SCHOOL Tañong High School GRADE LEVEL 7

DAILY TEACHER Ruby Rose E. Ramos LEARNING AREA MAPEH (Health)

LESSON TEACHING
November 14-18, 2022 (Week 2)
LOG DATE AND QUARTER Second
12:40 PM to 7:00 PM
TIME
I. OBJECTIVES
A. Content Demonstrates understanding of nutrition for a healthy life during
Standards adolescence.
B. Performance Makes informed decisions in the choice of food to eat during adolescence.
Standards
 describe the characteristics, signs and symptoms of malnutrition
and micronutrient deficiencies (H7N-IId-f-23)
 discuss ways of preventing and controlling malnutrition and
C. Learning micronutrient deficiencies (H7N-IId-f-24)
Competencies/  explain the signs and symptoms of eating disorder (H7N-IId-f-25)
Objectives  discuss ways of preventing and controlling eating disorders (H7N-
IId-f-26)
 apply decision-making and critical thinking skills to prevent
nutritional problems of adolescents (H7N-IIg-h-27)
II. CONTENT Eating Disorder
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide
2. Learner’s Manual HEALTH EDUCATION SLM
Second Quarter – Module 2: Eating Disorder
https://drive.google.com/file/d/
1tluhAbHPWPF1PXGckVWL9SLbO9CP6F6Z/view
3. Textbook
4. Additional
materials from
(LR) portal
B. Other Learning
Resources
IV. PROCEDURE
DAY 1 GUIDED CONCEPT EXPLORATION
A. Reviewing
previous lesson/s Activity: Fill up the chart with one or two examples of foods according to
or presenting the the given nutritional needs
new lesson

B. Establishing a
purpose for the Let us assess your eating habits by doing the activity below. Put a check
lesson in the space provided before each number if the behavior relates to you
and cross if it doesn’t.
C. Presenting
examples/instanc Direction: Read the situation and then answer the questions that follow.
es of the new Tamara is a Grade 7 student who wants to be popular and attractive to
lesson everyone. She is not happy with her weight, so she tries to diet. However hard
she tries, she fails. Feeling hopeless and disappointed at herself, she eats
everything she sees, but after eating she goes to the bathroom to induce vomiting.
Questions:
1. What eating disorder does Tamara have?
2. What can you suggest to Tamara to overcome this problem?
3. What are the dangers if this problem is not corrected?

D. Discussing new Malnutrition and Micronutrient Deficiencies

concepts - Signs and symptoms of micronutrient deficiency
DAY 2 - 3 EXPERIENTIAL AND INTERACTIVE ENGAGEMENT
E. Continuation of
the discussion of Activity: Teacher-led Discussion
the new concepts The teacher will discuss the important concepts of nutrition and its
importance.
1. Types of Eating Disorders:
- Anorexia nervosa
- Bulimia nervosa
- Binge eating disorder
2. Definition
3. Warning signs
4. Health risks

F. Developing REMEDIATION
mastery
REINFORCEMENT
Choose one of the nutritional problems and issues listed below. Then, create a
poster or slogan that will illustrate the different harmful effects of it in your body.
Think of a title for your work. Do this in an oslo paper. Don’t forget to briefly
explain your work on its back portion and attach it in this module.

a. Skipping breakfast
b. Not eating on time
c. Eating in the fast food most of the time
d. Having junk diet

Criteria for checking: Presentation – 4 points

Content – 4 points
Explanation – 2 points
Total – 10 points

G. Finding practical
applications of Activity:
concepts and Write a paragraph for each that describes possible signs of the disorder
skills in daily that other people might notice. Next, write a paragraph about the health
living consequences that each person may have.

Sophia is 15. At 5’5” tall and 115 pounds, she looks in the mirror and sees a fat
person. At dinner, she tells her parents, “I’m not hungry – I’ll eat later.” But
Sophia doesn’t eat later because she has begun to starve herself in secret. For the
 past week, she’s been eating about 400 calories a day.

Possible signs of Sophia's eating disorder that other

people might notice: _____________________
Health consequences Sophia might face: _____________________
How I might be able to help Sophia: _____________________

H. Making
generalization Students will summarize what they have learned by answering the
questions below by explaining in their own words.
1. What is eating disorder?
2. What are the differences between bulimia from anorexia and nervosa?
3. What are some characteristics of people with anorexia nervosa?
4. What is binge eating disorder?
5. Why are people who suffer from an eating disorder at risk of dying
from these disorders?

DAY 4 LEARNER - GENERATED OUTPUT

I. Evaluating
Learners

J. Additional
Activities for Activity: Help Jenna!
Application or Read the situation given and analyze following suggestions. Then, put a
remediation check if the suggestion should be considered, if not, put a cross mark.
 Demonstrate healthy eating habits.
Monitor her daughters' computer use.
Enlist the help of a professional.
Criticize her daughter who is overweight.
Monitor her daughters' television use

V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the Formative
Assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
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
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:

RUBY ROSE E. RAMOS

Teacher I

Checked and Validated by:

DARREN L. BANCOD LEAH S. CAYETANO ANTONIO G. ANDRES
Master Teacher Head Teacher III Principal I