GRADE 7 School Pagalanggang National High School Grade Level 7

DAILY Teacher Celine C. Nicdao/Oliver S. Nuguid Learning Area Health

LESSON PLAN Teaching Dates January 08-12, 2024 (Week 7) Quarter Two
(DLP-4As) Sections January 15-19, 2024 (Week 8)
All Grade 7

DLP/DLL FORMAT 4As

Content Standards Content Standards Demonstrates understanding of nutrition for a healthy life during adolescence
Performance Standards Performance Standards Makes informed decisions in the choice of food to eat during adolescence.
Learning Competencies Learning Competencies (MELCS) type the link  Identifies the right foods during adolescence (H7N-IIa-20)
to the Curriculum Guide/Budget of Work
(MELCS)  Follows the Food Pyramid guide for adolescents and nutritional guidelines for Filipinos in choosing foods to
eat (H7N-IIb-c-21)
Learning Objectives Learning Objectives (include the three
domains: cognitive or knowledge, affective or At the end of the lesson, students are expected to:
"appeal to the emotion" part, and psychomotor
or the "do" part. Learning objectives should 1. Explains the need to select food based on the nutritional needs during adolescence
also be arranged in such a way that the
discussion will cover simple to complex topics 2. Follows the nutritional guidelines in choosing foods to eat
and skills. make sure to use the right action 3. Values the importance of nutritional guidelines in choosing foods to eat
words for each objective.

Learning Content Key Concepts

(this contains all the important concepts that
the students should learn and understand Understanding Nutrition for a Healthy Life During Adolescence
starting from the WHAT
Learning Resources File name and link to resources /materials
used for the activity, lecture, application, and Health Quarter 2 – Module 1: Understanding Nutrition for a Healthy Life During Adolescence
assessment
IV. PROCEDURES
Review/Presentation of The teacher will introduce the lesson through an activity, where students will ask to read the given selection and then answer
DAY 1 Activity (15 mins) the following question:
new lesson/ objective
This is how the lesson will be introduced. Should make sure that the teacher will
prepare an activity that will require students to work solo, in pairs or bigger grouping. Reggie Mouse’s Shrinking Clothes
Part of the activity should be the following: Reggie Mouse loved cheese. He ate cheese for breakfast, cheese for lunch, and cheese for
a) the directions that tells students what to do and gives the sequence/steps of
the tasks to be done.
dinner. Reggie Mouse ate cheese and nothing else. Reggie’s mom, Rita Mouse, always said to him, “Reggie, it is fine to eat
b) the task and its context which must make sure that the contents/ideas being cheese, but you should also eat healthy foods like fruits, vegetables, cereal, breads, chicken, and fish, too.” Reggie Mouse
read by the students are easily understood, and as much as possible contains would smile and say, “No way, Mom, I only eat cheese and nothing else.”
details and examples which they can easily relate to. One day as Reggie Mouse got dressed, all the buttons on his shirt went, “Pop, Pop,
c) Process questions which when answered by students should lead to the Pop.” “Oh, no, my shirt has “SHRUNK!” cried Reggie Mouse. And as Reggie Mouse put on a pair of his pants, “Rip, Rip,
lessons to be taken up/objectives of the lesson. Link to the learning materials
with resources should be indicated. Rip,” went the pants. “Oh, no, my pants have “SHRUNK!” too, cried Reggie Mouse. Reggie Mouse then ran to his closet and
tried on all his clothes. “Pop, Pop, Pop” went all the buttons on all his shirts. “Rip, Rip, Rip,” went all his pants. Reggie Mouse
 cried and cried and said, “Oh, no, all my clothes have ‘SHRUNK! What can I do?”
Rita Mouse heard her mouse-son crying. She quickly walked into his bedroom and
asked in a gentle voice, “Reggie, why are you crying and why are your clothes all on
floor?” “Oh, Mom, it’s awful, my clothes have all “SHRUNK,” cried Reggie Mouse in his saddest mouse-voice. “Hmmmm, all
your clothes have ‘SHRUNK’? I think I know what we can do to ‘Un- Shrink’ them,” she said.
“Reggie, if you want to ‘Un-Shrink’ your clothes you must stop eating only cheese and
The growth spurt during adolescence creates increased demands for energy and nutrients. As an adolescent, your total
DAY 1 Analysis (15 mins) nutrient needs are higher at this stage than any other stage in your lifecycle.
d) presentation of activity output where the answers to the process questions are
explained by the group reporter or any representative. The teacher does It only shows that nutrition and physical growth are essentially related: optimal nutrition is a requisite for achieving your full
synthesize by taking down common answers/ terms that lead to the presentation growth potential. Due to your rapid growth and development at this stage, you have a greater need for certain nutrients, such
of the lesson or topics to be discussed. e) if the activity will be graded, rubrics or as calcium, iron, protein, and energy foods.
scoring system must also be given.
As appetite is also likely to increase, it is important that food choices are made carefully. Good dietary guidance has three
important elements: pyramids, plates, and real food.
Presenting Examples DAY 1 Abstraction (60 mins)
Discussing Concept 1 This part is where the teacher discusses or The teacher will discuss the following concepts.
presents the concepts about the lesson. May
be done using various strategies- mini lecture
with discussion, lecture with demo and return Food Guide Pyramid
demo/drills, group reporting, pre-assigned
researching tasks on a topic. make sure to
consider time allotment when choosing
strategies/activities to meet the session
objectives ,teach and master the concepts.

Importance of Nutrition Among Adolescents

 As active adolescents you need more energy food. A person doing high level activities require more energy. If you are very
active, you need to eat a variety of food. Eat only in amounts that your body needs or that matches your growth level.

HEALTHFUL EATING GUIDELINES

Good Nutrition is very important in enhancing your quality of life and in preventing diseases. It means eating the right amount
of healthful foods and not skipping meals. It provides you with the needed calories and nutrients for your maximum energy
and wellness.
Check your daily food diet.

Directions: list down all the foods and drinks you had for breakfast, snacks, lunch, and dinner the previous day. Indicate
where you ate your meal in the column for source. Study your list and check if you followed the nutritional guidelines for a
balanced diet.
Note: you can just limit your foods eaten and the number of servings.
Practice

Based on the table above, answer the following questions and assess your eating
habits.
1. What did you discover about the food you eat?
Developing Mastery
2. Were you able to follow most of the nutritional guidelines for Filipinos?
3. Which guidelines were you not able to follow? Why?
4. What do you plan to do now? Will it help? How?
DAY 2 Application Check Your Nutrition Life Skills
Application (45 mins) Directions: Draw emoticons for YES if the Statement is something that you do.

may also be in an form of an activity, question and answer or lecture; make sure to
enumerate or give examples of applications that the learners can relate to- examples
that are observable in his environment, current events, practices in the community
etc.(contextualized) and please think of how you can integrate VALUES or proper
attitude
 Complete Me!!!
Recall the nutritional needs of adolescence. Complete the unfinished statements below.

1. I discovered that my eating habit is __________.

Generalization/Summary should contain most
Generalization/Summary important concepts /skills and values tackled 2. I discovered that eating the right food will __________.
3. I am aware that, the need to select food based on the nutritional needs during adolescence will __________.
4. As an adolescent, I need to eat __________.
5. I will encourage my family and friends to eat __________.
6. the food pyramid guide for adolescent are needed to __________.
DAY 2 Assessment To find out if the students really understood the lesson, the teacher will through this quiz.
Evaluation/Assessment (40 mins)
results of activities during application and generalization may also be used as Multiple choice. Choose the letter of the correct answer.
assessment 1. What mineral from the body is lost by excessive perspiration during strenuous physical activities?
a. calcium b. potassium c. water d. zinc

2. Why do adolescents require more energy and nutrients?

a. They need to achieve full growth and potential
b. They engage in more active physical activities.
c. Their bodies are preparing for pubertal changes.
d. Their bodies are undergoing several physical changes.

3. How much serving of vegetables does an adolescent need?

a. 1 serving b. 3 serving c. 5 serving d. 7 serving 1-3

4. How many eggs should an adolescent have for a day??

a. 1 piece b. 4 pieces c. 3 pieces d. 2 pieces

5. To stay healthy weight, one should choose a healthful diet with _________.
a. High calories from sweets c. Fats and oils from processed foods
b. Fibers from fruits and vegetables d. Caffeine from chocolate and coffee

6. Which is not healthful to do?

a. Eat fruits and vegetables daily
b. Limit the intake of sugar and salt
c. Increase consumption of fatty foods
d. Eat breakfast high in fiber like oatmeal

7. Due to rapid growth and development, you have a greater need for certain nutrients, such as:
a. Calcium b. Iron c. a and b d. None of the above

8. This emphasized the importance of eating o balanced, varied diet by depicting five main food groups.
 a. Food guide pyramid b. Diet plan c. Food plan d. Food plan

9. The excellent source of vitamin C are:

a. Yogurt b. Fruits c. Beans d. Grains
Remediation/Enhancement (modular print or Activity
Remediation/ digital/online)
Enhancement (modular (modular/online/ in lieu of the deducted
Below are pictures of different foods. Choose the foods which are suited for adolescents like you. Write the first letter of
print or digital/ online) minutes to shorten the contact time per
session) name of each food you have seen on the box provided to reveal the hidden word.

Give exact lesson/topics in the modules which will be done by students as take-
home activities and expect return of accomplished tasks/outputs the next
meeting/session; may be given as an assignment. Practice exercises will be given as
take-home activities to compensate for the deducted 15 minutes per meeting/ period/
checking of outputs will also be indicated in the DLL, in the column for 30 minutes
enhancement/ remediation

90 minutes per day x 2=

TOTAL NUMBER OF MINUTES
180 minutes

DLP/DLL FORMAT 4As

Content Standards Content Standards Demonstrates understanding of nutrition for a healthy life during adolescence
Performance Standards Performance Standards Makes informed decisions in the choice of food to eat during adolescence.
Learning Competencies Learning Competencies (MELCS) type the link
to the Curriculum Guide/Budget of Work  Describes the characteristics, signs and symptoms of malnutrition and micronutrient deficiencies (H7N-IId-f-23)
(MELCS)  discusses ways of preventing and controlling malnutrition and micronutrient deficiencies (H7N-IId-f-24)

Learning Objectives Learning Objectives (include the three

domains: cognitive or knowledge, affective or At the end of the lesson, students are expected to:
"appeal to the emotion" part, and psychomotor 1. describes the characteristics, signs and symptoms of malnutrition and micronutrient deficiencies.
or the "do" part. Learning objectives should
also be arranged in such a way that the 2. Identify the diseases that adolescent may encounter when they did not receive enough nutrients in their body.
discussion will cover simple to complex topics 3. discusses ways of preventing and controlling malnutrition and micronutrients.
and skills. make sure to use the right action
words for each objective.
 Learning Content Key Concepts
(this contains all the important concepts that
the students should learn and understand Malnutrition and Micronutrients Deficiencies
starting from the WHAT
Learning Resources File name and link to resources /materials
used for the activity, lecture, application, and Health Quarter 2 – Module 1: Understanding Nutrition for a Healthy Life During Adolescence
assessment
IV. PROCEDURES
Review/Presentation of Assess Me.
DAY 3 Activity (20 mins)
new lesson/ objective
This is how the lesson will be introduced. Should make sure that the teacher will Assess the knowledge, skills and understanding that you have gained from the previous lesson, check the criteria that your
prepare an activity that will require students to work solo, in pairs or bigger grouping. think is your knowledge, skills level.
Part of the activity should be the following:
a) the directions that tells students what to do and gives the sequence/steps of
the tasks to be done.
b) the task and its context which must make sure that the contents/ideas being
read by the students are easily understood, and as much as possible contains
details and examples which they can easily relate to.
c) Process questions which when answered by students should lead to the
lessons to be taken up/objectives of the lesson. Link to the learning materials
with resources should be indicated.

The teacher will introduce the lesson through an activity, where students will ask to read the given selection and then answer
DAY 3 Analysis (15 mins) the following question
d) presentation of activity output where the answers to the process questions are
explained by the group reporter or any representative. The teacher does
synthesize by taking down common answers/ terms that lead to the presentation
of the lesson or topics to be discussed. e) if the activity will be graded, rubrics or
scoring system must also be given.
 DAY 3 Abstraction/Activity
Presenting Examples
(50 mins)
This part is where the teacher discusses or The teacher will discuss the following concepts:
presents the concepts about the lesson. May
be done using various strategies- mini lecture
with discussion, lecture with demo and return Malnutrition and Micronutrients Deficiencies
demo/drills, group reporting, pre-assigned
researching tasks on a topic. make sure to Malnutrition is a condition wherein a person is not getting enough of the right food. Even if
consider time allotment when choosing people get enough to eat, they will become malnourished if the food the eat does not provide the proper amounts of
strategies/activities to meet the session
objectives ,teach and master the concepts.
micronutrients- vitamins and minerals- to meet daily nutritional requirements.
Discussing Concept 1
Micronutrients
Micronutrients are vitamins and minerals that all humans need to maintain strong bodies and mental sharpness, fight off
disease, and bear healthy children. Micronutrients are needed by the body only in reasonable amounts.

MICRONUTRIENT DEFICIENCIES
Micronutrient deficiencies are diseases caused by deficiency of vitamins or minerals in the diet. The most common
micronutrient deficiencies not only in our country but also in the whole world are vitamin A, iron deficiency anemia, and iodine
deficiency disorders.
Practice Fill in the box, from what you have learn in this lesson.
 Modified True or False. Write WOW if the statement is correct and EWW! if it is wrong and WRITE the word/words that made
it wrong.

1. Obesity is a medical condition in which a person has too much body fat.
2. Malnutrition at an early age leads to good physical and mental development.
3. Under nutrition happens when a person eats and gets nutritional requirements beyond needed and ideal amount.
Developing Mastery 4. Micronutrients are vitamins and minerals that all humans need to maintain strong bodies and mental sharpness.
5. Malnutrition are diseases caused by deficiency of vitamins and minerals.
6. Iron deficiency anemia results from lack of iodine in the diet.
7. Iodine is needed to produce thyroid hormone.
8. Anemia result in retarded physical growth, low resistance to infections.
9. Disease and malnutrition are closely related.
10. Malnutrition is the largest single contributor to disease in the world.
DAY 4 Application Using the picture below. Identify the diseases that adolescent may encounter when they did not receive enough nutrients in
Application (60 mins) their body.
1. Vitamin A deficiency for the girl
2. Iron deficiency anemia and iodine deficiency for the boy.
3. Describe the characteristics of each deficiency.

may also be in an form of an activity, question and answer or lecture; make sure to
enumerate or give examples of applications that the learners can relate to- examples
that are observable in his environment, current events, practices in the community
etc.(contextualized) and please think of how you can integrate VALUES or proper
attitude

Generalization/Summary Generalization/Summary should contain most To summarize the lesson, the teacher will ask the students to complete the statement below:
important concepts /skills and values tackled
 Complete the unfinished statements below and write it on your answer sheet.
1. I learned that malnutrition can lead to ________________________.
2. When a person eats and gets nutritional requirements beyond the needed and ideal amount can happen.
3. The most common micronutrients that are lacking in Filipino diets are 3.________________, 4. ____________, and 5.
____________ .
6. Vitamin A deficiency can cause ___________________.
7. The enlargement of thyroid or goiter is due to _____________________.
8. A condition in which the red blood cell count or hemoglobin is less than normal is called ______________________
9. Vitamin A rich food can be taken from ______________ and _________________.
DAY 4 Assessment The teacher will evaluate the students’ knowledge regarding the lessons.
Evaluation/Assessment (25 mins)
Multiple choice. Choose the letter of the correct answer.
results of activities during application and generalization may also be used as 1. Anna is in her adolescent years. She started to gain weight, so she decided to skip meals for her diet. Which of the
assessment
following nutrients is considered your body's last choice for energy because it is needed for other functions such as growth,
development and repair of tissues?
a. carbohydrates b. fats. c. proteins. d. fiber

2. Which of the following describes the appropriate use of a vitamin A?

a. For good eyesight
b. For clear skin
c. For resistance to infection
d. For proper blood circulation

3. Nico and Lorna are talking about goiter. Goiter is best described as an abnormal enlargement of thyroid glands and
caused by iodine deficiency. To avoid iodine deficiency. One must eat food rich in iodine. The following are iodine rich food
except:
a. Cheese b. soy milk c. dark green leafy vegetable d. ice cream

4. Delayed growth, and dry skin are some of the sign and symptoms of vitamin A deficiency. To avoid it, we must eat food
that are rich in vitamin A. The following are good sources of vitamin A except:
a. Seaweed b. animal product c. orange and yellow fruit d. palm oil

5. To control micronutrients deficiency.one must eat nutritious food. The following are functions of micronutrients to the body
except:
a. Fight off disease. b. Strong bodies. c. Mental retardation. d. Mental sharpness

6. Micronutrients are needed by the body, it have been shown to profoundly ___________.
a. Educational achievements
b. Over-all resistance to illness
c. a and b
d. None of the above
 7. True or False. People may have enough to eat, but still do not consume enough micronutrients.

8. True or False. Depression, fatigue and constipation are some common signs of
iodine deficiency in the body.
Remediation/Enhancement (modular print or Give the sources of the following nutrients. And write down or discuss how it helps your body in preventing malnutrition and
Remediation/ digital/online) micronutrients deficiency.
Enhancement (modular (modular/online/ in lieu of the deducted
print or digital/ online) minutes to shorten the contact time per
session)

Give exact lesson/topics in the modules which will be done by students as take-
home activities and expect return of accomplished tasks/outputs the next
meeting/session; may be given as an assignment. Practice exercises will be given as
take-home activities to compensate for the deducted 15 minutes per meeting/ period/
checking of outputs will also be indicated in the DLL, in the column for 30 minutes
enhancement/ remediation

90 minutes per day x 2=

TOTAL NUMBER OF MINUTES
180 minutes

Prepared by: Checked and Reviewed by:

CELINE C. NICDAO OLIVER S. NUGUID CHERILE B. MENDOZA

Subject Teacher Subject Teacher HT-III
Approved:

ARA S. VELASCO Ed.D

School Principal II