7

Quarter 4
Lesson 1 1
Lesson Exemplar Lesson

for PE and Health 2

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health 7
Quarter 4: Lesson 2 (Week 3)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer:
• Clip Harrold N. Sanchez (Bignay National High School)
Validator:
• Joel G. Tubera (Philippine Normal University – Manila)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
PE AND HELTH/QUARTER 4/GRADE 7 (WEEK 3)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of first aid, road and water safety, and dances in promoting societal wellness
Standards for active and healthy living.

B. Performance The learners participate in first aid and injury prevention practices and dances in promoting societal wellness for
Standards active and healthy living.

C. Learning Learning Competency:

Competencies 1. Apply self-management skills and practices for road and water safety.
and Objectives
Learning Objectives:
1. Understand what self-management and road safety is.
2. Identify the three types of driving distractions.
3. Discuss the factors that results increase both the risk of road traffic crashes and the risk of death or injury.
4. Explain the 6 essential driving laws in the Philippines that every driver and passenger should know.

D. Content Road Safety

• Dangers of Distracted Driving
• Dangers of Driving Under the Influence of Drugs and Alcohol
• National Laws on Road Safety

E. Integration SDG 3: Good Health and Wellbeing

II. LEARNING RESOURCES

Centers for Disease Control and Prevention. (2022, April 26). Transportation Safety, Distracted Driving. Retrieved from
https://www.cdc.gov/transportationsafety/Distracted_Driving/index.html
National Institute on Drug Abuse. (n.d.). Simple Advice for Driving Whilst Under the Influence. Retrieved from https://www.shell.com/business-
customers/shell-fleet-solutions/health-security-safety-and-the-environment/simple-advice-for-driving-whilst-under-the-influence.html
Lumina. (2022, November 19). Road Traffic Rules and Regulations in the Philippines. Retrieved from https://www.lumina.com.ph/news-and-
blogs/blogs/road-traffic-rules-and-regulations-in-the-philippines/
Arrive Alive. (2018, July 18). Driver Tiredness, Fatigue and Road Safety [Video file]. YouTube. https://www.youtube.com/watch?v=fVl88Q5DJ2w

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

1. Activating Prior DAY 1 The First Aid Hero Challenge

Knowledge Activity is designed to help our
1. Short Review learners evaluate how well
Activity 1: First Aid Hero Challenge they've learned from our
The teacher will read the scenario and will call a student to answer questions previous lesson on "First Aid for
related to the given scenario. This will help the learners evaluate how well they've Common Conditions." In this
learned from the previous lesson on "First Aid for Common Conditions." activity, we'll be faced with
different scenarios where we
Scenario 1: need to assess the situation
You are walking home from school with your friend when they suddenly trip and and figure out the best first aid
fall. They are holding their arms and wincing in pain. What do you do? to provide to the victim.
Your Response:
1. Enumerate the steps you would take to assess the situation. You can also incorporate video
2. Describe the first aid actions you would take to help your friend. demonstrations and organize
Scenario 2: group activities where students
During a school sports event, you notice a classmate who has fallen and hit their can practice the actions they
head on the ground. They are lying still and are not responding when you call would take in real-life
their name. What do you do? situations. Creating a creative
Your Response: and student-centered activity
1. Explain how you would assess the situation and check for any immediate enhances the learning
dangers. experience for students.
2. List the steps you would take to provide first aid to your classmate.

2. Feedback (Optional) The teacher might also consider

Think About It: alternative strategies to further
Think about what you learned from these scenarios. enhance learners’
1. Tell us one thing you did well in each scenario. comprehension based on the
2. Tell us one thing you could improve upon for next time. brief review conducted.

A. Establishing 1. Lesson Purpose This activity seeks to elicit from

Lesson Purpose Video Explorers: Discovering Stories Together learners the reasons why
Students will watch a short video clip “Driver Tiredness, Fatigue and Road Safety” learning the new lesson is
Link: https://www.youtube.com/watch?v=fVl88Q5DJ2w important. It also aims to
engage and motivate learners
by clarifying the desired

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 Processing Questions: learning outcomes at the end of
1. What are the main reasons why tiredness affects driving safety? the lesson. Additionally,
2. How can drivers recognize if they're getting too tired while driving? teachers can explore alternative
3. What can drivers do to stay safe and alert on the road, according to the strategies such as posing
video? questions or using visual aids.

Answers in Processing Question:

1. Tiredness affects driving safety because it impairs reaction time and
decision-making.
2. Signs of tiredness while driving include yawning, difficulty focusing, and
drifting between lanes.
3. Drivers can stay safe by taking regular breaks, getting enough sleep, and
avoiding driving when feeling fatigued.

2. Unlocking Content Vocabulary Teacher may think of other

Activity 2: Cipher Quest: Crack the Code! words or technical terms that
Direction: may be new or unfamiliar for
1. Uncover hidden messages using number-to-letter ciphers. his/her learners. You can add
2. Pick the number-to-letter cipher to decode. other letters and numbers to
3. Use hints to figure out the code. the NUMBER-TO-LETTER
4. Translate numbers into letters to reveal the message. CIPHERS if your added words
have letters that is not present
NUMBER-TO-LETTER CIPHERS:
on the number-to-letter-
A D E F G L M N O R S T U V Y cyphers.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. HINT: Management of one's own care or well-being.
- Answers:
2. HINT: Teaching people how to behave safely when driving or crossing 1. SELF-MANAGEMENT
the road. 2. ROAD SAFETY

B. Developing and SUB-TOPIC 1: Dangers of Distracted Driving In this activity, learners will be
Deepening 1. Explicitation introduced to the different
Understanding Activity 3: Avoiding Distractions While Driving distractions while driving. They
Instruction: will then be encouraged to

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 1. The learners will be divided into four (4) groups. think about and identify the
2. The teacher will provide scenarios related to distracted driving. risks associated with distracted
3. Each group will discuss risks and ways to avoid distractions on the driving, as well as proposed
assigned scenarios related to distracted driving. solutions to avoid it.

Scenarios related to distracted driving: Teachers have the flexibility to

Texting While Driving: Imagine you're driving down the highway, and your adapt the scenarios and localize
phone buzzes with a new message. You glance down to read it and start typing a them based on current events
reply. In those few seconds, your attention is off the road, and you fail to notice or specific occurrences within
the slowing traffic ahead. Suddenly, you're too close to the car in front of you, and their locality.
a collision occurs.
Eating Behind the Wheel: Picture yourself driving to work during rush hour.
You're running late, so you decide to grab breakfast on the go. As you unwrap
that breakfast sandwich, your focus shifts from the road to your meal. Without
realizing it, you drift into the adjacent lane, narrowly avoiding a collision with
another vehicle.
Adjusting the Radio or GPS: You're driving on a winding road, enjoying your
favorite song on the radio. Suddenly, you remember you need to change the
station. You take your eyes off the road to find the right button, and in that split
second, you veer off course and hit the curb.
Talking to Passengers: Imagine you're driving with friends, engaged in a lively
conversation. Your attention shifts from the road to your passengers as you laugh
and gesture. During this distraction, you miss a stop sign, and the car behind you
honks loudly to avoid a collision.

2. Worked Example
Activity 4: Text Detectives: Read, Analyze, Answer! These processing questions are
When you're driving, anything that takes your focus away from the road is designed to engage learners in
dangerous. Whether it's texting, chatting on the phone, or even just daydreaming, a discussion about the dangers
distractions come in three main types: of driving distractions. The goal
1. Visual: When you take your eyes off the road. is to encourage them to think
2. Manual: When you take your hands off the wheel. critically about strategies for
3. Cognitive: When your mind loses concentration from driving. staying safe on the road.
Additionally, consider
Each distraction is risky on its own, but when they happen together, it's a recipe incorporating other examples of
for trouble. So, let's stay focused on driving to keep ourselves and others safe on distractions specific to your
the road. locality to enhance the learners’

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Processing Questions: understanding. Feel free to
1. What are the three main types of distractions mentioned in the information? refer to the provided link for
2. Why do you think it's important to know about these distractions when further discussion on the topic
you're learning to drive? of distracted driving. Centers
3. What are some strategies you can use to avoid visual distractions while for Disease Control and
driving? Prevention. (2022, April 26).
Transportation Safety,
Distracted Driving. Retrieved
3. Lesson Activity from
Activity No. 5: Road Distractions and Safe Driving https://www.cdc.gov/transport
ationsafety/Distracted_Driving/
1. Reference Worksheet: You may refer to or use the worksheet. Provide learners index.html
with a copy of this worksheet or allow them to copy and answer the questions
directly.
2. Resource Adaptation: Depending on the availability of resources, choose the
most suitable approach for your classroom.

The objective is to engage students in thoughtful discussions about road

distractions and safe driving practices. Encourage critical thinking and real-world
application.

RUBRIC:
Excellent Good Satisfactory Needs Improvement
Criteria
(4 points) (3 points) (2 points) (1 point)
Identifies three common Lists visual
Provides incomplete Inaccurate or
Visual visual distractions and distractions but may
examples or minimal insufficient
Distractions provides strategies to lack detailed
strategies. information.
minimize them. strategies.
Lists three examples of
Identifies manual
manual distractions and Provides incomplete Inaccurate or
Manual distractions but may
explains the importance examples or minimal insufficient
Distractions miss some or lacks
of keeping hands on the explanation. information.
explanation.
wheel.
Names three situations
Identifies situations Partially identifies
Cognitive leading to cognitive Incomplete or vague
but may lack detailed situations without
Distractions distractions and offers responses.
strategies. clear strategies.
strategies.
Explains why combined
Explains the concept Briefly mentions
Combined distractions are Minimal or unclear
but lacks depth or combined
Distractions dangerous and offers an response.
clarity. distractions.
example scenario.
Shares two well-defined
safety tips to minimize Provides safety tips Offers general advice Inadequate safety
Safety Tips
distractions while but lacks specificity. without details. recommendations.
driving.

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DAY 2 This activity will initiate a
SUB-TOPIC 2: Dangers of Driving Under the Influence of Drugs and Alcohol discussion about impaired
1. Explicitation driving, where driving under
Activity 6: Word Web – Understanding Impaired Driving the influence of drugs and
a. Word Brainstorm alcohol is a key component. It
• Think of words related to “impaired driving” (e.g., alcohol, accidents, will assist students in defining
legal trouble). and understanding what
• Shout out your ideas! impaired driving entails, based
b. Connecting the Words on the related words they have
• Look at the words we've collected. provided. Additionally, teachers
• How are they connected? Draw lines between related words. may consider designing other
c. Defining Impaired Driving engaging activities to further
• Based on our word web, what do you think “impaired driving” means? enhance students'
• Share your thoughts. comprehension of impaired
driving.
2. Worked Example
Driving under the influence of drugs or alcohol This worked example is a
Driving under the influence of drugs or alcohol is incredibly risky. It affects your discussion on driving under the
ability to focus and make good decisions, increasing the chances of accidents. influence of drugs or alcohol.
Most countries have strict rules about how much alcohol you can drink before The teacher can also create or
driving, and there's growing awareness of how drugs impact driving too. use an interactive or engaging
activity to deliver the content.
The message is clear: Don't drive if you've been drinking or using drugs. Additionally, teachers can cite
Understanding how these substances affect your driving and taking steps to stay some of the current events or
safe on the road is crucial. news related to the content that
can be used to initiate the
Here are the risks of driving under the influence: discussion.
1. You could cause an accident, injuring yourself or others, or even causing
death. LINK:
2. You'd have to live with the guilt of harming someone or causing an National Institute on Drug
accident. Abuse. (n.d.). Simple Advice for
3. You might lose your job and face legal consequences like a prison sentence Driving Whilst Under the
or a criminal record. Influence. Retrieved from
4. You could face hefty fines, lose your driver's license, and have difficulty https://www.shell.com/busine
getting insurance. ss-customers/shell-fleet-
5. You might need to retake your driving test to get your license back. solutions/health-security-
safety-and-the-

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To stay safe, the best advice is to avoid driving after drinking or taking drugs. If environment/simple-advice-for-
you do drink, know the limits and plan for a safe way home. Encourage others to driving-whilst-under-the-
do the same and speak up if someone shouldn't drive. influence.html

Alcohol is relatively easy to avoid, but drug driving is more complicated because
laws, testing, and police training vary. Both prescribed and recreational drugs can
impair your driving, leading to erratic behavior, fatigue, and other dangerous
effects. If you're on medication, check the side effects and talk to your doctor
about driving. With recreational drugs, remember that even cannabis can impair
your ability to drive safely.

The bottom line: Don't drink and drive. Don't do drugs and drive. Stay safe on
the road for yourself and everyone else.

3. Lesson Activity This activity aims to deepen

Activity 7: Impaired Driving: Risk, Consequences, and Alternative Choices students’ understanding of the
Based on the discussion, fill out the table based on the risk, consequences, and risks, consequences, and
alternative choices of impaired driving. alternative choices related to
impaired driving.
Risk Consequences Alternative Choices
Students can be graded based on the
number of items they list in each category.
Additionally, teachers may choose to set a
SUB-TOPIC 3: National Laws on Road Safety scoring limit for this activity.
1. Explicitation
Guide Questions:
• What do you already know about road safety laws?
• How do these laws help keep us safe on the roads?
These guided questions can lead students to develop an understanding of road
safety laws and how they contribute to their safety on the roads.

2. Worked Example
Activity No. 8: Matching Type Activity: Road Safety Laws
After students complete the activity, the teacher will discuss the National Laws See the worksheet for the
on Road Safety. activity which students will
Additionally, the teacher can reference local road safety laws specific to their accomplish.
community. Consider factors such as traffic patterns, road conditions, geographic Answers:
location, and prevalent types of vehicles in the community. Feel free to refer to the 1. D

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provided link for further discussion of the topic. Lumina. (2022, November 19). 2. A
Road Traffic Rules and Regulations in the Philippines. Retrieved from 3. B
https://www.lumina.com.ph/news-and-blogs/blogs/road-traffic-rules-and- 4. E
regulations-in-the-philippines/ 5. F
6. C
3. Lesson Activity
Activity 9: Drive Wise: Scenarios for Safety In this activity, students will
1. Scenario 1: Speeding explore three common driving
Imagine you’re driving a car, and you see a speed limit sign. Write a short scenarios related to safety.
paragraph explaining why it’s essential to follow speed limits and the potential They will analyze the
consequences of speeding. importance of following rules
2. Scenario 2: Not Wearing a Seat Belt and making responsible
Pretend you’re a passenger in a car. Write about a situation where the driver decisions while driving.
forgets to wear their seat belt. Discuss why seat belts are crucial for safety. Encourage thoughtful
3. Scenario 3: Using a Phone While Driving discussion and critical
Picture yourself driving and receiving a text message. Write about the decision thinking.
to use or not use your phone while driving. Discuss the risks and alternatives.
RUBRIC:
Excellent Proficient Basic Needs Improvement
Criteria
(4 points) (3 points) (2 points) (1 point)
Scenario 1: Speeding
Explanation of Clearly explains the Provides a reasonable Offers a basic Fails to address the
importance of importance of speed explanation but lacks understanding but importance
following speed limits and their depth or clarity. lacks specifics. adequately.
limits impact on safety.
Discussion of Thoroughly discusses Covers some Briefly mentions Fails to mention
potential potential consequences but consequences without consequences or
consequences of consequences, may miss key points. elaboration. provides inaccurate
speeding including safety risks information.
and legal
implications.
Scenario 2: Seat Belts
Description of seat Describes a realistic Presents a plausible Provides a basic Fails to describe a
belt situation scenario where the situation but lacks scenario without relevant seat belt
driver forgets to wear details. context. situation.
a seat belt.
Explanation of seat Clearly articulates Offers a reasonable Provides a basic Fails to address seat
belt importance why seat belts are explanation but lacks understanding belt importance
crucial for safety. depth. without elaboration. adequately.
Scenario 3: Phone Use While Driving
Decision-making Thoughtfully Covers the decision Briefly mentions the Fails to address the
regarding phone discusses the but may lack depth or decision without decision or provides
use decision to use or not overlook certain thorough analysis. incomplete
use a phone while aspects. information.
driving. Considers
risks and
alternatives.

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 C. Making 1. Learners’ Takeaways This guide will assist learners
Generalizations In the second column, draw emojis to show how sure you are about each in expressing their conceptual
statement: understanding of the lesson on
❤ (super confident) (pretty sure) (kind of sure) (not sure) Road Safety. Consider using
Learning Goals Confidence prompts or questions to
1. I can understand self-management and road safety. encourage them to reflect in
writing or discuss what they’ve
2. I can identify the three types of driving distractions. learned.

3. I can discuss the factors that increase both the risk of

road traffic crashes and the risk of death or injury.
4. I can explain the six essential driving laws in the
Philippines that every driver and passenger should know. The teacher will prompt
learners to reflect on what they
2. Reflection on Learning recall, how they would react,
“Let’s Talk About it!” and their understanding of the
RECALL - What have you remembered on the lesson that have been discussed? lesson. This approach focuses
REACT - Give your reaction and/or insight about the lesson. on metacognition, guiding
UNDERSTAND - What have you understand on our lesson as a whole? learners to think about their
learning process

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating “QUIZ TIME!!!” (Interactive Quiz) In this activity, learners will

Learning Multiple Choice: Choose the letter best answer in each box. Write it on your answer read the questions displayed on
sheet. the slide deck. When they’ve
To check, a student will be called and read the question, then click his or her answer made their choice, they’ll click
to see if it is correct or not. If the response is incorrect, the teacher will call on another the corresponding letter to
student until the response is correct. submit their answer. The
system will then reveal whether
Questions: their response is correct or
1. What are the three main types of distractions mentioned in the information? incorrect. If a student’s answer
A. Visual is wrong, the teacher can
B. Manual involve another student to
C. Cognitive provide an answer.
D. All of the above Additionally, the teacher can

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2. Why do you think it's important to know about these distractions when offer input once a question has
you're learning to drive? been answered correctly. Let’s
A. To impress your friends make learning fun and
B. To avoid getting caught by the police engaging while assessing our
C. To stay safe and prevent accidents knowledge! The teacher can
D. Because it's fun also explore other strategies to
3. What are some strategies you can use to avoid visual distractions while enhance the formative
driving? assessment, making it
A. Close your eyes enjoyable, engaging, and rich in
B. Use a hands-free device for phone calls learning experiences.
C. Read a book
D. Watch a movie Answer Key:
4. Which type of distraction involves taking your eyes off the road? 1. D
A. Visual 2. C
B. Manual 3. B
C. Cognitive 4. A
D. All of the above 5. B
5. When you take your hands off the wheel, it is considered which type of 6. B
distraction? 7. C
A. Visual 8. B
B. Manual 9. C
C. Cognitive 10. B
D. All of the above 11. B
6. What happens when your mind loses concentration from driving? 12. B
A. You become a better driver 13. B
B. You experience cognitive distraction 14. B
C. You can drive faster 15. C
D. You become more focused
7. Which of the following is NOT a type of distraction?
A. Texting
B. Eating
C. Listening to music
D. Daydreaming
8. Why is texting while driving particularly dangerous?
A. Because it's fun
B. Because it takes your eyes off the road
C. Because it's a legal requirement

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 D. Because it improves your driving skills
9. What can happen if you eat behind the wheel?
A. You become a better driver
B. You experience cognitive distraction
C. You drift into adjacent lanes
D. You become more focused
10. Why is it essential to avoid distractions while driving?
A. To win a race
B. To prevent accidents
C. To impress other drivers
D. To become a famous driver
11. Which distraction involves taking your hands off the steering wheel to adjust
the radio?
A. Visual
B. Manual
C. Cognitive
D. All of the above
12. What should you do if your phone rings while you're driving?
A. Answer it immediately
B. Pull over to a safe spot before answering
C. Ignore it
D. Text the caller
13. Why is daydreaming considered a distraction?
A. Because it's relaxing
B. Because it takes your mind off driving
C. Because it improves focus
D. Because it's fun
14. What is the primary goal of avoiding distractions while driving?
A. To win a race
B. To arrive safely at your destination
C. To impress other drivers
D. To become a famous driver
15. Which distraction involves thinking about something other than driving?
A. Visual
B. Manual
C. Cognitive
D. All of the above

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B. Teacher’s Note observations on The teacher may take note of
Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
engagement and other related
stuff.
materials used
Teachers may also suggest
ways to improve the different
activities explored/ lesson
learner engagement/
exemplar.
interaction

Others

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students the LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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