Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
BALINGASAY NATIONAL HIGH SCHOOL
School BALINGASAY NHS - 300161 Grade Level 10
Teacher ANGELIQUE D. TABAREJOS Learning Area MAPEH
/ Subject (PE)
Teaching Date and JANUARY 27 – 31, 2025 Quarter 3
SEMI-DETAILED Time 1:00 – 1:50 pm
LESSON PLAN 2:40 – 3:30 pm
3:30 – 4:20 pm
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of lifestyle and weight
management to promote societal fitness
B. Performance The learner maintains an active lifestyle to influence the physical activity
Standard participation of the community and society; and
The learner practices healthy eating habits that support an active lifestyle
C. Most Essential Assess physical activity, exercise and eating habits (PE10PF-IIIah-39);
Learning Engage in moderate to vigorous physical activities for at least 60 minutes
Competency/ies a day in and out of school (PE10PF-IIIch-45); and
Expresses a sense of purpose and belongingness by participating in
physical activity-related community services and programs (PE10PF-
IIIch-48)
D. Objectives At the end of this lesson, the learners should be able to:
Determine the risk factors related to lifestyle diseases;
Suggest ways on how to improve one’s physical activity and fitness;
Describe the parts of the Filipino Pyramid Activity Guide
Define what RPE is;
Perform basic dance movements;
Identify the intensity of an activity based on the Rate of Perceived Exertion (RPE)
Chart
Classify foods according to their groups;
Realize the importance of eating a balanced diet;
Determine the number of servings needed for each food group
Identify what fitness component/s is/are being developed in each hip-hop and
street dance style;
Recognize the health benefits of dancing;
Draw a Pinggang Pinoy and choose nutritious foods to be placed in it; and
Apply knowledge about the three basic food groups
II. CONTENT FILIPINO PYRAMID ACTIVITY GUIDE
RATE OF PERCEIVED EXERTION (RPE) CHART
EATING PLAN FOR HEALTHY LIVING
HEALTH BENEFITS OF DANCING
III. LEARNING
RESOURCES
A. References Callo, L., Camiling, M., Yap, J., et. al. (2015) Physical Education and Health.
Pasig City. Vibal Group, Inc.
1. Teacher's guide
pages MAPEH 10 Most Essential Learning Competencies, pp. 337 – 338
2. Learner's materials
pages
3. Textbook pages pp. 119 – 129
4. Additional materials
from learning
resources (LR) portal
B. Other Learning PowerPoint presentation, Module, MAPEH 10 Book, Chalkboard, Laptop,
Resources Television, coupon bond, pencil, coloring materials
IV. PROCEDURES
A. Reviewing The learners will share what they have learned from the previous discussion about
previous lesson or Filipino Pyramid Activity Guide.
presenting the new
lesson The learners will share what they have learned from the previous discussion about
Rate of Perceived Exertion (RPE) Chart.
The learners will share what they have learned from the previous discussion about
the Eating Plan for Healthy Living.
B. Establishing a Unlocking Content Vocabulary
purpose for the The teacher will present the meaning of the following terms that would be of great
lesson help for learners to easily understand the lessons:
Leisure – use of free time for enjoyment
Aerobic – relating to, involving, or requiring free oxygen.
Recreational – relating to or denoting activity done for enjoyment when one is not working.
Rate – a measure, quantity, or frequency, typically one measured against some other
quantity or measure
Perceive – become aware or conscious of (something); come to realize or understand
Exertion – physical or mental effort
Lifestyle – the way in which a person or group lives
Hygiene – the practice of keeping yourself and your surroundings clean to prevent illness
and the spread of disease
Dancing – is the rhythmic movement of the body, usually to music, for a variety of reasons,
including exercise, entertainment, and social interaction.
Osteoporosis – is a systemic skeletal disorder characterized by low bone mass, micro-
architectural deterioration of bone tissue leading to more porous bone, and consequent
increase in fracture risk.
Pinggang Pinoy – one of the Food-Based Dietary Guidelines (FBDGs) that is
disseminated in the Philippines as a guide on the proper food group proportions.
C. Presenting The teacher will read the story about Sitio Katamakawan on page 109 of the
examples/instances Learner’s Material and the learners will answer the following questions afterward:
of the new lesson
1. Would you like to live in this community?
2. Which health dimension are sustained, and which need improvement in this
community?
3. Do the people live a physically active and healthy lifestyle?
4. If you were a friend of one of the members of this community, what would you
advise her/him to achieve fitness?
5. What are the advantages and disadvantages of media and technology to our
health?
6. What recreational physical activities can you suggest to the children, teenagers,
and adult members of Sitio Katamakawan?
The learners will classify the foods listed below according to which food group
they belong:
BREAD
POTATO
PASTA
RICE
FISH
CHICKEN
PORK
BEEF
LETTUCE
CABBAGE
ACTIVITY: INTERPRET IT!
The learners will give their own interpretation to the quote of Martha Graham,
“Dance is the hidden language of the soul”.
_________________________________________________________________
_________________________________________________________________
________________________________________________________________.
Activity: Picture Analysis
The learners will analyze and interpret the illustration below:
1. Based on the illustration above, do you think you meet the
nutritional needs needed by your body?
2. What are the nutrients that your body needs?
D. Discussing new The teacher will discuss the topic about:
concepts and
practicing new skills Filipino Pyramid Activity Guide
#1 Rate of Perceived Exertion (RPE) Chart
Eating Plan for Healthy Living
Health Benefits of Dancing
E. Discussing new
concepts and
practicing new skills
#2
F. Developing
mastery (leads to Activity: LABELING
formative The learners will label the parts of the Healthy Eating Pyramid with the food
assessment) groups.
G. Finding practical The learners will reflect and answer the following questions briefly:
application of 1. If you do not like to engage in dancing, which of the activities in the Filipino
concepts and skills in Pyramid Activity Guide will you choose as your hobby?
daily living 2. How can understanding your Rate of Perceived Exertion help you manage your
energy levels during daily activities like work, chores, or exercise?
3. What is the importance of eating a balanced diet to lifelong fitness?
4. Which of the discussed benefit of dancing do you think would be the most
helpful to you as a student, and why?
5. How can following Pinggang Pinoy help you make healthier food choices every
day?
PERFORMANCE TASK
On a 1 short coupon bond, the learners will draw their own Pinggang Pinoy and fill
it in with nutritious foods according to their liking.
H. Making Today, I have learned that ___________________________________________.
generalizations and The things I want to treasure _________________________________________.
abstraction about the My favorite part of our group task was __________________________________.
lesson
I. Evaluating learning Identify the Frequency of the following activities. Write “M” for minimally, “O” for
Often, “R” for Regularly, or “H” for Habitually.
1. Go Mall-Strolling
2. Piko, Sipa, Patintero
3. Taking longer routes
4. Yoga
5. Play cards/mahjong
6. Sit and do a needle work
7. Go bowling
8. Ballroom dancing
9. Swimming
10. Indulge in computer games and surfing.
Determine the RPE Scale of the following descriptions.
1. Anything other than sleeping, watching TV, riding a car, etc.
2. Completely out of breath, unable to talk
3. Easy to breathe and carry on a conversation.
4. Can barely breathe and speak a single word
5. Breathing heavily, can hold a short conversation
6. Short of breath, can speak a sentence
Identify the number of servings needed for each of the following food groups:
1. Rice, Corn, & Pasta
2. Fats & Oils
3. Milk & Milk Products
4. Vegetables
5. Fish, Meat, Poultry
6. Fruits
7. Sugar/Sweets
Write an essay about the health benefits of Dancing.
Guide Questions:
1. How does dancing contribute to both physical and mental health, and what
specific benefits can it provide in your daily life?
2. In what ways can incorporating dancing into your routine improve
cardiovascular health, flexibility, and overall well-being?
RUBRIC for Evaluating Essay
20–16 Points
Provides a clear, detailed explanation of the health benefits of dancing with well-
supported examples and minimal errors
15–11 Points
Offers a good explanation with some examples, but lacks depth or has minor
organizational issues.
10–6 Points
Provides a basic explanation with limited examples or unclear sections, and
contains several errors.
5–1 Point/s
Lacks clarity and depth, with numerous errors and little explanation of the health
benefits.
RUBRIC for Evaluating Pinggang Pinoy
50–41 points
Demonstrates a thorough understanding and consistent application of Pinggang
Pinoy, promoting balanced nutrition and healthy eating habits.
40–31 points
Displays a solid understanding and applies Pinggang Pinoy principles most of the
time with occasional gaps in balance or variety.
30–21 points
Shows basic understanding but applies Pinggang Pinoy inconsistently, with limited
effort in promoting healthy eating.
20–1 point/s
Demonstrates minimal understanding of Pinggang Pinoy and struggles with proper
application and advocacy of healthy eating.
J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners 10 – Innovative - __________
who earned 80% in 10 – Courage - __________
the evaluation
10 – Integrity - __________
B. No. of learners 10 – Innovative - __________
who require additional
activities for 10 – Courage - __________
remediation who 10 – Integrity - __________
scored below 80%
C. Did the remedial 10 – Innovative - __________
lessons works? No. of
learners who have 10 – Courage - __________
caught up with the 10 – Integrity - __________
lesson
D. No. of learners 10 – Innovative - __________
who continue to
require remediation 10 – Courage - __________
10 – Integrity - __________
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?
Prepared by: Checked by:
ANGELIQUE D. TABAREJOS MARILYN M. CAASI
Substitute Teacher Head Teacher III
Noted:
SUSAN O. PIZARRO
Principal IV
