po dapat an gigibon ning mga akus kapag
nagabasa ning istorya an maestra sa munan?”
3. Presentation of the Story
“An titulo ning istorya ta “Dyaran! An Kambal na Hebigat!”
na isinurat ni Luis P. Gatmaitan, M.D. dangan ipig-gurit ni
Mike Amante.”
 (Integration in Mother Tongue: Parts of a Book)
4. Giving of the Motive Question
“Sisay an kambal na hebigat?”
5. Reading of the Story
(Present the story using a power point presentation.)
6. Answering of the Motive Question
“Sisay an kambal na hebigat?”
7. Comprehension Check-Up
a. “Uno an itsura san kambal na hebigat?”
b. “Nyanga daw ta arug sato an itsura san kambal?”
c. “Uno an mga pigagibo ninda ta naging arug sato an
sandang mga lawas?”
d. “Uno an nangyari sa mag-ipangod dahil sa pagiging
mataba ninda?”
e. “Uno-uno an mga sinabi nu doctor na dapat nindang
gibon para magmaray an kambal?”
f. “Uno-uno an mga ginibo ning pamilya nina Chester at
Cheska para maging malusog an kada usad sanda?”
g. “Uno kaya an mangyayari sa kambal kun magakawn
sinda ning mga mas masustansyang mga pagkawn
kina maga-exercise sinda ning tama?”
h. “Uno naman kaya an mangyayari sanda kun indi ninda
gigibon su mga sinabi nu doctor?”
i. “Arin an mas dapat nindong kanun, su masustansya o
su junk foods? Nyata?”
D. Discussing new concepts 1. Ask:
and practicing new skills # 1 a. “Sa pag-una nindo, magiging arog daw sato sina
Chester dangan Cheska kun nagasunod sinda sa
pigasabi ni Nanay Vilma?” Pawno ninyo nasabi?”
b. “Dapat daw na magsunod kita kin pigasabyan kita ning
para sa ikararay ta? Nyata?”
(Integration in ESP: Pagiging Responsable sa
Pangangalaga sa Sarili sa pamamagitan ng pagkain
ng mga Masustansyang Pagkain)
E. Discussing new concepts 1. Guide the pupils to recall the foods from the story that the
and practicing new skills # 2 twins love to eat.
2. Ask the following questions:
a. “Mga maray daw sa lawas an mga pagkawn na
muyaun pagkanun san kambal? Nyata?”
b. “Uno ngani an angal sa mga pagkawn na bukon maray
masustansya?”
3. Guide the pupils to tell the consequences of eating less
healthful foods.
4. Present pictures showing what will happen if:
a. they do not eat healthy foods and eat less healthy
foods instead;
b. they eat healthy foods.
5. Ask: “Uno an epekto sa kalusugan o sa lawas ta kun an
pagparakanun ta puro “junk foods”?
(Integration in ESP: Epekto sa Kakayahan at Katawan ng
Pagkain nang Di-Wasto)
F. Developing mastery (Leads 1. Group Activity
to Formative Assessment 3) Divide the class into three groups. Each group will be
given an envelope.
Group 1 – “BOTD (Baon of the Day)”
Pick three healthy foods that you should bring at school
for your “baon”.
Group 2 – “1,2,3 Action!!!”
Act out what will happen if one eats less healthy foods
or “junk foods”.
Group 3 – “Kumain Ka!”
Recite the rhyme “Kumain Ka!”.
 (Integration in Mother Tongue: Rhyming Words)
G. Finding practical application 1. Present the game “Hep Hep! Hooray!” and explain the
of concepts and skills in daily mechanics.
living Panuto: Isuryaw ang “Hooray!” kin an pangungusap
nagasabi ning tamang gawi. Isuryaw naman an “Hep Hep!”
kin sala an pigasabi.
a. An pagparakawn ning mga dulsi nakatabang para
pumuti dangan gumayon ang satun na mga ngipun.
b. An gatas nakatabang para maging makusug an satun
na mga tulang.
c. Nakapagayon ning kulit an pagkawn ning mga
masustansyang pagkawn.
d. Nakapakusug ning lawas an pag-inom ning mga
softdrinks.
e. An pagkawn ning mga masustansyang pagkawn
nakatabang para makaiwas kita sa mga sakit.
H. Making generalizations of 1. Ask the following questions:
concepts and skills in daily a. “Unong klase ning mga pagkawn an dapat tang
living pagkanun?”
b. “Nyanga ta importante na magkawn ning mga
masustansyang pagkawn?”
c. “Nyanga ta dapat tang iwasan an pagkawn ning mga
“junk foods”?”
d. “Uno an mangyayari sa lawas o sa sadiri ta kun
magparakawn kita ning mga bukon maray na
masustansyang pagkawn?”
I. Evaluating learning Panuto: Igurit an √ sa blangko kun maray an pigasabi san
pangungusap dangan X kun bukon maray.
_____ 1. Magakawn ako ning gulay na karabasa para
maglinaw
an sakun na mga mata.
_____ 2. Masiram na pamawan an usad na bote ning coke
dangan hamburger para maging mas makusug an
lawas.
_____ 3. An French fries dangan ice cream maray na kanun
pag matangang gabi.
_____ 4. Mas magiging magayon an kulit kun magakawn ning
dakul na prutas dangan gulay.
_____ 5. Nakapataba ning lawas an pagkawn ning mga “junk
foods”.
J. Additional activities for Gibon sa Balay:
application or remediation Mag-drowing o mag-gunting ning mga ritrato san mga
masustansyang pagkawn na maray para simu. Idukut yadi sa
notebook.
VI. REMARKS:

VII. REFLECTION:
A. No. of Learners who earned
80% on the formative
assessment
B. No. of Learners who require
activities for remediation
C. Did the remedial lesson/s
work? No. of learners who
have caught up with the lesson
D. No. of learners who
continue to require remediation
E. Which of my teaching
strategies worked well? Why
did this work?
 F. What difficulties did I
encounter which my
supervisor/principal/department
head help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Other Sources Used:

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