4

Lesson Exemplar Quarter 3

Lesson

for PE and Health 3

for TLE 8

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health Grade 4
Quarter 3: Lesson 3 (Week 4)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School
Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writers:
• Teresita D. Ignacio (Saint Louis University)
• Irma L. Escobia (Philippine Normal University – Manila)
Validator:
• Rolly R. Balbutin (Philippine Normal University – Mindanao)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 LESSON EXEMPLAR

PE and HEALTH / QUARTER 3 / GRADE LEVEL 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate an understanding of a healthy family, the roles and responsibilities of family members, and
Standards invasion games in promoting family wellness for active and healthy living.

B. Performance The learners participate in daily life activities and invasion games to promote family wellness for active and healthy
Standards living.

C. Learning Learning Competency

Competencies Describe the benefits of eating a balanced meal when engaging in physical activities; and
and Objectives
Learning objectives:

1. Discuss the benefits of eating a balanced meal in engaging in physical activities.

2. Apply the balanced meal as one of their healthy eating habits.
3. Prepare a balanced meal to stay healthy and allow active participation in physical activities.

C. Content ● Benefits of a Balanced Meal and Balanced Diet in Engaging in Physical Activities

D. Integration Values:
SDG 3: Good Health and Well-being - A balanced diet contributes to overall health and well-being by providing
essential nutrients that support physical and mental health.
SDG 6: Clean water and sanitation - A balanced diet requires access to clean water for food preparation. Promoting a
balanced diet aligns with the goal of ensuring sustainable access to clean water and sanitation.

II. LEARNING RESOURCES

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Balanced meal. (n.d.). Alimentarium. https://www.alimentarium.org/en/story/what-exactly-balanced-
meal#:~:text=A%20balanced%20meal%20is%20a,carbohydrates%20and%20half%20vegetables1
Balaso, A. M., Elitiong, M. C. R., Pastor, E. V., Chan, A. E., & Arnau, L. B. (2015). Sunshine: A journey through the world of music, arts, P.E.,
and health. The Bookmark, Inc.
National Health Service. (n.d.). Balanced diet. nhs.uk. https://www.nhs.uk/live-well/eat-well/how-to-eat-a-balanced-diet/eating-a-balanced-
diet/#:~:text=This%20means%20eating%20a%20wide,advice%20for%20the%20general%20population
Office of Disease Prevention and Health Promotion. (n.d.). Eat Healthy - MyHealthfinder | health.gov. Health.gov.
https://health.gov/myhealthfinder/health-conditions/diabetes/eat-healthy#:~:text=Eating%20healthy%20means%20following%20a
Ortega, M. T., Jugueta, L. R., Cano, C. F., & Victoria, G. A. (2019). Sing, sketch, and stay healthy (2nd ed.). ABIVA Publishing House Inc.
Pinkfong! Kids' Songs & Stories. (2017, October 11). A healthy meal | Healthy eating song | Healthy habits | Pinkfong songs for children
[Video]. YouTube. https://www.youtube.com/watch?v=YZ11C-U7S8I
Raths, A. (n.d.). Balanced diet food background. Organic food for healthy nutrition, superfoods, meat, fish, legumes, nuts, seeds and greens
[Online image]. In Dreamstime. https://www.dreamstime.com/balanced-diet-food-background-balanced-diet-food-background-organic-
food-healthy-nutrition-superfoods-meat-fish-legumes-nuts-image121936796
xb100. (n.d.). Rice in a bowl [Online image]. In Freepik. https://www.freepik.com/free-photo/rice-
bowl_1167971.htm#query=rice&position=1&from_view=search&track=sph&uuid=3cc63e75-b2c7-47d4-96e8-8956917d7cf0

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 This is a formative activity;

Knowledge hence, it will not be graded.
1. Short Review The teacher may use other
photos of foods found in the
Activity: Jog and Drink Experiment locality. If no photos are
available, the teacher may
Procedure: write the names of the foods
● Ask the students to form three lines. Let them jog around the basketball court along with the nutrients they
five times. For every round, ask the students to stop and drink their water. provide.
After resting for 15 seconds, ask them again to jog around the court. After
finishing the fifth round, ask the students to gather around. Materials: Flash cards,
● After the activity, the teacher will facilitate the discussion by asking the printed functions of the
children the following questions: nutrients. If there are no flash
1. How do you feel after the activity? cards, the teacher may encode
2. What made you survive the activity?

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 3. Why is it important to eat a healthy meal before engaging in a physical or write the nutrients on a
activity? bond paper.
4. How does eating nutritious foods influence your physical performance?
5. How did you feel when you drank water after jogging?
6. How does your level of physical activity influence your water needs?
7. How important is water to maintaining overall health and well-being?

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose The video presented is only a

Lesson Purpose suggestion if and only if the
Sing a Healthy Eating Song video is not working or you
may have any video found in
Pinkfong! Kids' Songs & Stories. (2017, October 11). A healthy meal | Healthy eating YouTube that is
song | Healthy habits | Pinkfong songs for children [Video]. YouTube. relevant/related to the topic
https://www.youtube.com/watch?v=YZ11C-U7S8I you may change it.

2. Unlocking Content Area Vocabulary

• Healthy eating- Eating healthy means following a healthy eating pattern that
includes a variety of nutritious foods and drinks. It also means getting the
number of calories that's right for you (not eating too much or too little) (Office
of Disease Prevention and Health Promotion, n.d.)
• Balanced Meal- A balanced meal is a snapshot of a diet that covers the three
core food groups. As seen on this portion plate, the balance is a quarter
proteins, a quarter carbohydrates and half vegetables (Rorlach, n.d.)
• Balanced Diet- This means eating a wide variety of foods in the right
proportions, and consuming the right amount of food and drink to achieve
and maintain a healthy body weight (NHS, 2022)

C. Developing and SUB-TOPIC 1: Benefits of Balanced Meal and Balanced Diet in Engaging in
Deepening Physical Activities
Understanding
1. Explicitation
● What are the principles of healthy eating?

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2. Worked Example
● Divide the class into two groups with an equal number of members.

Image source; https://shorturl.at/imN24

● The teacher will present to the students the Filipino Pyramid Food Guide and
the food pyramid with the label Go. Grow, Glow. This will help the students
identify the food contents of the Pinggang Pinoy.

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 Image source: http://tinyurl.com/22ybkn42

• The teacher will present to the students the Pinggang Pinoy.

The teacher will distribute a

bond paper to the different
groups, where they can draw
their Pinggang Pinoy and write
the foods that they want to eat
based on the food pyramid. If
there are no markers, the
students may use their
ballpen to draw and write the
foods.

The teacher may modify the

number of groups.
Image source: https://shorturl.at/hDSZ9

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 ● Ask the different groups to discuss what five foods they will choose from the
food pyramid. After discussing with their group mates, they need to draw their
Pinggang Pinoy and write the foods that they have chosen.
● After the time set for the group discussion, the teacher will ask the different
group members to present the content of their Pinggang Pinoy through body
spelling. This means that the students need to spell the words as a group
through their body parts. For example, if they wrote the word rice, the group
may present it this way:

Image source: http://tinyurl.com/y3jf96x7

DAY 2

3. Lesson Activity

Food Dance Materials: Water flasks/

bottles
Procedure:
● Give a piece of paper to each student where they will write one healthy food The teacher may opt to do the
based on the food pyramid. activity in any available safe
● Play any Filipino folk song and ask the students to dance. Once the music space where students can jog
stops, the teacher announces a food. The student is eliminated once his food and walk if the basketball
is announced. The student wins the game if his food is not announced until court is not available.

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 everyone is eliminated. The winner will show the class the food written on his
paper.

D. Making 1. Learners’ Takeaways This activity may be done in

Generalizations any open space.
Activity: Nutrient Puzzle Circuitcise
The teacher needs to set a
Procedure: time for the students to finish
● The teacher sets up a circuit. the circuit.
● The students need to solve word puzzles about nutrients, healthy foods, and
locomotor movements in each circuit. After solving the puzzle, the students The teacher facilitates the
need to do the locomotor movement based on the number on the flag. For sharing of the students of
example, the teacher will put in one station a flag with number 10 on it. After their takeaways.
the students will solve the jumbled letters “STAF” for the word FATS and
“POH” for the word HOP, the students will hop ten times. Although not all students may
be given the opportunity to
share their reflections, it will
still be good for the teacher to
ask some of them to share
Station Station with the class. This will
4 I prompt the students to do
every activity that they will be
asked to do in class.

Station Station
3 2

● After the activity, the teacher will ask the students to go back to their proper
places and complete the statements. The teacher will ask volunteers to share
their take aways.

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 1. I need carbohydrates to ____________________________________________.
2. I need proteins to ___________________________________.
3. I need some fats to ____________________________.
4. I need vitamins and minerals to _______________________.
5. I need to drink water regularly to ___________________________.
6. I need eat healthy foods to ______________________________________.
7. I need to eat balanced meal to ______________________________.

2. Reflection on Learning

Let the children answer the following questions:

1. How do you plan to encourage your family members to eat healthy foods?
2. How do you plan to help promote the advocacy of water conservation in order
to help ensure that everyone will have clean water to drink?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

E. Evaluating 1. Formative Assessment This activity is not graded

Learning because this is a formative
Activity: Food Scavenger Hunt and Meal Preparation activity.
● Group the class into five with an equal number of members.
● Ask the different groups to look for foods around the room for their Pinggang The teacher hides the food
Pinoy. (Set the time for the students to complete the foods on their Pinggang cards before the class begins.
Pinoy.)
● After the time set for food hunting, all students should go back to their proper The teacher sets the time limit
places. Give each group a Pinggang Pinoy where they will put the foods that for hunting the foods
they hunted. depending on the space where
● Each food correctly placed in the food group on the Pinggang Pinoy counts the foods are hidden.
one. The foods not placed in the proper food group on the Pinggang Pinoy shall
be deducted from the score of the group. The teacher may add more
● The group that hunts the most complete food group on the Pinggang Pinoy questions to assess the
wins the game. learning of the students about

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 ● After the game, each team will discuss with their group mates the meal that the lessons discussed in the
they wish to prepare using the list of ingredients that they have on their session.
Pinggang Pinoy.
● After the activity, the teacher will give the group members time to answer the
following questions:
o What meal did you prepare?
o What factors did you consider in preparing the meal?
o What are the benefits of knowing the nutrients of the different foods?
o Why is there a need to ensure that the meal has the three food groups
(GO, Grow, Glow)?
o How can meals affect one’s physical performance?
o How can meals affect one’s health and well-being?
● Each group will choose a representative to share the results of their group
answers with the class.

To apply what the students learned during the lesson, an activity will be given. Answer key to the WS:
See the worksheet for the activity which students will accomplish. Kindly refer
to the Assessment found in the worksheet. Multiple Choice:
1. A 6. B
2. Homework (Optional) 2. C 7. B
3. C 8. D
4. D 9. C
5. A 10. A

Identification:
1. cereal
2. meat and fish
3 fruits
4 meat, yogurt and cheese
5 vegetables
6. Fats oil and sweets
7. water

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F. Teacher’s Note observations on The teacher may take note
Remarks any of the following Effective Practices Problems Encountered of some observations
areas: related to the effective
practices and problems
strategies explored
encountered after utilizing
materials used the different strategies,
materials used, learner
learner engagement/ engagement and other
interaction related stuff.
others
Teachers may also suggest
ways to improve the
different activities explored.

G. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ● Teachers: lesson conducted/
Does the activity help me achieve my objectives? facilitated is essential and
▪ students necessary to improve
Will the students appreciate the lesson and apply it in their everyday practice. You may also
lives? consider this as an input
▪ ways forward for the LAC/Collab
Will the activities of the lesson be shared and used also by other sessions.
teachers as future reference?
If I’m going to use it for another class, will I still achieve the same as
now??

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