Senior High School

Quarter
1
Lesson Exemplar in LESSON

Life and Career Skills 5

 Lesson Exemplar for Life and Career Skills
Quarter 1: Lesson 5

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Development Team

Learning Area Specialist

Wilson R. Santiago

BLD Learning Area Specialist

Bureau of Curriculum Development
Bureau of Learning Resources

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
Learning Area Life and Career Skills Grade Level 11
Semester 1 Quarter 1 - Week 5

I. OBJECTIVES (Identifying the Goals)

The learners demonstrate understanding of the interconnectedness of developmental tasks, protective and risk
Content Standard
factors, sense of self, and health and wellness in their transition from late adolescence to early adulthood.
Performance The learners reflect on their personal experiences as adolescents in terms of developmental tasks, protective and
Standard risk factors, sense of self, and health and wellness.
Learning
Exhibit understanding of fitness routines that promote physiological development, health, personal development
Competencies
and well -being.

II. REFERENCES National Institutes of Health (US); Biological Sciences Curriculum Study. NIH Curriculum Supplement Series
and MATERIALS [Internet]. Bethesda (MD): National Institutes of Health (US); 2007. Information about Mental Illness and the Brain.
(Selecting Resources Available from: https://www.ncbi.nlm.nih.gov/books/NBK20369/
and Material)
Tran, M. A. Q., Vo-Thanh, T., Soliman, M., Ha, A. T., & Van Pham, M. (2024). Could mindfulness diminish mental
health disorders? The serial mediating role of self-compassion and psychological well-being. Current
Psychology, 43(15), 13909-13922.

Galante, J., Friedrich, C., Dawson, A. F., Modrego-Alarcón, M., Gebbing, P., Delgado-Suárez, I., ... & Jones, P. B.
(2021). Mindfulness-based programmes for mental health promotion in adults in nonclinical settings: A systematic
review and meta-analysis of randomised controlled trials. PLoS medicine, 18(1), e1003481.

Mettler, J., Zito, S., Bastien, L., Bloom, E., & Heath, N. L. (2024). How we teach mindfulness matters: Adolescent
development and the importance of informal mindfulness. Journal of School Psychology, 105, 101323.
Semple, R. J., & Burke, C. (2019). State of the research: Physical and mental health benefits of mindfulness-based
interventions for children and adolescents. OBM Integrative and Complementary Medicine, 4(1), 1-58.
 (These shall be accomplished per topic)
III. CONTENT Personal Mindfulness Activities and Routine Plan
(Sequencing
Content)

Develop personalized mindfulness activities and fitness routines that enhance physiological health, support physical
IV. OBJECTIVES development, and promote overall well-being.
(Setting Clear
Objectives and Demonstrate commitment by integrating personalized mindfulness activities and fitness routines into their daily
Analyzing the Tasks) lives, fostering a positive attitude towards self-care and holistic wellness.

ANNOTATION
IV. PROCEDURES *Instruction to the
teacher on how to
(Selecting Strategies, Making Meaningful Content, Delivering Lesson and Assessing Learning)
facilitate the
This section focuses on selecting learner-centered, evidence-based instructional approaches such as problem-based activities.
learning, collaborative tasks, interdisciplinary integration, and technology-enhanced instruction. These strategies
*In the Annotation,
are intended to foster active engagement, critical thinking, and adaptability across diverse learning pathways. The
explicitly explain
chosen approaches and methodologies will be reflected through varied and relevant activities and assessments that
how the IDF is
emphasize real-world relevance and application, thereby enhancing learner engagement and comprehension.
applied in each part
(Each part shall have 2-3 varied activities) of the lesson

A. Activating Prior OPTION 1: FIVE SENSES SCAVENGER HUNT

Knowledge Objective: This activity aims to enhance mindfulness and sensory awareness by engaging all
five senses
.
This is the World Health Organization’s 5-4-3-2-2-1 Grounding Technique.
Just use identity. The students might take things too literal like taste someone.

https://www.google.com/search?client=safari&rls=en&q=54321+groundin&ie=UTF-
8&oe=UTF-8

Instructions:
1. Take a deep breath to center yourself. Engage your senses as you explore your
environment.
2. Find a quiet place.
3. Close your eyes.
4. Slowly take deep breaths inhaling in and out. Let’s try inhaling and exhaling three The designed
times. activities are
5. Identify five things you can see. emphasized on
6. Identity four things you can touch. engagement and
7. Identify three things you can hear. reflective ,
8. Identify two things you can smell. allowing the
9. Identify one thing you can taste. learners the
opportunities to
involve oneself in
the provided task
Processing Questions: and process their
thoughts and
1. What were the things that you have identified? experience,
2. How easy or difficult was the identification process? evaluate their
3. How were you able to identify the things mentioned to your senses? emotions and gain
deeper insights into
References their actions.
National Institutes of Health (US); Biological Sciences Curriculum Study. NIH Curriculum NOTE TO
Supplement Series [Internet]. Bethesda (MD): National Institutes of Health (US); 2007. TEACHER:
Information about Mental Illness and the Brain. Available from:
https://www.ncbi.nlm.nih.gov/books/NBK20369/ The teachers will
assist the learners
in performing the
Tran, M. A. Q., Vo-Thanh, T., Soliman, M., Ha, A. T., & Van Pham, M. (2024). Could activity and process
mindfulness diminish mental health disorders? The serial mediating role of self-compassion the task using the
and psychological well-being. Current Psychology, 43(15), 13909-13922. provided questions.
This phase will allow
the learners to
Galante, J., Friedrich, C., Dawson, A. F., Modrego-Alarcón, M., Gebbing, P., Delgado-Suárez, reflect on their
I., ... & Jones, P. B. (2021). Mindfulness-based programmes for mental health promotion in thoughts and
adults in nonclinical settings: A systematic review and meta-analysis of randomised experiences.
controlled trials. PLoS medicine, 18(1), e1003481.

OPTION 2: MINDFULNESS EXPLORATION

Let the teacher play soft relaxing music WITHOUT ANY LYRICS. Let this music piece be for 3
minutes. There should be no sounds in the soft music.
Let the students concentrate on the music that they hear. Let them keep track of what they
feel.
Instructions
I will play some soft music for you. Sit comfortably. Close your eyes and get ready to listen to
the music. Take note of what you feel during this activity.

Processing Questions:
1. What did you feel during the activity?
2. How did the music affect you?
3. How can listening and meditating t o music help you when you are too tired or
stressed out?

Establishing the Purpose of the Lesson

DISCUSSION 1.1 NOTE TO

The Benefits of Mindfulness Activities TEACHER:
Selection No. 1 1. Explain briefly
the concepts of the
Mindfulness means paying close attention to your thoughts, feelings, and body in a calm and activity:
kind way. Studies show that when children and teens practice mindfulness, they often feel
less stressed and worried. It also helps them stay calm and deal with big emotions better. In This activity is a
schools, mindfulness activities can help students focus more, behave better, and get along mindfulness activity.
well with others. Even adolescents who have trouble with their feelings can benefit from Mindfulness means
mindfulness exercises. Learning mindfulness early can help children grow strong and handle being in the present
challenges better as they get older. That’s why teaching mindfulness in school is a good way moment.
to support mental health in young people. Mindfulness helps
us have better
Culled from: mental health as the
neurons in our brain
Mettler, J., Zito, S., Bastien, L., Bloom, E., & Heath, N. L. (2024). How we teach mindfulness
make better
matters: Adolescent development and the importance of informal mindfulness. Journal of
connections.
School Psychology, 105, 101323.

Mental illnesses
Selection no. 2
result from
Mindfulness can be paired with physical activity to improve mental health. problems with the
Mindfulness and physical activity can help adolescents feel better in their minds and bodies. communication
Mindfulness means paying attention to what you are thinking and feeling without getting between neurons in
upset or angry about it. When students practice mindfulness, they can feel less stressed, the brain
worried, or sad. It also helps them focus better in class and behave more calmly. Some (neurotransmission).
special programs use mindfulness to help kids who feel anxious, and they seem to work well. For example, the
Schools are good places to teach mindfulness because it can be added to the school day level of the
easily. Doing physical activity, like walking or stretching, while being mindful makes the neurotransmitter
benefits even stronger. It helps students feel more relaxed and happy. Combining physical serotonin is lower in
activity with mental relaxation can make it easier to manage problems and feel more at individuals who
ease. Teaching both mindfulness and physical activity can help students stay healthy, have depression.
focused, and strong inside. This finding led to
the development of
certain medications
Culled from Semple, R. J., & Burke, C. (2019). State of the research: Physical and mental
for the illness.
health benefits of mindfulness-based interventions for children and adolescents. OBM
(neurotransmission).
Integrative and Complementary Medicine, 4(1), 1-58.
For example, the
 level of the
neurotransmitter
Processing Questions: serotonin is lower in
individuals who
● How might mindfulness help adolescents? have depression.
This finding led to
● What changes did the adolescents experience after practicing mindfulness? the development of
certain medications
● How can you apply mindfulness in your daily life?
for the illness.

2. Guide
learners in
answering reflective
questions to help
them process their
experiences after
completing the
tasks.

In this activity, it
highlights the 4Cs
instructional design,
the context and
connect. The
learners can
perceive and
understand the
concept and relate
the new learning to
the existing
knowledge. The
task which focuses
 on benefits of
mindfulness
activities Also, The
learning activities
and discussions will
support structured
lesson planning,
ensuring that
teachers can
effectively guide the
learners through
reflective and
engaging learning
experiences.

The teacher will

establish the
purpose of the
learning process by
applying the
discussion
approach. Inputs
and concepts will be
presented to the
class.

B. Instituting New 1. Presenting Examples The teacher will

Knowledge provide additional
DISCUSSION 1.2 insights relative to
different activities
Some Practical Physical Activities that Have Mindfulness Applications:
that have
 Shadowboxing with Breath Control – Movements matched to inhaling and exhaling. mindfulness
 Obstacle Course or Circuit Training with Focus – Doing tasks one at a time with full applications. In this
attention. part, the learner will
 Mindful Biking – Riding at a slow pace while focusing on rhythm, wind, and balance. be given the
 Animal Flow Exercises – Ground-based movements like crawling, requiring concentration opportunity to
and control. explore more on the
concept that will
 Balloon Breathing – Pretend to blow up a balloon with deep breaths, raising arms as it
serve as a
“inflates.”
springboard in the
 Animal Walks – Move like animals (bear crawl, frog jump) while paying attention to how preparation of a
the body feels. mindfulness routine
 Rainbow Stretching – Reach arms in an arc like a rainbow, matching movement with program/plan.
slow breathing.
 Mindful Freeze Dance – Dance to music and freeze when the music stops—notice your
breath and heartbeat.
 Nature Walk – Walk slowly outside and focus on five things you can see, hear, smell, or
touch.
 Bubble Blowing – Blow bubbles slowly and focus on the breath and how the bubbles float.
 Belly Breathing with a Stuffed Animal – Lie down, place a toy on the belly, and watch
it rise and fall.
 Mindful Marching – March in place, notice how your feet hit the ground, and swing your
arms with control.
 Follow the Leader (Mindful Edition) – One child leads slow, focused movements that
others copy.
 Windmill Arms – Swing arms gently in circles, syncing with slow breaths.
 Balance Beam Walk – Walk slowly on a line or board, paying attention to balance and
foot placement.
 Tighten and Release (Progressive Muscle Relaxation) – Squeeze muscles (like fists)
and then release them, noticing the difference.
 Mirror Movement Game – Partner up and mirror each other’s slow movements like a
reflection.
 Mindful Jumping Jacks – Do jumping jacks slowly, counting each one with full attention.
 Wiggle and Freeze – Wiggle the whole body for 10 seconds, then freeze and notice how
your body feels.
 Ball Rolling Focus – Roll a ball back and forth to a partner while focusing on breath and
movement.
 Simon Says (Mindful Version) – Include directions like “touch your toes and take a deep
breath.”
 Bubble Walk – Pretend you are inside a bubble and walk gently so it doesn’t pop.

2. Discussing New Concept

DISCUSSION 1.3
The Key Concepts
Mindfulness Practice
•• Mindfulness and mindfulness skills can be practiced at any time, anywhere, while doing
anything. Intentionally paying attention to the moment, without judging it or holding on to it,
is all
that is needed.

•• Meditation is practicing mindfulness and mindfulness skills while sitting, standing, or lying
quietly for a predetermined period of time. When meditating, we focus the mind (for
example,
we focus on body sensations, emotions, thoughts, or our breath), or we open the mind
(paying attention to whatever comes into our awareness).

•• Contemplative prayer refers to focusing on what you are praying for in your line of faith.

•• Mindfulness movement also has many forms. Examples include martial arts (such as arnis,
pencak, silat ,tai chi, aikido, and karate), and dancing. Hiking and walking while savoring the In this part, it
environment can also be ways to practice mindfulness. highlights the 4Cs
instructional design,
the context and
 connect. The
1. Developing Mastery learners can
perceive and
In this part learners will engage in guided and independent practice activities to reinforce the understand the
concept. This may include drills, problem-solving, application tasks, or peer collaboration. concept and relate
This is the explicit teaching or guided exploration of the lesson's key ideas. It includes the new learning to
defining terms, explaining relationships, using models or analogies, and encouraging learner the existing
interaction. knowledge. The
*this pertains to formative assessment task which focuses
on key concepts;
PICK-PAK-BOOM mindfulness
practice and
activities Also, The
Here are some more mindfulness activities. Pick 5 activities that you can do: learning activities
Observe with your eyes: and discussions will
support structured
● Lie on the ground and watch the clouds in the sky.
lesson planning,
● Walking slowly, stopping somewhere with a view, notice flowers, trees, and nature ensuring that
itself. teachers can
effectively guide the
● Sit outside. Watch who and what go by in front of you, without following them with
learners through
your head or your eyes. reflective and
● Notice the facial expression and movements of another person. Refrain from labeling engaging learning
the person’s emotions, thoughts, or interests. experiences.
● Notice just the eyes, lips, or hands of another person (or just one feature of an animal).

● Pick up a leaf, a flower, or a pebble. Look at it closely, trying to see each detail.

● Find something beautiful to look at, and spend a few minutes contemplating it.

Observe sounds:

● Stop for a moment and just listen. Listen to the texture and shape of the sounds
 around you. Listen to the silences between the sounds.
● If someone is talking, listen to the pitch of the voice, to the smoothness or roughness
of the sounds, to the clarity or the mumbling of the speech, to the pauses between the
words.
● Listen to music, observing each note as it comes and the spaces between the notes.
Try breathing the sounds into your body and letting them flow out again on your
breath.
In this activity, it
Observe smells around you: prioritizes student-
● Breathing in, notice any smells around you. Bring something close to your nose, and centered learning
and active
notice the smells. Take it away, and then notice the smells again. Do they linger?
engagement in
● When eating, notice the aroma of the food; when cooking, notice the aroma of the which methods such
spices or other ingredients; when bathing, smell the soap or shampoo; when walking as Experiential
outside, notice the aroma of the air; when near flowers, bend down and “smell the Learning and
roses.” Inquiry-Based
● Observe taste and the act of eating: Learning are applied
to facilitate
● Put something in your mouth, pay attention to the taste. Keep it in your mouth, and mindfulness related
notice all the taste sensations. task.
● Lick a lollipop or something else. Notice just the sensation of taste.

● Eat a meal, or even a part of a meal, paying attention to the taste of each mouthful.

● Notice any urge to avoid someone or something.

● Scan your entire body, and notice the sensations. Where in the body is the urge?

● When you are chewing your food, notice when you have the urge to swallow.
Observe sensations of touch on your skin:

● When walking, notice the sensations of walking—your feet hitting the ground and
rising up and down. Sometimes I walk very slowly and notice. Sometimes I walk very
 fast and notice.
● When sitting, notice your thighs on the chair. Notice the curve of your knees and your
back.
● Pay attention to anything touching you.

● Try to feel your feet in your shoes, your body touching your clothes.

● Feel your arms touching a chair.

● Notice the sensations of your hands.

● Touch something—the wall, a fabric, a table top, a pet, a piece of fruit, a person.

● Notice the texture of what you feel, notice the sensations on your skin.

● Try it again with another part of your body.

● Notice the sensations again.

● Focus your attention on the sensations in your chest, your stomach, or your shoulders.

● Focus your attention on the place in your body where you feel tight or tense.

● Focus your attention on the space between your eyes.

C. Demonstrating 1. Finding Practical Application

Knowledge and "Beyond Words: A Gesture of Meaning" For the given
Skills options, the
Choose a local dance, a mime, or any meaningful movement activity for you. Focus on why
Instructional Design
this chosen activity is meaningful. Carefully choose the steps or choreography to it.
Framework (IDF)
Remember to give your full attention to this task. You will be evaluated based on your degree method employed
of executing the movement and how well you focus on it to denote mindfulness. Record this corresponds to the
meaningful movement or present it in class. You will be evaluated based on the following: Constructivist
Learning Approach
in which students
2-
Criteria 4 - Excellent 3 - Proficient 1 - Beginning actively construct
Developing
knowledge by
1. Meaning Clearly explains Describes why Gives a basic Gives little or no working with ideas
 the personal
meaning of the the movement reason for the explanation for structuring their
movement; is meaningful; activity; choosing the concepts and apply
and strong emotional some emotional or movement; no it in a form of
meaningful
Intention or symbolic connection is symbolic link is personal
movement
connection is visible in unclear or connection
/mindfulness
evident in performance. weak. shown. activities.
execution. Collaborative
Movement is Learning is also
Shows clear applied in which
performed with Rarely
effort to focus Displays some students discuss
deep focus, demonstrates
2. Mindful on breath and awareness but and share activities,
calm, and mindfulness;
Awareness movement; appears promotes peer
present-moment movement
During occasional distracted or collaboration,
awareness; body appears
Movement distraction or rushed at critical thinking, and
and breath are mechanical or varied viewpoints.
break in times.
well- unfocused. Experiential
awareness.
coordinated. Learning and
Movements creativity will be
Movements Movements lack evident where
Movements are are mostly
are somewhat clarity or students learn real-
3. Physical precise, clear and
disorganized purpose; world applications of
Execution expressive, and coordinated;
or inconsistent difficult to mindfulness and
of thoughtfully generally
with the interpret the fitness routines,
Movement chosen to reflect reflect the reinforcing learning
intended intention
the intention. intended as meaningful and
message. behind them.
meaning. applicable.
Movement or
Some creative Limited No evident
choreography is
4. elements are originality; creativity;
original,
Creativity present; relies on movement See attached LAS
expressive, and
and performance generic or lacks for this learning
creative; shows task.
Originality shows thought copied uniqueness or
personal
and effort. movements. expression.
interpretation.
5. Overall Fully engaged Mostly Occasionally Appears
 and confident
throughout; distracted or disengaged or
Presence confident and
audience can unsure; uncomfortable;
and engaged;
sense the engagement minimal effort
Engageme slight signs of
performer’s fades at to connect with
nt hesitation.
connection to moments. the activity.
the task.

2. Making Generalization
This phase the learners will draw conclusions or summarize the key takeaways from the
lesson. It can be done through discussions, reflective questions, or concept mapping

SUM - UP

Name: _______________________ Date: ________________

Part 1: Think and Write

1. What is mindfulness in your own words?

2. How can being mindful help you when you feel worried or sad?

3. Name one physical activity you like to do (e.g., walking, dancing, jumping rope):

4. How do you feel after doing this activity?

□ Happy □ Calm □ Tired □ Other: ___________

Part 2: Try It Out – Mindful Movement Time!

Instructions: Try one of these activities slowly and with full attention. Choose one:

Mindful Walking: Take 10 slow steps. Feel your feet touch the ground.
Mindful Stretching: Stretch your arms up slowly, then down. Breathe in and out.
Mindful Breathing: Sit quietly and take 5 deep breaths. Feel your chest rise and fall. The teacher will
facilitate and assist
the learners to sum
What did you notice during this activity? (Circle all that you felt):
-up the activity
□ Calm □ Focused □ Silly □ Strong □ Peaceful □ Sleepy
using sets of
activities. The
Draw a picture of you doing a mindful movement below:
learners may
choose from the
(Drawing space) given activities
based on their
interest and
preference. This
Part 3: My Mindful Plan approach ensures a
differentiation
Next time I feel worried or stressed, I can: learning process.
🔲 Take deep breaths
🔲 Go for a mindful walk
🔲 Stretch slowly
🔲 Talk to someone I trust
🔲 Write or draw how I feel

One new thing I want to try to calm my mind is:

3. Evaluating Learning

OPTION 1:
Mindfulness and physical activity report card.
1. Create a report card describing your mindfulness practice. Give yourself a numeric
grade and some recommendations for improvement.

2. In this report card, evaluate your level of physical activity. Give yourself a numeric
grade and some recommendations for improvement

OPTION 2:
Mindfulness can also be applied at home. Do one of these activities:
1. Awareness while making tea or coffee. Prepare a pot of tea or coffee to serve a guest
or to drink by yourself. Do each movement slowly, in awareness. Do not let one detail of your The teacher will
movements go by without being aware of it. Know that your hand lifts the pot by its handle. develop their own
Know that you are pouring fragrant, warm tea or coffee into the cup. Follow each step in report card
awareness. Breathe gently and more deeply than usual. Take hold of your breath if your mind template for this
strays. activity.

2. Awareness while washing the dishes. Wash the dishes consciously, as though each
bowl is an object of contemplation. Consider each bowl sacred. Follow your breath to prevent
your mind from straying. Do not try to hurry to get the job over with. Consider washing the
dishes the most important thing in life.

Processing Questions :
1. How did you feel during the activity?
2. If you practiced mindfulness in doing these activities, how would you feel about doing
these household chores?
3. What other household activities can you do that apply mindfulness?

4. Additional Activities

OPTION 1: LOVING KINDNESS

● You can also show mindfulness by being kind to yourself. This is called loving kindness.

● Loving kindness is a mindfulness practice designed to increase love and compassion first
for ourselves and then for our loved ones, for friends, for those we are angry with, for
 difficult people, for enemies, and then for all beings.
● Loving kindness can protect us from developing and holding on to judgmentalness, ill will,
and hostile feelings toward ourselves and others.

Do this activity to yourself while practicing mindfulness.

● Remember to slowly do the activity and feel each word that you give to yourself.:

● Radiate loving kindness by reciting a set of warm wishes, such as “May I be

● happy,” “May I be at peace,” “May I be healthy,” “May I be safe,” or another

● set of positive wishes of your own.

● Repeat the script slowly, and focus on the meaning of each word as you say it in your
mind. (If you have distracting thoughts, just notice them as they come and go and gently
bring your mind back to your script.)
● Continue until you feel yourself immersed in loving
kindness.

Processing Questions:
1. How does it feel to be mindful toward yourself?
2. How did you feel while doing the loving kindness exercise to yourself?
3. How did you feel after doing the loving kindness exercise to yourself?
4. How did the loving kindness exercise change the views that you have toward yourself?

OPTION 2: THINK ABOUT…

In the next two years, you will be encountering a lot of work and perhaps challenges. Think
about all the strengths that you have and write them on a piece of paper. Savor how these
strengths are important to you. Afterwards, write a letter to yourself, reminding you to This activity
capitalize on your strengths when you are feeling sad or down. Give words of encouragement aligns with the
to yourself that you can read in the future in order to help you achieve your goals. Instructional
Design
Processing questions Framework
(IDF) under the
1. How do you find the activity?
MATATAG
2. How do you feel while doing the THINK about activity?
3. How do you feel after doing the activity? Approach,
4. How did the activity change the views that you have toward yourself? which focuses on
Experiential
Learning in
which learners
analyze
scenarios, apply
mindfulness
techniques and
fitness routines
to real-life
situations, and
reflect on their
personal
experiences.
Also, Problem-
Based Learning
(PBL)
encourages
critical thinking
by prompting
students to
assess and
respond to real-
world challenges
through
mindfulness and
physical wellness
practices.
Collaborative
Learning which
students discuss
their answers,
exchange ideas,
promote shared
understanding,
and engage in
meaningful
discourse on
mindfulness and
fitness.
Reflective
Learning –
which students
deepen their
understanding by
reflecting on
personal habits,
analyzing the
impact of
mindfulness and
fitness on daily
life, and
identifying areas
for improvement.
V. ASSESSMENT MINDFULNESS ACTIVITIES AND FITNESS ROUTINE PLAN
(ASSESSING
LEARNINGS) Develop a personalized mindfulness activities and fitness routine plan that enhances physiological health and
physical development.

Matrix of activities that must be done daily to demonstrate the integration of mindfulness and physical activity.
Refer to the previous discussions for your reference in the development of the said plan.

SCORING RUBRICS

CATEGORY CRITERIA NEEDS IMPROVEMENT GOOD VERY GOOD

(1) (2) (3)
Clearly stated The concept of mindfulness Basic concept Clear
mindfulness activities are unclear of mindfulness presentation of
activities towards physiological activities mindfulness
towards health and physical towards activities
Mindfulness
physiological development. physiological towards
activity
health and health and physiological
concept
physical physical health and
development. development. physical
development.
Clearly stated The concept of fitness Basic concept Clear
Fitness routine fitness routine routine is unclear towards of fitness presentation of
concept towards physiological health and routine fitness routine
physiological physical development. towards towards
health and physiological physiological
physical health and health and
development. physical physical
development. development.
Activity Design Age appropriate The activities are not Most of the Age-appropriate
 and mindfulness appropriate activities are activities
Appropriatenes and fitness partly aligned with
s routine appropriate clear direction
activities
Organizational Proper The activities are The pacing of The activities
and pacing sequence disorganized activities are are properly
of activities not organized and
consistently well-structured.
organized.

VI. REFLECTION For the teacher:

(Feedback and
Continuous 1. Which part of the lesson did you find most engaging for the learners?
Improvement) 2. What are the challenges encountered while teaching the content?
3. What are the strategies you will use and modify to better support students’ learning?

For the learner:

 1. Could you give which activity where you feel motivated and engaged?
2. What are the challenges you have encountered during mindfulness activities, fitness routine, and in making the
personalized plan?
3. How will you apply mindfulness activities and fitness routines in your day to day life?

Developed by:

Maverick V. Catahan Leonardo S. Biron

Region III, Division of Baliwag City Region III, Division of City of San Jose del Monte

Edgar D. Francisco
NCR, Division of Manila

Reviewed by:

Dr. Marie Grace A. Gomez, RGC, LPT

University of the Philippines Diliman
Life and Career Skills Quarter 1 1