Detailed Lesson Plan (DLP) Format

DLP No.: 1 Learning Area: Health Grade Level: 2 Quarter: 1 Duration: 1 hr

Learning Code :
Competency/ies:  Discuss the importance of eating a balanced meal H2N-Ib-6
(Taken from the Curriculum  Discuss the important function of food
Guide)  Explain the principles of a balanced diet H2N-Icd-7
 Demonstrate a good decision-making skill in H2N-Ie-8
choosing food to eat to have a balanced diet H2N-Ie-8
Key Concepts /
Understandings to be Principles in Eating Balanced diet: Food Pyramid
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 1. Objectives
2015)`
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize, duplicate, list, Review the basic information about the
of knowing The learner can recall information and memorize, repeat, describe, reproduce
something with importance of eating a balanced meal
retrieve relevant knowledge from long-
familiarity gained term memory
through experience interpret, exemplify, classify, summarize,
or association
Understanding Compare and contrast the important
The learner can construct meaning infer, compare, explain, paraphrase, discuss
function of foods
from oral, written and graphic
messages
Explain the principles of a balanced
meal

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

Growth in feelings or 1. Receiving Phenomena - Awareness,
emotional areas. willingness to hear, selected
A settled way of attention
thinking or feeling Behavioral Verbs: ask, choose,
about someone or describe, erect, follow, give, hold,
something, typically identify, locate, name, point to, reply,
one that is reflected
select, sit, Study, use
in a person’s
2. Responding to Phenomena - Active
behavior participation on the part of the
learners. Attends and reacts to a
particular phenomenon. Learning
outcomes may emphasize
compliance in responding,
willingness to respond, or
satisfaction in responding
(motivation).
Behavioral Verbs: aid, answer,
assist, comply, conform, discuss,
greet, help, label, perform, practice,
present, read, recite, report, select,
tell, write
3. Valuing - Attaches to a particular
object, phenomenon, or behavior.
This ranges from simple acceptance
to the more complex state of
commitment. Valuing is based on
the internalization of a set of
Self-esteem, Self-confidence, Wellness,
Respect, Honesty, Personal discipline,
Perseverance, Sincerity, Patience,
Critical thinking, Open-mindedness,
Interest, Courteous, Obedience, Hope,
Charity, Fortitude, Resiliency, Positive
vision, Acceptance, Determined,
Practice responsibility on choosing
Independent , Gratitude, Tolerant,
Cautious, Decisive, Self-Control, healthy foods to have a balanced diet
Calmness, Responsibility,
Accountability, Industriousness,
Industry, Cooperation, Optimism,
Satisfaction, Persistent, Cheerful,
Reliable, Gentle, Appreciation of one’s
culture, Globalism, Compassion, Work
Ethics, Creativity, Entrepreneurial
Spirit, Financial Literacy, Global,
Solidarity, Making 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,
 specified values, while clues to Sympathetic, Frankness
these values are expressed in the
learner's overt behavior and are
often identifiable.
Behavioral Verbs: work, complete,
demonstrate, differentiate, explain,
follow, form, initiate, invite, join,
justify, propose, read, report, select,
share, study
4. Organization - Organizes values into
priorities by contrasting different
values, resolving conflicts between
them, and creating a unique value
system. The emphasis is on
comparing, relating, and
synthesizing values.
Behavioral Verbs: adhere, alter,
arrange, combine, compare,
complete, defend, explain, formulate,
generalize, identify, integrate,
modify, order, organize, prepare,
relate, synthesize
5. Internalizing values -
(Characterization): Has a value system
that controls their behavior. The
behavior is pervasive, consistent,
predictable, and most importantly,
characteristic of the learner.
Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social,
emotional).
Behavioral Verbs: act,
discriminate, display, influence, listen,
modify, perform, practice, propose,
qualify, question, revise, serve, solve,
verify
Values Categories: List of Values:
A learner's principles 1. Receiving Phenomena - Awareness, 1. Maka-Diyos
or standards of willingness to hear, selected attention Love of God, Faith, Trusting,
behavior; one's Behavioral Verbs: ask, choose, Spirituality, Inner Peace, Love of truth,
judgment of what is describe, erect, follow, give, hold, Kindness, Humble
important in life. identify, locate, name, point to, reply,
Go beyond learner’s select, sit, Study, use
life on earth, include 2. Responding to Phenomena - Active
more than wealth participation on the part of the
and fame, and would learners. Attends and reacts to a 2. Maka-tao Show concern to a person with
affect the eternal particular phenomenon. Learning Concern for Others, Respect for overweight and obesity by applying the
destiny of millions. outcomes may emphasize compliance human rights, Gender equality,
Intentionally adding in responding, willingness to respond, Family Solidarity, Generosity, appropriate balanced diet
value to people or satisfaction in responding Helping, Oneness
every day. (motivation). 3. Makakalikasan
Behavioral Verbs: aid, answer, Care of the environment, Disaster Risk
assist, comply, conform, discuss, Management, Protection of the
greet, help, label, perform, practice, Environment, Responsible
present, read, recite, report, select, Consumerism, Cleanliness,
tell, write Orderliness, Saving the ecosystem,
3. Valuing - Attaches to a particular
Environmental sustainability
object, phenomenon, or behavior. This
ranges from simple acceptance to the
more complex state of commitment.
Valuing is based on the internalization
4. Makabansa
of a set of specified values, while clues
to these values are expressed in the
Peace and order, Heroism and
learner's overt behavior and are often Appreciation of Heroes, National
identifiable. Unity, Civic Consciousness, Social
responsibility, Harmony, Patriotism,
Behavioral Verbs: work, complete,
demonstrate, differentiate, explain,
Productivity
follow, form, initiate, invite, join,
justify, propose, read, report, select,
share, study
4. Organization - Organizes values into
priorities by contrasting different
values, resolving conflicts between
them, and creating a unique value
system. The emphasis is on
comparing, relating, and synthesizing
values.
Behavioral Verbs: adhere, alter,
arrange, combine, compare,
complete, defend, explain, formulate,
 generalize, identify, integrate,
modify, order, organize, prepare,
relate, synthesize
5. Internalizing values -
(Characterization): Has a value system
that controls their behavior. The
behavior is pervasive, consistent,
predictable, and most importantly,
characteristic of the learner.
Instructional objectives are concerned
with the student's general patterns of
adjustment (personal, social,
emotional).
Behavioral Verbs: act,
discriminate, display, influence, listen,
modify, perform, practice, propose,
qualify, question, revise, serve, solve,
verify
2. Content Use of Eating Balanced diet: Food Pyramid

3. Learning Resources
4. Procedures
4.1 Introductory Activity (5 minutes). This part Curriculum Activity: “Flashback”
introduces the lesson content. Although at times optional, it is Contextualiz Purpose: For the students to review the basic information
usually included to serve as a warm-up activity to give the ation
learners zest for the incoming lesson and an idea about what it about importance of eating a balanced meal
Localization:
to follow. One principle in learning is that learning occurs when Consider/incl
it is conducted in a pleasurable and comfortable atmosphere.
ude here the 1. “Good morning class! How are you today? So, who can
appropriate recall our last topic yesterday?
Local Possible Answers:
Heritage -Yesterday ma’am we discussed about Eating Behavior
Themes: - For example, ma’am: Eating too fast, eating when not
A. Annual
hungry, eating unhealthy foods such as; junk foods and soft
Rites,
Festivals, drinks.
and Source: http://linkspringer.com
Rituals 2. Then the teacher will say, “All of your answers are
(Historical correct. Having eating behavior is important it give
/Religious you gain a feeling of calm, high energy. Overall,
Festivals, there are many benefits to changing deep-seated,
Local
Cultural
unhealthy eating habits such as: an increase in energy
Festivals, level and alertness.
Local
Delicacies/ When a person with overweight and obesity what
Products concern you might give to them?
Festivals, Possible answer: Eating Balanced diet
Rituals,
Wedding
Ritual,
Teacher: Yes, you are right. Eating balanced diet is essential
Palihi for good health and nutrition’s. It protects you against in
Ritual, many chronic noncommunicable diseases, such as heart
Burial disease, diabetes and cancer.
4.2 Activity/Strategy (10 minutes). This is an interactive Ritual, Activity: I-KUNIN-Mo-Ko
strategy to elicit learner’s prior learning experience. It serves as B Literary Purpose: For the student to compare and contrast the
a springboard for new learning. It illustrates the principle that Anthologies
learning starts where the learners are. Carefully structured Written In
important function of foods.
activities such as individual or group reflective exercises, group Local Procedure:
discussion, self-or group assessment, dyadic or triadic Language 1. The teacher will say, “Eating balanced diet provides
interactions, puzzles, simulations or role-play, cybernetics
exercise, gallery walk and the like may be created. Clear
(BALITAW, important vitamins, minerals and nutrients to keep the
instructions should be considered in this part of the lesson. BALAK, body and mind strong and healthy. Eating nutritious
Folktales/ foods is ideal for those seeking to promote a balanced
Short Stories,
lifestyle and improve people’s diets.
Local Heroes
C. Historical
Now, I have here a box that contains (guess what class).
Events, These materials will be used for our activity”
Enduring PICTURE:
Values,
Indigenous
Materials,
Indigenous
Cultural
Communities
 /Indigenous
People,
Indigenous
Then, the teacher will give the instructions:
Games
D.  Here’s the thing class I need two participants
Topography,  Student one place your hand inside the box and guess
Flora/ Fauna what’s inside or either a fruits or vegetables
(Falls,  Student two blindfold the children and place the
Mountains, fruits/vegetables in their hands. Ask them to guess
River, Cave,
what by feeling, smelling and even taste.
Trees,
Flower,  Each student is going to compare and contrast the
Fauna differences and similarities of fruits and vegetables.
E. Food &  They will be given 10 minutes to complete the task.
Local 2. After the activity, the teacher will say, “Well done
products everyone. You have completely categorized the differences
G. Role
and similarities of fruits and vegetables”.
Model
Family
Teacher: Obviously, fruits and vegetables are a good source
of vitamins and minerals, including vitamin c and potassium.
4.3 Analysis (10 minutes). Essential questions are included Activity: Picture Analysis
to serve as a guide for the teacher in clarifying key Purpose: For the teacher to explain the principles balanced
understandings about the topic at hand. Critical points are
organized to structure the discussions allowing the learners to meal
maximize interactions and sharing of ideas and opinions about Procedure:
expected issues. Affective questions are included to elicit the 1. The teacher will say; A healthy lifestyle can be attained by
feelings of the learners about the activity or the topic. The last
questions or points taken should lead the learners to
maintaining a balanced diet and keeping into consideration to
understand the new concepts or skills that are to be presented meet all the essential nutrients required by the body. A proper
in the next part of the lesson. meals plan helps to attain ideal body weight and reduce the
risk.

Then, teacher will give the instructions:

3.The teacher will present the Principles in Eating Balanced
diet: Food Pyramid.

Teacher: Food pyramid is a presentation of the optimal

number of servings to be eaten each day from each of the
basic food groups. Food pyramid represents the balance,
variety and moderation with which it is necessary to consume
food. These foods are the basis of healthy diet.
The teacher will say:
Look at the picture on the board.
Now get ½ sheet of paper and answer the following question.

Guide Questions:
 1: Which food group should you eat the most of?
a. dairy b. vegetables c. meats d. grains e. fats, oils,
sweets
 2: The food pyramid is divided into how many
groups?
a. 4 b. 2 c. 6 d. 8

 3: Rice belongs to the grains group. State true or

false.
a. true b. false
 4: How many serving of vegetables should you eat
every day?

4.4 Abstraction (20 minutes). This outlines the key
concepts, important skills that should be enhanced, and the
proper attitude that should be emphasized. This is organized as
a lecturette that summarizes the learning emphasized from the
activity, analysis and new inputs in this part of the lesson.
4.5 Application (10 minutes). This part is structured to
ensure the commitment of the learners to do something to
apply their new learning in their own environment.
a. 1-2 b. 5-7 c. 3-5 d. 8-9 e. none
 5. Fats, oils, and sweets should be consumed multiple
times every day? true or false
a. true b. false
 They will write their answers on a ½ crosswise
paper.
 They will be given 2 minutes to finalize their
answers.
 After the allotted time given, the teacher will ask
them to pass their work.
Possible answers:
Question No. 1: b. vegetables
Question No. 2: c. 6
Question No. 3: a. true
Question No. 4: c. 3-5
Question No. 5: b. false
Retrieved from: http://proprofs.com
Teacher: All your answer class are correct, it seems like
you understand what the food pyramid is. The food
pyramid helps us to determined what right food to eat.
Activity:
Purpose: For the teacher to describe a good decision-making
skill in choosing food to eat to have a balanced diet
Procedure:
Teacher: Choosing nutritious food to eat is vital means your
body gets all the nutrients, vitamins and minerals it needs to
work its best.
1. The teacher will say, “Since you already know the topic
today. I have here another question.
2. Cite the very important things about good decision-making
skills in choosing food to eat at least 5.
Possible answer:
1. Choose the best one
2. Avoid unhealthy foods just like junk foods
3. Wash the food before eating
4. If allergic person, consult the doctor first what’s the
best food to eat
5. Limit option in choosing food
3. The teacher will discuss about decision-making skills.
Teacher: Having a powerful decision-making skill is
important in all life situation, Eating is one of the
quickest ways to comfort ourselves – food can calm,
energize and nourish us, so that in choosing food we
must avoid unhealthy one. Always think your health
because health is wealth.
Everyone must make a decision one day or another in
life.
You should be responsible for decision making.
Activity: How to be healthy
Purpose: For the students to Practice responsibility on
choosing healthy foods to have a balanced diet
Procedure:
The teacher will say, “You have already done citing the
important thing in choosing righteous food to have balanced
diet.”
The teacher will give instructions:
1. For your activity I want you to draw any nutritious food
 either fruits or vegetables and explain why you choose that.
2. The teacher will give 10 minutes to finish and 5 minutes to
present in front of the class.
3. The teacher will give the following criteria and where they
will be graded.

Criteria for How to be healthy:

Cleanliness - 50%
Clarity of Speech - 30%
Presentation - 20%
Total: 100 %
4.6 Assessment (__5_ 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
(Formal and informal observations of learners’ performance or , Role Play,
behaviors are recorded, based on assessment criteria) Oral
-Through the Activity: Flashback, students will be able to
Presentation,
Dance,
review the basic information about the importance of eating a
Musical balanced meal
Performance -Through the Activity: Picture Analysis, students will be able
, Skill to explain the principles of balanced meal
Demonstrati -Through the Activity: Evaluating, students will be able to
on, Group describe a good decision-making skill in choosing food to eat
Activity (e.g.
to have a balanced diet
Choral
Reading), -Through the Activity: How to be Healthy, students will be
Debate, able to Practice responsibility on choosing healthy foods to
Motor & have a balanced diet
Psychomotor
Games,
Simulation
Activities,
Science
Experiment
b) Talking to Learners / Conferencing Hands-on
(Teachers talk to and question learners about their learning to Math
gain insights on their understanding and to progress and clarify Activities,
their thinking) Written Work
and Essay,
Picture
Analysis,
Comic Strip,
Panel
Discussion,
Interview,
Think-Pair-
Share,
Reading
c) Analysis of Learners’ Products Worksheets
(Teachers judge the quality of products produced by learners for all -Through the Activity: I-KUNIN-Mo-Ko, student will be able
according to agreed criteria) subjects,
Essay, to compare and contrast the important function of foods
Concept
Maps/Graphi
c Organizer,
Project,
Model,
Artwork,
Multi-media
Presentation,
Product
made in
technical-
vocational
subjects
d) Tests Skill
(Teachers set tests or quizzes to determine learners’ ability to Performance
Test, Open-
demonstrate mastery of a skill or knowledge of content) Ended
Question,
Practicum, Pen
and Paper
Test, Pre and
Post Test,
Diagnostic
Test, Oral Test,
Quiz
4.7 Assignment (2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s

lesson
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson For your assignment to be pass tomorrow. Draw at least 5 nutritious fruits and 5
nutritious vegetables. Prepare yourself to present your work on front of the class.
4.8 Concluding Activity (2 minutes).
This is usually a brief but affective closing activity such as a “Take care of your health, no one will ever did. Only you.”
strong quotation, a short song, an anecdote, parable or a letter Eat whatever you want but make it sure well wholesome of nutrients.
that inspires the learners to do something to practice their new
Moneyed is better but healthy body is preferably.
learning.
-unknown
3. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

4. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them
s relevant questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

B. No. of learners who

require additional
activities for
remediation.
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners who
continue to require
remediation.

E. Which of my
learning strategies
worked well? Why
did these 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:
Name: Jessa M. Lingaolingao (BEED 3A) School: Cebu Technological University

Position/Designation: Student Intern Division: Cebu

Contact Number: 09982472139 Email address: lingaolingaojessa832@gmail.com

References: http://proprofs.com
http://linkspringer.com