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GRADE 1 to 12 School Grade Level 9

DAILY LESSON LOG Teacher Learning HEALTH


Area
Teaching Dates and Quarter 2nd Quarter
Time

SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5


Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional
lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
Content Standard
Performance Standard
Learning By the end of the module, students should be able to: -recall the health benefits
Competency/Objectives - recall the health benefits derived from making each meal a Pinggang Pinoy; derived from the nutrients
Write the LC code for each.
- discuss fallacies associated with health and nutrition. found in Glow foods.
-discuss fallacies
associated with Glow
foods
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 PINGGANG PINOY GLOW FOODS
IV. LEARNING
RESOURCES
A. References
Teacher’s Guide Wellness Campus Module 1 & 2
pages
Learner’s Materials pages
Textbook pages
Additional Materials from
Learning Resource
(LR)portal
Other Learning Video: Module 1 Pinggang File: GRO9_MO1_Lesson File: GRO9_MO1_Lesson Comics strips Video: Module 2 Glow
Resources Pinoy 2 Powerpoint 3 Powerpoint Foods
File: GRO9_MO1_Lesson 1 File: GRO9_MO2_Lesson 1
Powerpoint Powerpoint
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
V. PROCEDURES Sustain learning systematically by providing 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.

Reviewing previous Inform the class that they - Ask the students to Let the student recall Inform the class that they
lesson or presenting the will review some concepts bring out 1 pad paper & some concepts of will review some concepts
new lesson that they may recall from write “Created by” at Pinggang Pinoy and its about Glow foods that
previous years. the top of the page. importance. they may recall from
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Beside it, they should previous years.
write their name. On the
2nd line ask them to
write “Answered by”.
- Start the lesson by
challenging the students
to contruct their own 10-
point quiz about
Pinggang Pinoy & its
importance on
adolescent health; facts
& concepts they recall
from previous lesson.
- Instruct the students to
exchange papers with
their seatmates & write
their name beside
“answered by”. Give the
class time to answer
their classmates’ quiz.
When done, instruct
them to return the
quizzes to the student
who created it then
check the answer of
their classmates.
Establishing a purpose Inform the student that
for the lesson the objective of the
activity is to educate
others about the
common fallacies & to
provide accurate
explanations behind the
erroneous assumptions.
Presenting Ask the students what -Divide the class into 6 -Instruct the students to
examples/Instances of they recall about Pinggang groups & tell them to take out 1 pad paper &
the new lesson Pinoy & have them draw combine their results divide it into 3 colums.. In
on the front side of the from the Fact/Myths the 1st column have them
page, with the correct assignment. list down as many facts
labels, portions, & as -Ask 1 member from as they can about Glow
many example of food each group to write foods & what they know

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that belong in each food down on the board the about the importance of
group. At the back, let combined results for fruits & vegetables for
them create 3 columns their group. adolescent health &
with the ffg headings; -Merge the result further development.
what I know, what I by adding all the -Tell them that they will
recalled & what I learned. numbers reported by watch a video & listen to
Have the students list each group for each a lecture & their task is to
down facts about statement. compare what they know
Pinggang Pinoy & its with the facts & concepts
importance. Give them that they will encounter in
few minutes to write items the video & lecture.
in the first column.
Discussing new Tell the student that they Discuss the correct -Instruct the students Play the video & instruct
concepts and practicing will watch a video & listen answers to each to join their groups the students to list down
new skills # 1 to a lecture. Let them statement using the from the previous in column 2 the facts &
compare what they powerpoint file. lesson. concepts they already
already know with the - Ask them to complete knew but remembered
facts & concepts that they the sentence “It is with the help of video & in
will encounter in the video important to learn column 3 the facts &
& lecture. about health & food concepts they are
myths learning for the 1st time.
because_______________
_____”.
-Call on one person per
group to share their
group’s sentence.
Discussing new Let the student list down Review some nutrients
concepts and practicing facts & concepts that they derived from Glow foods
new skills # 2 already knew but using the powerpoint
remembered with the help presentation.
of video.
In column 3, list down
facts & concepts that they
are learning for the first
time.
Developing mastery Give students time to Using the powerpoint
(leads to Formative compare their answers presentation, let the
Assessment 3) with their seatmates` students judge whether
answer. the statement is a fact. If
they think the statement
is a fact, they should

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wave their right hand. If
they think it is a myth,
they should wave their
left hand.
-Discuss the correct
answer to the statements.
Finding practical Let them look for the facts
application of concepts & concepts in their
and skills in daily living seatmate list that they
were not able to include in
column 2 & 3.
Making generalizations Let the student summarize Ask the student to Ask the students to think
and abstractions about what is a Pinggang Pinoy reflect on the statement about & answer the ffg
the lesson & adolescent health. & the result of their questions:
survey by discussing the 1. If you ask your
ffg: friends in other
1. Which statements grade levels, family
had the most members & the
incorrect community to state
responses among whether the
the group’s statements are
respondents? facts/myths, which
2. Which were statements do you
commonly think most people
assumed to be would get wrong?
true when in fact Why?
they were myths? 2. When it comes to
3. What may happen health info, where
if those do you think people
respondents get a lot of their
continued to information? Are
assume that the these info sources
myths statements always reliable?
were true?
4. Which got the
most”don’t know”
responses?
Evaluating learning Collect each student’s Ask the students If they -Distribute 1 sheet of Give more time for Collect each student’s
output & review each after were to educate their cartolina & some coloring the students to output & review each
class to know which of friends, family members materials to each group. work on their comic after class to know which
your students have a & the members of the -Tell the group that they strips. of your students have a

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thorough understanding of community about these will be making a “Fact -When done, post thorough understanding
the concepts & which only myths, what would they or Myths” comic strip the comic strips on of the concepts & which
have a surface tell them? that should feature one the wall & allow only have a surface
understanding. of the myths discussed other groups to understanding.
in the previous class. look at the output
of the group.
-Announce the top
3 outputs & their
corresponding
points.
Additional activities for Let the students conduct a Let the students conduct
application or simple investigation. The a simple investigation.
remediation student will ask 5 The student will ask 5
respondents whether the respondents whether the
ffg statements are facts or statements are facts or
myths. myths.
1. If you want to burn
fat from a particular
body part, there are
specific exercises
that you can do.
2. Eating full breakfast
can be fattening.
3. It is alright to gain
fat during childhood
& adolescence.
4. Fad diets are
healthy ways to lose
weight.
5. Eating snacks aids
in losing weight.
6. The energy in food
is called calories.
The rubrics to be used
in assessing the output
VI. REMARKS
of the group is written
in the module.
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?
VII. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation

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No. of learners who
require additional
activities for remediation
who scored below 80%
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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