HEALTH SCIENCE CURRICULUM

LESSON EXEMPLAR
School: LAS PINAS CITYNATIONAL HIGH SCHOOL SENIOR HIGH Grade 11: 11
SCHOOL-TALON DOS CAMPUS
Teacher: ELOISA MAY A. MASIBAG Quarter: 4TH QUARTER
Date/ Time: Category of Reader: INSTRUCTIONAL/INDEPENDENT

Competency Materials Procedure Assessment

Identifying and Evaluation
implementing A. Reviewing the previous lesson or presenting the Teaching Strategy: Inquiry-
effective stress new lesson Based Learning
management (Guided Questions for the previous lesson)
strategies. Question 1 - Identify three
B. Establishing a purpose or the lesson stressors in your life and
propose strategies to manage
Teaching Strategy: K-W-L CHART them effectively.

 Narrating a Filipino folklore about resilience and Question 2 - How does stress
overcoming challenges. impact your physical health,
and what measures can you
Guide Questions: take to mitigate these effects?
 How do characters in Filipino folklore demonstrate Question 3 - Reflect on a
resilience and overcome challenges? Provide recent stressful situation and
examples from different stories to illustrate the evaluate your response using
importance of resilience in overcoming adversity stress management
within the context of Filipino culture. techniques.

C. Presenting examples/instances of the new

 lesson
Role-Playing

Role-play Scenarios and Stress Management Strategies

Objective:
To engage students in a hands-on activity where they
can explore different stress-inducing scenarios and
propose effective stress management strategies.

Materials Needed:
- Index cards with stress-inducing scenarios written on
them (e.g., upcoming exams, conflicts with friends,
family issues, time management challenges, etc.)
- Props or costumes (optional but can enhance the role-
play experience)
- Whiteboard or flip chart for noting down proposed
stress management strategies

Instructions:
1. Divide the class into small groups of 3-4 students
each.
2. Distribute one index card with a stress-inducing
scenario to each group.
3. Give the groups a few minutes to read and discuss the
scenario assigned to them.
4. Instruct each group to create a short role-play based
on the scenario they were given. They should act out the
situation, highlighting the stressors involved and the
emotions experienced by the characters.
5. Encourage creativity and engagement during the role-
play. Students can use props, gestures, and facial
expressions to enhance their performance.
6. After each role-play, facilitate a brief discussion with
the whole class. Ask the following questions:
- What stressors did you notice in the scenario?
- How did the characters in the role-play react to the
stressors?
- Were there any ineffective coping mechanisms
displayed?
7. Next, ask the group who performed the role-play to
propose effective stress management strategies that
could help the characters in the scenario cope better
with their stressors.
8. Write down the proposed strategies on the whiteboard
or flip chart.
9. Repeat steps 2-8 until all groups have had the
opportunity to perform their role-plays and suggest
stress management strategies.
10. Conclude the activity by summarizing the proposed
stress management strategies and emphasizing the
importance of proactive coping mechanisms in managing
stress.
11. Encourage students to reflect on the scenarios
presented and consider how they can apply the proposed
strategies in their own lives.

Scenarios of Each group.

1. Sarah is feeling overwhelmed by the upcoming final
exams and is struggling to balance studying with other
commitments.
2. John is experiencing conflicts with his friends,
causing him stress and anxiety.
3. Maria's parents are going through a divorce, and she
is finding it challenging to cope with the changes in her
family dynamic.
4. David is feeling pressured to excel in sports while
maintaining good grades in school, leading to stress and
burnout.

D. Discussing new concepts and practicing new

skills 1

Activity 1: Stress Management Strategy Match-Up

Objective:
To match stress-inducing scenarios with appropriate
stress management strategies.

Materials Needed: (provided by the teacher)

- Index cards with stress-inducing scenarios written on
them
- Index cards with stress management strategies written
on them
- Timer

Instructions:
1. Divide the class into small groups of 3-4 students.
2. Shuffle the index cards with stress-inducing scenarios
and place them face down in a stack.
3. Shuffle the index cards with stress management
strategies and place them face down in a separate stack.
4. Set a timer for 5 minutes.
5. Instruct each group to take turns drawing one
scenario card and one strategy card.
6. The group must discuss and decide which stress
management strategy would be most effective for
addressing the scenario drawn.
7. Encourage groups to consider the specifics of each
scenario and how the corresponding strategy can be
applied.
8. Repeat steps 5-7 until each group has had multiple
opportunities to match scenarios with strategies.
9. After the timer expires, gather the class together for a
brief discussion. Ask each group to share one scenario
and the corresponding strategy they matched it with.
10. Discuss as a class why each strategy was chosen
and how it can be applied in real-life situations.

E. Discussing new concepts and discussing new

concepts 2

Activity 2: Stress Management Strategy Role-Playing

Objective:
To practice implementing stress management strategies
through role-playing.

Materials Needed:
- Index cards with stress-inducing scenarios written on
them
- Props or costumes (optional)
- Timer

Instructions:
1. Divide the class into pairs.
2. Distribute one index card with a stress-inducing
scenario to each pair.
3. Set a timer for 5 minutes.
4. Instruct each pair to role-play the scenario assigned
to them, focusing on how they would apply a specific
stress management strategy to cope with the situation.
5. Encourage creativity and engagement during the role-
play. Students can use props or costumes to enhance
their performance if desired.
6. After the timer expires, ask each pair to briefly share
the stress management strategy they chose and how
they applied it in the role-play.
7. Rotate pairs and repeat the role-playing activity with
new scenarios and stress management strategies.
8. After all pairs have had the opportunity to role-play,
gather the class together for a debriefing discussion.
9. Discuss the effectiveness of different strategies in
addressing the scenarios and share insights on how to
apply these strategies in real-life situations.
10. Encourage students to reflect on the role-playing
experience and consider how they can incorporate stress
management strategies into their own lives.

F. Developing mastery (Leads to Formative

Assessment 3)

G. Finding practical applications of concepts and

skills in daily living

H.O.T.S

 Analyze the effectiveness of different stress

management strategies in varying scenarios.
 Compare and contrast the long-term effects of
stress on physical and mental health.
 Evaluate the cultural influences on individual
 stress responses and coping mechanisms.

H. Making generalizations and abstractions about

the lesson

Conduct a self-reflection journal on your stress triggers

and the effectiveness of implemented stress management
techniques.

I. Additional activities for application or

remediation
Students will keep a journal for the 4th quarter catch up
Friday, documenting their emotional experiences and
reflections on managing them effectively.

Prepared by: Submitted to:

ELOISA MAY A. MASIBAG Dr. GEMMA C. CAVILES

LCPNSHS-TALON DOS CAMPUS PSDS-CLUSTER III