DAILY LESSON PLAN

DLP No.: 1 Learning Area: Health Grade Level: 7 Quarter: 1 Duration: 60 minutes
Identify the right foods during adolescence.
Learning Competency/ies: CODE:
(Taken from the Curriculum Guide)
Key Concepts / Understandings to The learner demonstrate s understanding key concepts of health and fitness in achieving, promoting. And sustaining
be Developed wellness for quality life.
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or Remembering identify, retrieve, Identify the foods that are found in the
condition of The learner can recall information and retrieve recognize, duplicate, list, compartments of the Food Guide Pyramid.
knowing relevant knowledge from long-term memory memorize, repeat,
something with describe, reproduce
familiarity gained Understanding interpret, exemplify, Discuss thoroughly the different groups of
through experience The learner can construct meaning from oral, written classify, summarize, infer, food and the number of servings daily in the
or association and graphic messages compare, explain, Food Guide Pyramid
paraphrase, discuss

Skills Applying execute, implement,

The ability and The learner can use information to undertake a demonstrate, dramatize,
capacity acquired procedure in familiar situations or in a new way interpret, solve, use, illustrate,
through convert, discover
deliberate, Analyzing differentiate, distinguish, Distinguish the three basic food groups and
systematic, and The learner can distinguish between parts and compare, contrast, organize, its functions.
sustained effort to determine how they relate to one another, and to outline, attribute, deconstruct
smoothly and the overall structure and purpose
adaptively Evaluating coordinate, measure, detect,
carryout complex The learner can make judgments and justify defend, judge, argue, debate,
activities or the decisions describe, critique, appraise,
ability, coming evaluate
from one's Creating generate, hypothesize, plan,
knowledge, The learner can put elements together to form a design, develop, produce,
practice, aptitude, functional whole, create a new product or point construct, formulate,
etc., to do of view assemble, devise
something

Attitude Categories: List of Attitudes:

Growth 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-
in Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, confidence, Wellness,
feelings name, point to, reply, select, sit, Study, use Respect, Honesty, Personal
or 2. Responding to Phenomena - Active participation on the part of the learners. discipline, Perseverance,
emotion Attends and reacts to a particular phenomenon. Learning outcomes may emphasize Sincerity, Patience, Critical
al areas. compliance in responding, willingness to respond, or satisfaction in responding thinking, Open-
A settled (motivation). mindedness, Interest,
way of Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label, Courteous, Obedience,
thinking perform, practice, present, read, recite, report, select, tell, write Hope, Charity, Fortitude,
or 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges Resiliency, Positive vision, Demonstrate the
feeling from simple acceptance to the more complex state of commitment. Valuing is Acceptance, Determined, importance of Food
about based on the internalization of a set of specified values, while clues to these values Independent , Gratitude, Guide Pyramid in
someone are expressed in the learner's overt behavior and are often identifiable. Tolerant, Cautious, preparing menu plan
or Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, form, Decisive, Self-Control, for a day.
somethin initiate, invite, join, justify, propose, read, report, select, share, study Calmness, Responsibility,
g, 4. Organization - Organizes values into priorities by contrasting different values, Accountability,
typically resolving conflicts between them, and creating a unique value system. The Industriousness, Industry,
one that emphasis is on comparing, relating, and synthesizing values. Cooperation, Optimism,
is Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Satisfaction, Persistent,
reflected explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, Cheerful, Reliable, Gentle,
in a relate, synthesize Appreciation of one’s
person’s 5. Internalizing values - (Characterization): Has a value system that controls their culture, Globalism,
behavior behavior. The behavior is pervasive, consistent, predictable, and most importantly, Compassion, Work Ethics,
characteristic of the learner. Instructional objectives are concerned with the student's Creativity, Entrepreneurial
general patterns of adjustment (personal, social, emotional). Spirit, Financial Literacy,
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Global, Solidarity, Making
practice, propose, qualify, question, revise, serve, solve, verify a stand for the good,
Voluntariness of human
act, Appreciation of one’s
rights, Inclusiveness,
Thoughtful, Seriousness,
Generous, Happiness,
Modest, Authority,
Hardworking, Realistic,
Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
learner's Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
principle name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love
s or 2. Responding to Phenomena - Active participation on the part of the learners. of truth, Kindness, Humble
standard Attends and reacts to a particular phenomenon. Learning outcomes may
s of emphasize compliance in responding, willingness to respond, or satisfaction in
behavior responding (motivation). 2. Maka-tao
; one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, Concern for Others, Respect Concern for the
judgmen label, perform, practice, present, read, recite, report, select, tell, write for human rights, Gender members of the
t of what 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges equality, Family Solidarity, family of the foods
is from simple acceptance to the more complex state of commitment. Valuing is Generosity, Helping, Oneness they eat everyday.
importa based on the internalization of a set of specified values, while clues to these
nt in life. values are expressed in the learner's overt behavior and are often identifiable.
Go Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow,
beyond form, initiate, invite, join, justify, propose, read, report, select, share, study 3. Makakalikasan
learner’s 4. Organization - Organizes values into priorities by contrasting different values, Care of the environment,
life on resolving conflicts between them, and creating a unique value system. The Disaster Risk Management,
earth, emphasis is on comparing, relating, and synthesizing values. Protection of the
include Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend, Environment, Responsible
more explain, formulate, generalize, identify, integrate, modify, order, organize, Consumerism, Cleanliness,
than prepare, relate, synthesize Orderliness, Saving the
wealth 5. Internalizing values - (Characterization): Has a value system that controls their ecosystem, Environmental
and behavior. The behavior is pervasive, consistent, predictable, and most importantly, sustainability
fame, characteristic of the learner. Instructional objectives are concerned with the 4. Makabansa
and student's general patterns of adjustment (personal, social, emotional). Peace and order, Heroism and
would Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform, Appreciation of Heroes,
affect practice, propose, qualify, question, revise, serve, solve, verify National Unity, Civic
the Consciousness, Social
eternal responsibility, Harmony,
destiny Patriotism, Productivity
of
millions.
(Intentio
nally
add
value to
people
everyday
.)
2. Content Nutritional Needs Of Adolescents

3. Learning Resources
Physical Education and Health 7
TG pp. 328-332

4. Procedures
4.1 Introductory Activity (2 minutes). This part introduces the lesson Curriculum A. The Teacher asks questions:
content. Although at times optional, it is usually included to serve as a Contextualization ●What particular event or occasion among the Catholic
warm-up activity to give the learners zest for the incoming lesson and Localization: that all families will be preparing foods for our ancestors
an idea about what it to follow. One principle in learning is that Consider/include who are now in their eternal life?
learning occurs when it is conducted in a pleasurable and comfortable here the appropriate ●What foods are usually prepared by your
atmosphere. Local Heritage family during this occasion?
Themes:
A. Annual Rites,
4.2 Activity/Strategy (8 minutes). This is an interactive strategy Festivals, and B. Developmental Activities
to elicit learner’s prior learning experience. It serves as a Rituals ●Let the students do Activity 1: Four Corners
springboard for new learning. It illustrates the principle that (Historical/Religiou (Individual Performance)
learning starts where the learners are. Carefully structured s Festivals, Local ● The Teacher Processes the activity thru questions:
activities such as individual or group reflective exercises, group Cultural Festivals, 1. What is your answer in each statement?
discussion, self-or group assessment, dyadic or triadic Local 2. Do you think teenagers require higher demands of
interactions, puzzles, simulations or role-play, cybernetics Delicacies/Product nutrients? Why?
exercise, gallery walk and the like may be created. Clear s Festivals, Rituals, 3. As an active adolescents what are your nutritional
instructions should be considered in this part of the lesson. needs?
Wedding Ritual,
Palihi Ritual, Burial
Ritual,
4.3 Analysis (2 minutes). Essential questions are included to B Literary The teacher asks questions:
serve as a guide for the teacher in clarifying key understandings Anthologies Written ●How can you achieve your full growth
about the topic at hand. Critical points are organized to In Local Language potential?
structure the discussions allowing the learners to maximize (BALITAW, BALAK, ●The teacher presents a video clip showing how
interactions and sharing of ideas and opinions about expected Folktales/ Short physical and mental develop.
issues. Affective questions are included to elicit the feelings of Stories, Local Heroes
the learners about the activity or the topic. The last questions or C. Historical Events,
points taken should lead the learners to understand the new
Enduring Values,
concepts or skills that are to be presented in the next part of the
Indigenous
lesson.
4.4 Abstraction (12 minutes). This outlines the key concepts, Materials, The teacher introduces and discusses:
important skills that should be enhanced, and the proper Indigenous Cultural ●Important elements of good dietary guidelines
attitude that should be emphasized. This is organized as a Communities/Indigen ● Food guide pyramid and its emphasis
lecturette that summarizes the learning emphasized from ous People, ● Great sources of the five main food groups and its
the activity, analysis and new inputs in this part of the Indigenous Games nutritional value in the body.
lesson. D. Topography, Flora/ ● Right proportion and recommended serving per
Fauna (Falls, day of each group.
● Healthy eating guidelines.
Mountains, River,
Cave, Trees, Flower,
4.5 Application (6 minutes). This part is structured to ensure
Fauna
the commitment of the learners to do something to apply their Group Activity: Check your daily diet
new learning in their own environment. E. Food & Local
●Let the students answer some questions:
products 1. What did you discover about the food you eat
G. Role Model Family (Call only 3 students to answer)
2. Were you able to follow most of the nutritional
guidelines for Filipinos.
3. What do you plan to do now?
●Group the students according to their skills and
abilities. Tell them to perform the plan to achieve full
potential through the following tasks:
Group I: Create a song in 5 lines, lyrics will be your
plan
Group II: Draw your plan in a cartolina
Group III: Write a short poem
Group IV: Role play

4.6 Assessment (6 minutes). For the Teacher to: a) Assess whether learning objectives have been met for a specified duration, b) Remediate
and/or enrich with appropriate strategies as needed, and c) Evaluate whether learning intentions and success criteria have been met.
(Reminder: Formative Assessment may be given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ performance or Presentation, Dance, Musical
behaviors are recorded, based on assessment criteria) Performance, Skill
Demonstration, Group Activity
(e.g. Choral Reading), Debate,
Motor & Psychomotor Games,
Simulation Activities, Science
Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities,

(Teachers talk to and question learners about their learning to Written Work and Essay, Picture
gain insights on their understanding and to progress and clarify Analysis, Comic Strip, Panel
their thinking) Discussion, Interview, Think-
Pair-Share, Reading

c) Analysis of Learners’ Products Worksheets for all subjects,

(Teachers judge the quality of products produced by learners Essay, Concept Maps/Graphic
according to agreed criteria) Organizer, Project, Model,
Artwork, Multi-media
Presentation, Product made in
technical-vocational subjects
d) Tests Skill Performance Test, Open-
(Teachers set tests or quizzes to determine learners’ ability to Ended Question, Practicum, Pen Formative Test
demonstrate mastery of a skill or knowledge of content) and Paper Test, Pre and Post 10 items
Test, Diagnostic Test, Oral Test, Please see TOS and Formative Test
Quiz notebook dated _____
4.7 Assignment (2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson Bring your printed Food Guide Pyramid and paste it
in your journal.

 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete work on something; to bring something

to an end) (2 minutes). Always remember that you need to eat foods that
Describe how you will complete the lesson and bring the work to a conclusion/end. your body needs to support your growing body and to
This can be done by: prevent future health problems.
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong quotation, a short
song, an anecdote, parable or a letter that inspires the learners to do something to
practice their new learning.