DAILY LESSON PLAN

DLP No.: Learning Area: Health Grade Level: 7 Quarter: 2 Duration: 60

Learning Competency/ies: Identify the nutritional problems of adolescents. CODE: H7N-IId-f22
(Taken from the Curriculum Guide) Describe the characteristics, signs, and symptoms of
malnutrition and micronutrient deficiencies.
Describe the characteristics, signs, and symptoms of H7N-IId-f23
malnutrition and micronutrient deficiencies.

Key Concepts / The learner demonstrates understanding key concepts of health and fitness in achieving, promoting, and
Understandings to be sustaining wellness for quality life.
Developed
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition identify, retrieve, recognize, Identify the nutritional problems of adolescents.
Remembering
of knowing duplicate, list, memorize, Describe the characteristics , signs , and symptoms
The learner can recall information and retrieve relevant
something with repeat, describe, reproduce of malnutrition and micronutrient deficiencies.
knowledge from long-term memory
familiarity gained
Understanding interpret, exemplify, classify,
through experience
The learner can construct meaning from oral, written and summarize, infer, compare,
or association
graphic messages explain, paraphrase, discuss

Skills Applying execute, implement, demonstrate,

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

Attitude Categories: List of Attitudes:

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

3. Learning Resources
Physical Education and Health 7
TG pp. 345-349

4. Procedures
4.1 Introductory Activity (2 minutes). This part introduces the lesson Curriculum Contextualization ●Check
content. Although at times optional, it is usually included to serve as a warm- Localization: Consider/include here the appropriate Local attendance
up activity to give the learners zest for the incoming lesson and an idea about Heritage Themes:
what it to follow. One principle in learning is that learning occurs when it is
●The Teacher
A. Annual Rites, Festivals, and Rituals (Historical/Religious
conducted in a pleasurable and comfortable atmosphere. Festivals, Local Cultural Festivals, Local Delicacies/Products
presents pictures
Festivals, Rituals, Wedding Ritual, Palihi Ritual, Burial Ritual, of healthy people
B Literary Anthologies Written In Local Language (BALITAW, and unhealthy
BALAK, Folktales/ Short Stories, Local Heroes people thru a
C. Historical Events, Enduring Values, Indigenous Materials,
Indigenous Cultural Communities/Indigenous People, Indigenous
power point.
Games ●The teacher
D. Topography, Flora/ Fauna (Falls, Mountains, River, Cave, Trees, asks few
Flower, Fauna questions:
E. Food & Local products
G. Role Model Family
1. Anyone who
can describe and
compare the 2
pictures?
4.2 Activity/Strategy (8 minutes). This is an interactive strategy to elicit ●The teacher
learner’s prior learning experience. It serves as a springboard for new learning. presents video
It illustrates the principle that learning starts where the learners are. Carefully
clips showing how
structured activities such as individual or group reflective exercises, group
discussion, self-or group assessment, dyadic or triadic interactions, puzzles, healthy and
simulations or role-play, cybernetics exercise, gallery walk and the like may be unhealthy
created. Clear instructions should be considered in this part of the lesson. children perform
activities through
power point.
●The Teacher
asks few
questions to
process the
video clip.
Δ Based from
the videp clip
which you have
just watched, how
can you compare
the activities done
by the healthy
and the unhealthy
person.
Δ What do you
think are the best
ways to help the
unhealthy people.

4.3 Analysis (2 minutes). Essential questions are included to serve as a ●The teacher
guide for the teacher in clarifying key understandings about the topic at hand. asks few
Critical points are organized to structure the discussions allowing the learners questions:
to maximize interactions and sharing of ideas and opinions about expected
Δ Can you name
issues. Affective questions are included to elicit the feelings of the learners
about the activity or the topic. The last questions or points taken should lead some nutritional
the learners to understand the new concepts or skills that are to be presented problems that you
in the next part of the lesson. have seen from
the video clip?

4.4 Abstraction (12 minutes). This outlines the key concepts, important ●The Teacher
skills that should be enhanced, and the proper attitude that should be discusses the
emphasized. This is organized as a lecturette that summarizes the
following:
learning emphasized from the activity, analysis and new inputs in this
part of the lesson. 1. Malnutrition
2. Micronutrient
Deficiencies
● More
pictures/image
s thru a power
point showing
the
micronutrient
deficiencies.
4.5 Application (6 minutes). This part is structured to ensure the ●Perform
commitment of the learners to do something to apply their new learning in Activity 7: My
their own environment. Thoughts
Please see TG
P. 349 for the
instructions
and rubrics.
(This is a
group activity
that uses
differentiated
,
developmentall
y learning
experiences to
address
learners’
needs,
strengths and
interests).
4.6 Assessment (6 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, Role Play, Oral Presentation, Dance, Musical
(Formal and informal observations of learners’ performance or behaviors are Performance, Skill Demonstration, Group Activity (e.g. Choral
recorded, based on assessment criteria) Reading), Debate, Motor & Psychomotor Games, Simulation
Activities, Science Experiment

b) Talking to Learners / Conferencing Hands-on Math Activities, Written Work and Essay, Picture
(Teachers talk to and question learners about their learning to gain insights on Analysis, Comic Strip, Panel Discussion, Interview, Think-Pair-
their understanding and to progress and clarify their thinking) Share, Reading

c) Analysis of Learners’ Products Worksheets for all subjects, Essay, Concept Maps/Graphic
(Teachers judge the quality of products produced by learners according to Organizer, Project, Model, Artwork, Multi-media Presentation,
agreed criteria) Product made in technical-vocational subjects

d) Tests Skill Performance Test, Open-Ended Question, Practicum, Pen and 10 item Test
(Teachers set tests or quizzes to determine learners’ ability to demonstrate Paper Test, Pre and Post Test, Diagnostic Test, Oral Test, Quiz (Formative Test)
mastery of a skill or knowledge of content) Please see Formative
Test Notebook
dated_______
TOS is attached in the
Formative TN to
assess the least
learned competencies
4.7 Assignment (2 minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson 1.Print a picture of an obese person and a normal one in a
sheet long bond paper.
2.Write the characteristics of each picture under each
picture
 Enriching / inspiring the day’s lesson

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Wrap-up/Concluding Activity (to complete work on something;

to bring something to an end) (2 minutes). Let’s remember this thought “A healthy diet is a solution to many of
Describe how you will complete the lesson and bring the work to a our health-care problems”.
conclusion/end. This can be done by:
a) Summarizing; recapitulating.
b) Providing a brief but affective closing activity such as a strong
quotation, a short song, an anecdote, parable or a letter that
inspires the learners to do something to practice their new
learning.