Lesson Guide

PE and HEALTH 4
(Quarter III – Week 4)
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I. Attributes, Curriculum Content, Performance Standards, and
Learning Competencies

A. Attributes: Key Resilient and Proactive: Be able to utilize to

Stage Outcome utilize one’s abilities to adapt change.
(Indicator) Critical Thinker and Articulate: Be able to
process information and express ideas clearly.
Critical Thinker and Articulate: Be able to
develop their skills and abilities and recognize their
aspirations.
B. Content The learners demonstrate an understanding of a
Standards healthy family, the roles and responsibilities of
family members, and invasion games in promoting
family wellness for active and healthy living.

C. Performance The learners participate in daily life activities and

Standards invasion games to promote family wellness for
active and healthy living
1. Discuss the benefits of eating a balanced
meal in engaging in physical activities.
2. Apply the balanced meal as one of their
healthy eating habits.
3. Prepare a balanced meal to stay healthy and
allow active participation in physical
activities.
D. Learning Learning Competency
Competencies  Describe the benefits of eating a balanced
and Objectives meal when engaging in physical activities;
and
Learning Objectives
1. Discuss the benefits of eating a balanced meal
in engaging in physical activities.
2. Apply the balanced meal as one of their healthy
eating habits.
3. Prepare a balanced meal to stay healthy and
allow active participation in physical activities.
E. Content  Benefits of a Balanced Meal and Balanced Diet
in Engaging in Physical Activities
F. Learning  Balanced meal. (n.d.). Alimentarium.
Resources https://www.alimentarium.org/en/story/what-
exactly
balancedmeal#:~:text=A%20balanced%20meal%20i

1
 s%20a,carbohydrates%20and%20half%20vegetable
s1
 Balaso, A. M., Elitiong, M. C. R., Pastor, E. V.,
Chan, A. E., & Arnau, L. B. (2015). Sunshine: A
journey through the world of music, arts, P.E., and
health. The Bookmark, Inc.
 National Health Service. (n.d.). Balanced diet.
nhs.uk. https://www.nhs.uk/live-well/eat-
well/how-to-eat-a-balanced-diet/eating-a-balanced
diet/#:~:text=This%20means%20eating%20a%20wi
de,advice%20for%20the%20general%20population
 Office of Disease Prevention and Health Promotion.
(n.d.). Eat Healthy - MyHealthfinder | health.gov.
Health.gov.
 https://health.gov/myhealthfinder/health-
conditions/diabetes/eat-
healthy#:~:text=Eating%20healthy%20means%20fo
llowing%20a
 Ortega, M. T., Jugueta, L. R., Cano, C. F., &
Victoria, G. A. (2019). Sing, sketch, and stay
healthy (2nd ed.). ABIVA Publishing House Inc.
 Pinkfong! Kids' Songs & Stories. (2017, October
11). A healthy meal | Healthy eating song | Healthy
habits | Pinkfong songs for children
 [Video]. YouTube.
https://www.youtube.com/watch?v=YZ11C-U7S8I
 Raths, A. (n.d.). Balanced diet food background.
Organic food for healthy nutrition, superfoods,
meat, fish, legumes, nuts, seeds and greens
 [Online image]. In Dreamstime.
https://www.dreamstime.com/balanced-diet-food-
background-balanced-diet-food-background-
organic food-healthy-nutrition-superfoods-meat-
fish-legumes-nuts-image121936796 xb100. (n.d.).
Rice in a bowl [Online image]. In Freepik.
https://www.freepik.com/free-photo/rice
bowl_1167971.htm#query=rice&position=1&from_v
iew=search&track=sph&uuid=3cc63e75-b2c7-
47d4-96e8-8956917d7cf0

G. References  Department of Education (2023). MATATAG

Curriculum Guide;
 Ministry of Basic, Higher and Technical
Education (2024). Bangsamoro Basic Education
Contextualization Framework;
 Department of Education (2023). MATATAG
Lesson Exemplars

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II. Teaching and Learning Procedures

Preliminaries:
 Prayer
 Attendance
 Review
 Motivation

Agreement Toward Successful Learning Experience

After presenting the lesson objectives, the teacher ensures that the learners
agree through the following questions:
 Do you understand the objectives of the lesson?
 Are you ready to commit to staying focused on our objectives and
working together to achieve them?
 What will you do to achieve the objectives?

A. Activity ( DO )
Activity 1. Jog and Drink Experiment
Instructions:

 Ask the learners to form three lines. Let them jog around the basketball
court five times and stop to drink their water.
 After resting for 15 seconds, ask them again to jog around the court.
After finishing the fifth round, ask the students to gather around.
 Facilitate the discussion by asking the learners the following questions:
1. How do you feel after the activity?
2. What made you survive the activity?
3. Why is it important to eat a healthy meal before engaging in a physical
activity?
4. How does eating nutritious foods influence your physical performance?
5. How did you feel when you drank water after jogging?
6. How does your level of physical activity influence your water needs?
7. How important is water to maintaining overall health and well-being?

Activity 2: Sing a Healthy Eating Song

Pinkfong! Kids' Songs & Stories. (2017, October 11). A healthy meal | Healthy
eating song | Healthy habits | Pinkfong songs for children [Video]. YouTube.
https://www.youtube.com/watch?v=YZ11C-U7S8I

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Unlocking Content Area Vocabulary

• Healthy eating- Eating healthy means following a healthy eating

pattern that includes a variety of nutritious foods and drinks. It also
means getting the number of calories that's right for you (not eating too
much or too little) (Office of Disease Prevention and Health Promotion,
n.d.)

• Balanced Meal- A balanced meal is a snapshot of a diet that covers the

three core food groups. As seen on this portion plate, the balance is a
quarter proteins, a quarter carbohydrates and half vegetables (Rorlach,
n.d.)

• Balanced Diet- This means eating a wide variety of foods in the right
proportions, and consuming the right amount of food and drink to
achieve and maintain a healthy body weight (NHS, 2022)

B. Analysis (THINK)
Activity 3: Benefits of Balanced Meal and Balanced Diet in Engaging in
Physical Activities
Instruction:

• Divide the class into two groups with an equal number of members.

• Present to the learners the Filipino Pyramid Food Guide and the food
pyramid with the label Go. Grow, Glow. This will help the learners
identify the food contents of the Pinggang Pinoy.

• Present the Pinggang Pinoy to the learners.

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 • Ask the different groups to discuss what they will choose from the food
pyramid. After discussing with their groupmates, they need to draw
their Pinggang Pinoy and write the foods that they have chosen.

• After the time set for the group discussion, ask the different group
members to present the content of their Pinggang Pinoy through body
spelling. This means that the learners need to spell the words as a group
through their body parts. For example, if they wrote the word rice, the
group may present it this way:

http://tinyurl.com/y3jf96x7

C. Abstraction (LEARN)
Activity 4: Food Dance
Instructions:
• Give a piece of paper to each learners where they will write one healthy
food based on the food pyramid.
• Play any Filipino folk song and ask the students to dance. Once the
music stops, the teacher announces a food. The learner is eliminated
once his food is announced. The learners win the game if his food is not
announced until everyone is eliminated. The winner will show the class
the food written on his paper.

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D. Application (USE)

Activity 5: Nutrient Puzzle Circuitcise

Instructions:
• The teacher sets up a circuit.
• The learners need to solve word puzzles about nutrients, healthy foods,
and locomotor movements in each circuit. After solving the puzzle, the
learners need to do the locomotor movement based on the number on
the flag. For example, the teacher will put in one station a flag with
number 10 on it. After the learners solved the jumbled letters “STAF”
for the word FATS and “POH” for the word HOP, the students will hop
ten times.

• Students will go back to their proper places and complete the

statements. Ask volunteers to share their take aways.

1. I need carbohydrates to _________________________________________.

2. I need proteins to ___________________________________.
3. I need some fats to ____________________________.
4. I need vitamins and minerals to _______________________.
5. I need to drink water regularly to ___________________________.
6. I need eat healthy foods to ______________________________________.
7. I need to eat balanced meal to ______________________________.

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 III. EVALUATION

Activity 6: Food Scavenger Hunt and Meal Preparation

Instructions:
• Group the class into five with an equal number of members.
• Ask the different groups to look for foods around the room for their
Pinggang Pinoy. (Set the time for the students to complete the foods on
their Pinggang Pinoy.)

• After the time set for food hunting, all learners should go back to their
proper places. Give each group a Pinggang Pinoy where they will put
the foods that they hunted.

• Each food correctly placed in the food group on the Pinggang Pinoy
counts one. The foods not placed in the proper food group on the
Pinggang Pinoy shall be deducted from the score of the group.

• The group that hunts the most complete food group on the Pinggang
Pinoy wins the game.

• After the game, each team will discuss with their groupmates the meal
that they wish to prepare using the list of ingredients that they have on
their Pinggang Pinoy.

• After the activity, the teacher will give the group members time to
answer the following questions:

o What meal did you prepare?

o What factors did you consider in preparing the meal?
o What are the benefits of knowing the nutrients of the different
foods?
o Why is there a need to ensure that the meal has the three food
groups (GO, Grow, Glow)?
o How can meals affect one’s physical performance?
o How can meals affect one’s health and well-being?

 Each group will choose a representative to share the results of their

group answers with the class.