GRADE 1 to 12 School FRANCISCO G.

NEPOMUCENO MEMORIAL HIGH SCHOOL Grade Level 7

DAILY LESSON LOG Teacher MAUREEN B. SALES Learning Area MAPEH (HEALTH)
Teaching Dates and Time NOVEMBER 13-17, 2023 (7:00-3:30) WEEK 2 Quarter SECOND

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standard - The learner demonstrates understanding of nutrition for a healthy life during adolescence.
B. Performance Standard - The learner makes informed decisions in the choice of food to eat during adolescence.
- identify the nutritional problems of - identify the different eating disorders - compose and perform a song about - determine the level of knowledge acquired
adolescents (H7N-Iid-f-22) - explains the characteristics, signs, and nutrition/prevention of eating disorders thru assessment
- describes the characteristics, signs and symptoms of eating disorders (H7N-Iid-f-25)
C. Learning Competency symptoms of malnutrition and micro-nutrient - applies decision making and critical thinking
/Objectives deficiencies (H7N-Iid-f-23) skills to prevent nutritional problems of
(Write the LC code for each) - discusses ways of preventing and controlling adolescents (H7N-Iig-h-27)
malnutrition and micronutrients deficiencies
(H7NIid-f-24)

- Malnutrition and Micronutrients Deficiencies

II. CONTENT
- Eating Disorders
III. LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials pages
298-302 304-310
3. Textbook pages
323-327
4. Additional Materials from
Learning Resource (LR)portal
PowerPoint Presentation
PowerPoint Presentation
B.Other Learning Resource Videos from YouTube Speaker Teacher made Assessment
Video from YouTube
Images from google
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
IV. PROCEDURES students which you can infer from formative assessment activities. 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.
Learners will observe the picture presented Review on Malnutrition and Micro-nutrient Learners will be grouped into 5. Learners will answer the 50 items
by the teacher. deficiencies thru a game. assessment.
A. Reviewing previous lesson or
(Children having lack of nutrition and Unscramble the letters to form the word.
presenting the new lesson
children having enough and regular
nutrition)
B. Establishing a purpose for the Pick name of student/s randomly and give Learners will give idea reagrading the Learners will be given opportunity to A teacher adds support for students to
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their ideas about the pictures presented. words they have formed. express their talent by composing, singing enhance learning and aid in the mastery of
lesson
or acting their own nutritional song. tasks.
Using the pictures, let learners identify Let learners answer the following to identify Let them practice and brainstorm for 30
some nutrition-related problems/issues their eating styles. minutes.
common among Adolescents. Write YES if the eating style relates to you
and NO if it doesn’t.
C. Presenting examples/Instances 1. I only eat when I feel hungry.
of the new lesson 2. I eat more when I feel depressed.
3. I eat more when I vomit after eating.
4. I eat more when I am bored.
5. I eat then I take laxatives to rid my
stomach of food.
D. Discussing new concepts and Define Malnutrition and Micro-nutrient Based on the activity, lead them into With the guide of the teacher, check their
practicing new skills # 1 Deficiencies. discussion about eating disorders. pre-composition.
Discussion about Issues and impact on Watch the episode of eating disorder of a Ask them to at least put acting or
health of given problems related to certain video clips. choreography on their song.
E. Discussing new concepts and Nutrition. Explain the three most common eating
practicing new skills # 2 (Skipping breakfast, not eating on time, disorders: Anorexia Nervosa, Bulimia,
eating in fast food most of the time and Binge Eating Disorder
junk diet)
Trivia:
Teenagers who have eating disorder
usually have a family history of weight
Have the learners reflect on their daily problems, depression, or substance abuse.
F. Developing mastery Each group will be given 2 minutes to
meal. Are they eating the right food In this case they need professional help.
(leads to Formative Assessment prepare and perform in front.
everyday? Watch your eating pattern/behavior. There
are some behaviors that may indicate that
you are at risk of developing an eating
disorder.
Recall the time of their meal yesterday Follow up question on the activity above. Rate the students based on the criteria
from breakfast, snacks, lunch, sncaks and How do you find your eating practice? given.
dinner. What do you plan to do with what you
G. Finding practical application of Using the table format given by the discovered about your eating practice?
concepts and skills in daily living teacher, let learners fill in the table. Do you think you have healthful eating
Meal Time Food Eaten
practices? Why?

H.Making generalizations and Malnutrition is a condition wherein a Eating disorders are psychological To sum the lesson in Quarter 2, the food .
abstractions about the lesson person is not getting enough of the right illnesses defined by abnormal eating habits that you eat greatly affects your over-all
food. Micronutrient deficiencies are that may involve either insufficient or health including your ability to stay active,
disease caused by deficiency of vitamins excessive food intake to the detriment of study, and hang out with friends. If you

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or minerals in the diet. an individual’s physical and mental health. choose the right foods to eat, these will
provide your body with the nutrients it
needs to help you look and perform at your
best.
On your MAPEH notebook, answer the Answer the 5-item quiz given by the Using criteria, learners will get the following
following: teacher. score:
1. The most important learning in the Content- 30 points
I. Evaluating learning lesson. Creativity- 15 points
2. Symbolize their most important learning Over-all presentation- 15 points
either by drawing it or showing
something/an object.
Research on the following:
J. Additional activities for application or
Anorexia Nervosa, Bulimia, Binge Eating
remediation
Disorder
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?
VI. REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant 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 lessons work? No. of
learners who have 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?

Prepared/Submitted: Checked: Noted:

MAUREEN B. SALES MARIA LUCIA P. NUQUI MARIA BELINA B. MERCADO HERMES P. VARGAS
Secondary School Teacher III Master Teacher I Head Teacher VI – MAPEH Secondary School Principal IV

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