Grade

School: 7
GRADES Level:
1 to 12 Learning
DAILY Teacher: MAPEH/ Health
Area:
LESSON Teaching
LOG Dates and Quarter: 3RD QUARTER
Time:

SESSION 2
I. OBJECTIVES
A. Content Standards:
The learner demonstrates understanding of mental health as
a dimension of holistic health for a healthy life.

B. Performance Standards: The learner consistently demonstrates skills that promote

mental health.
C. Learning Competencies/Objectives: Explains that stress is normal and inevitable.
Write the LC Code for each H7PH- IIIa-b-29
Identify situations that develops eustress and distress.
H7PH- IIIa-b-30

Understanding stress
II. CONTENT
1. Eustress
2. Distress

III. LEARNING RESOURCES

A. References
PAGE 391 (Physical Education & Health 7: TG)
1. Teacher’s Guide Pages
PAGE 348 (Physical Education & Health 7: LM)
2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from Learning

Curriculum Guide Grade 7 ( August 2016, version)
Resource (LR) portal

B. Other Learning Resources Slideshare

Session 2
IV. PROCEDURES

A. Reviewing Previous Lesson or

Asking HOTS questions on mental health.
Presenting the New Lesson

Students must be able to explain that stress is normal and

B. Establishing a Purpose for the Lesson inevitable and can identify situations that develops eustress
and distress.

C. Presenting Examples/ Instances of the

Define stress (video clip on stress).
Lesson
D. Discussing New Concepts and Explain eustress and distress.
 Practicing New Skills
E. Discussing new concepts & practicing
new skills #2
F. Developing Mastery Leads to Formative
Assessment 3
G. Finding practical application of
concepts and skills in daily living
Identify situations that develop eustress and distress.
Pair-Share: Find a partner and enumerate five (5) activities
that help reduce stress and five (5) eustress and distress
that a student experience in school, family, and community.
● Group Presentation: The class will be divided into two
groups (Eustress Group and Distress Group)
● Identify five(5) stressful situations that develops
eustress and distress.
● Write your output in a manila paper and choose one
reporter for each group.

H. Making Generalization and Abstraction

Sum up the concepts discussed in the session.
about the lesson

Directions: Draw a smiling face ( ) if you consider it as a

source of eustress and a sad face ( ) if it causes
distress.

I. Evaluating Learning 1.Choosing a gift for a friend

2. Getting a failing grade
3. Getting a birthday surprise
4. Arguing with a classmate
5. Losing your money

Assignment: ¼ sheet of paper

J. Additional activities for application or 1. What is death?

remediation 2. What is the difference between loss and grief?

Reference: P.E. & Health LM, p. 354

V. REMARKS

VI. REFLECTION

A. No. of learners B. No. of learners who C. Did the remedial D. No. of learners
who earned 80% in scored below 80% who lessons work?sNo. of who continue to
the evaluation: needs additional activities learners who have caught require
________ for remediation: _______ up with the lesson: ______ remediation:
_________
E. Which of my teaching strategy/ies worked well? Why did these work?

F. What difficulties did I encounter with my principal or superior can help me solve?
Date: ______________ Checked by: ____________________________________