School Iligan City East High Grade GRADE 11

School-Santiago Annex Level

Teacher ALMEDA L. MAGLASANG Learning P.E. & HEALTH
Area
Teaching Quarter First
GRADES 1 to 12 Date and
DETAILED LESSON
Time
PLAN

I. OBJECTIVES
A. Content The learner demonstrates understanding of the fitness and exercise
Standards in optimizing one’s health as a habit; as a prerequisite for PA
performance, and as a career opportunity.
B. Performance The leaner leads fitness events with proficiency and confidence
Standards resulting in independent pursuit and in influencing others
positively.

C. Learning Relates health behaviours (eating habits, sleep and stress

Competencies/ management) to health risks factors and PA performance
Objectives Code : PEH11FH-Id-3
(Write the LC Code for
each)
Specific objectives:
a. Define the meaning of eating habits.
b. Identify the types of eating habits and its health risks factor to
a person and PA performance.
c. Show cooperation through active participation in the class
discussion.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to
teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
Eat Right for a Healthy Life
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest
in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as
RESOURCES
well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide
pages PE FOR G-11, pp. 15-19
2. Learner’s
Material pages Physical Education and Health/HOPE for Senior High School
3. Textbook pages pp.12-16
Strips, Manila paper, Pictures, Video clips
4. Materials Cooperative Learning
5. Strategy
Inquiry- based Approached
Group-to-group Learning
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
 http://www.diet.com/g/eating-habits
http://familvdoctor.org/familydoctor/en/prevention-wellness/food-
nutrition/healthy-food-choices/food-habits-survey.htm
Grade 7 health Manual
These steps should be done across the week. Spread out the activities appropriately so that the
students will learn well. Always be guided by demonstration of learning by the students which you
can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES students with multiple ways to learn new things, practice their learning, question their learning
processes and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.

Teacher’s Activity Student’s Activity

A. Preparatory Activities

1. Warm-up/Drill Exercises

1.1 Head Rotation 8cts. (Clockwise & Ask a student to lead

Counter Clockwise) the limbering exercises
1.2 Neck Stretch 8cts. (R&L)
1.3 Shoulder Rolls 8cts. (Circular
motion forward and backward)
1.3 Forearm Rotation 8cts.(Clockwise
& Counter Clockwise)
1.4 Sidearm Stretch 8cts. (R & L)
1.5 Hip rotation 8cts. (Clockwise &
Counter Clockwise)
1.5 March in Place 16 cts.
1.6 Breathing Exercise (inhale &
Exhale)
B. Prayer
C. Checking of students attendance
who is absent today? ( John ma’am is absent
today)
Good morning class? Good morning ma’am!
How are you today? We’re fine ma’am
……..Nice to hear that you are all fine
today class.
Class, what was our lesson last meeting?
Very good!
What do you mean by Aerobics Ma’am, our lesson last
exercise? meeting was all about
the importance of
Very good! aerobics exercise.
Lea: Aerobic exercise
means-an exercise that
Do you have questions regarding our strengthen the heart and
topic yesterday? lungs, therefore it
improves our body's
A. Reviewing utilization of oxygen.
previous lesson or
presenting the
new lesson
None so far ma’am.
B. Establishing a This morning we will be learning
purpose for the another topic in which this will help us
lesson maintain our body weight in order to
perform better in our daily activities. Yes ma ám. We are
Are you ready class? ready.
Solve the puzzle? (2 minutes)

© ! µ + π Ü TM
E V A L T I N
Ᵽ - Ṝ & Ḭ * ± Answer is :
G H A B I T S
≠ α ¥ Σ € ÷ ≥ EATING HABITS
Pedro: Ma’am, eating
SOLVE: © µ π Ü TM Ᵽ α ¥ Σ€ ÷≥ habits means a style of
Can you tell something about the eating or daily eating
word eating habits? routine.

Very good!

C. Presenting How many times do you eat every day? Five times a day
examples/ Where and when do you usually eat? ma’am.
instances of the Lisa: Ma’am, I usually
new lesson
eat at home during
What do you mean by eating habits? regular meals while
Discussion of the topic watching TV.
Eating habits means….
 the way a person or group eats,
considered in terms of what
types of food are eaten, in what
quantities, and when.
(food habits ) refers to why and how
people eat, which food they eat and with
whom they eat, as well as the way
people obtain, store, use, and discard
food. Individual, social, cultural,
religious, economic, environmental, and
political factors people’s eating habits.
D. Discussing new Guide questions:
concepts and (3 minutes time allotted for every
practicing new skill Group)
#1
1. Describe/ tell something about
the picture
2. List the food that you can
identify in the picture
3. Where is the setting/ place of the
activity Team Building Activity
Group 1
Group 1
 Team Building Activity
Group 2

Group 2
Team Building Activity
Group 3

Group 3

Group 3

E. Discussing new Let us welcome the report of the Discussion of the topic
concepts and representative of group 1 by group:
practicing new skill Group 1
#2
A. A group of young
individuals who are
A resounding clap for group 1 and now happy eating together in
let us listen to group 2 a small cottage.
B. They are eating junk
 foods while talking.

GROUP 2
A. A family having
Thank you group 2 and a yes clap for their lunch date at the
them, now let us have G-3 restaurant.
B. They have a lot of
foods serve in the table
such as leche flan,
salad, Nestea drinks.
Very good ……………….. GROUP 3
A. Three students
And now anybody from the class, who eating lunch in the
can tell us or identify the different types classroom.
of eating habits.
B. They are seriously
watching TV while
Very good Fe! eating and it seems
that they are enjoying
What else? the show .
Types of eating habits are:
Emotional eating- is a form of
disordered eating and is defined as “an Fe: Ma’am I think
increase in food mistake in response to based on the picture
negative emotions” and can be shown a while ago, one
considered a maladaptive strategy used type of eating habit is
to cope with difficult feelings. eating with friends or
Social eating- unintended eating with (social eating).
friends or colleagues, just for the sake of
being sociable and often despite being
on a strict diet. Peer pressure usually
plays a role as one feels compelled to
consume far more calories than planned.
Distracted eating- being distracted or
not paying attention to a meal tended to
make people eat more at that meal.
- Eating while watching TV/ any
gadgets for extended periods of
time.
-
Now anybody from the class who can
guess another type of eating habit?
The last type is called:
Fueling for performance- athletes
follow a structured diet for good body
composition, athletic performance, and
recovery. They eat a balanced diet of
carbohydrates, protein, fats, minerals, Ma’am we don’t know.
and vitamins to be effective in their
performance.
F. Developing Cites some reasons of being an Matt: Ma’am, it might
Mastery (Leads to emotional eater? be a family or personal
Formative Assessment
3) problem.
Lea: They want to
express the feelings
they experienced
Why some people like to eat with through eating.
friends? Ma’am, because they
love to talk while
eating, sharing
personal experiences
Who among from the class usually eat and having fun.
while watching TV at home?

Reason for Emotional Eating Che: Ma’am I ate while

a. As a source of comfort, stress watching TV series at
reliever home.
b. A reward or a coping mechanism but
if not resolved will lead to obesity John.; “ in order to
and weight gain. solve/forget the
problem ma’am.
Social eating To celebrate victory
1. Peer pressure or for the sake of being ma’am.
sociable and not offend the host or
the group and may lead to consume
eating more calories than planned. It Andrea “ to be with
could also affect person’s health, friends and to avoid
leading to obesity and other health boredom ma’am.
problems.

Distracted Eating
1. Distracted eating leads to
overweight, obesity and even
increased risk of disease like
diabetes, hypertension and others.
Jane “ma’am they love
Fueling for performance to eat while watching
1. Eating the right amount of food, their favorite movie.
having a balance diet to achieve
balance performance especially for
the athletes.
2. Doing physical/ sports activities Ace: “to maintain body
without proper diet will lead to poor weight and achieve high
performance. performance especially
in sports.
G. Finding practical What eating habits should you change Che: Ma’am, I want to
applications of and why? change my eating style
concepts & skills in while watching on tv
daily living
because I might eat a lot
 of food which could
How eating habit contributes to a lead to obesity.
healthy lifestyle? Paul. “ma’am when I
exercise I’ll make sure
that I eat the right
amount of food to
Is it important for the athletes to observe supply the needed
proper eating habits? Why? energy for my body.
(Others may also give
their individual answer)

H. Making Video presentation regarding proper

generalizations & way of eating with exercise.
abstractions about (2 minutes only)
the lesson
https://www.youtube.com/watch?
v=WSWPgFkUUeU
How important is the proper way of
eating to our daily life activities?

Cite some ways to minimize bad eating Natasha, “To get rid of
habits. any health problems”.
Pedro “To achieve
healthy lifestyle.
Jane“ List the food you
need to buy in the
market”.
Jose, “avoid eating
easy to cook/ processed
food and stop eating
junk foods.
Ma’am, don’t forget to
drink a lot water every
day.
I. Evaluating
Learning Sample activities.
Assess whether
the learning objectives
have been met. A. Sentence completion:
Evaluation should tap
into the three
types of objectives. 1. I learned that there are four types of
eating habits. These are ______,
_______, ___________,________.
2. Choosing the right amount of food
will _______________.
3. To avoid health related problems
avoid eating
____________________.
4. I realized that balanced diet will
 keep a person
from________________.
5. From now on, I promised to
_______________.

B. Role playing about the health risks

factors of eating habits of a person.
(3 minutes only)
(Pleas see attached criteria on last page)

J. Additional
activities for Make your own weekly meal Plan
application or
remediation
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ 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 relevant
VI. REFLECTION questions.

A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the remedial
lesson work? No.
of learners who
caught up with the
lesson
D. No. of learners
who continue to
require
remediation

E. Which of my
teaching 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?

CRITERIA for the Role Play

5 4 3
The group keeps The group keeps The group keeps the
Delivery the role-play the role play within 2 role play within less
within the time minutes. Actors than 2 minutes.
limit. Actors project their voices Actors project their
project their voices loudly and clearly voices loudly and
loudly and clearly clearly
The group adapts The group adapts The group adapts
topic into a role- topic into a role-play topic into a role-play
Creativity play format in a format in a creative in a creative manner;
creative manner, manner; the scenario the scenario is not so
the scenario is is entertaining, and entertaining ,and
entertaining, and topic is turned into a topic is having a
topic is turned into dialogue is not clear normal dialogue and
a dialogue and and not all actions are not all actions are
action appropriates appropriate for the appropriate for the
for the character characters (s) character (s)
(s).
Significance The role-play The role-play The role-play
addresses all issues addresses some addresses issues with
that contribute to issues that contribute a less contribution to
the class’s to the class’s the class’s
understanding of understanding of the understanding of the
the topic topic topic.

http://faculty.washington.edu/kgb/345/rlplygrade.html

(Criteria is revised by the teacher)