School: Grade Level: 12

GRADES 1 to 12
Teacher: . Learning Area: PE AND HEALTH 12
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman The learner demonstrates understanding of dance in optimizing one’s health; as requisite for physical activity assessment performance, and as a career
(Content Standards) opportunity.

Pamantayan sa Pagganap The learner leads dance events with proficiency and confidence resulting in independent pursuit and in influencing others positively
(Perfomance Standards)

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective
Objective: Teach Objective: Teach
Objective: Enable Objective: Help Objective: Enable participants how to read and participants how to plan
participants to self-assess participants identify and participants to assess their interpret nutrition labels to and prepare balanced meals
their health-related fitness address barriers that hinder dietary habits and make make informed decisions to meet their nutritional
status and understand the their participation in informed decisions to when choosing food needs and support overall
components of fitness. regular physical activity. improve their overall diet. products. health.

Paksang Aralin Identifying Barriers to Assessing and Improving Nutrition Label Reading
(Subject Matter) Meal Planning for
Self-Assessment of Physical Activity Dietary Habits and Making Informed
Balanced Nutrition
Health-Related Fitness Participation Food Choices

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Warm-up and Introduction Warm-up and Introduction Warm-up and Introduction Warm-up and Introduction Warm-up and Introduction
Lesson or Presenting the (10 minutes): (10 minutes): (10 minutes): (10 minutes): (10 minutes):
New Lesson ● Begin with a ● Conduct a brief ● Begin with a brief ● Begin with a quick ● Begin with a brief
brief warm-up warm-up activity to icebreaker activity interactive activity discussion on the
activity to get energize participants. related to food or related to food importance of
participants ● Discuss the dietary preferences. packaging or balanced nutrition in
 physically ● Discuss the nutrition labels.
engaged. importance of a ● Discuss the
● Introduce the healthy diet for importance of
concept of overall health and understanding
health-related well-being. nutrition labels for
fitness and its ● Introduce the making informed
importance for importance of regular concept of dietary food choices.
physical activity for daily life.
overall well- assessment and the ● Explain the key
overall health and ● Share personal
being. benefits of components of
well-being. examples of
● Explain the understanding one's nutrition labels and
● Explain the concept balanced meals and
components of eating habits. their relevance to
of barriers to physical their impact on
health-related dietary intake.
activity and their energy levels and
fitness,
impact on overall well-being.
including
participation. ● Introduce the
cardiovascular
concept of meal
endurance,
planning
muscular
strength,
muscular
endurance,
flexibility, and
body
composition.

b. Establishing purpose for .

the lesson

c. Presenting
example/instances of
the new lesson
d. Discussing new concepts Presentation and Presentation and Presentation and Presentation and Discussion
Discussion (20 Discussion (20 minutes): Discussion (20 minutes): (20 minutes):
minutes): ● Present common ● Present key ● Present the different
● Present each barriers to physical components of a sections of a typical
component of activity, such as lack healthy diet, such as nutrition label, such
health-related fitness of time, lack of balanced as serving size,
 individually, macronutrients, calories,
explaining what it adequate hydration, macronutrients,
means and its and consumption of vitamins, and
relevance to overall fruits, vegetables, minerals.
fitness. motivation, physical whole grains, and ● Explain the
● Discuss the benefits limitations, lean proteins. significance of each
of each component environmental factors, ● Discuss the impact component and how
and how they or financial of dietary choices on it contributes to
contribute to daily constraints. physical health, overall health and
activities and ● Facilitate a group energy levels, and nutrition.
physical discussion where disease prevention. ● Discuss common
performance. participants share ● Address common terms or claims found
● Encourage their personal barriers misconceptions or on food packaging,
participants to to physical activity. myths about diet and such as "low fat,"
reflect on their ● Discuss the potential nutrition. "high fiber," or
current fitness levels strategies for "sugar-free."
and identify areas overcoming or
they would like to minimizing these
improve. barriers.

e. Continuation of the
discussion of new
concepts
f. Developing Mastery Barrier Analysis (30 Label Reading Practice (30
minutes): Dietary Assessment (30 minutes):
Fitness Self-Assessment ● Provide participants minutes): ● Provide participants
(30 minutes): with a worksheet or ● Provide participants with a variety of food
● Provide questionnaire to help with dietary products and their
participants them analyze their assessment tools, corresponding
with fitness personal barriers to such as food diaries nutrition labels.
assessment physical activity. or online tracking ● Instruct participants
tools, such as ● Encourage apps. to analyze and
questionnaires participants to reflect ● Instruct participants interpret the nutrition
or checklists, to on their daily to record their food labels, focusing on
assess their routines, and beverage intake key components.
 fitness levels. over a specified ● Encourage
● Guide period (e.g., three participants to
participants days). compare different
through the self- ● Encourage products and consider
assessment participants to be the nutritional value
process, honest and accurate and potential health
ensuring they commitments, and in their food implications.
understand the personal logging.
instructions for circumstances that
each might hinder physical
component. activity participation.
● Allow ● Guide participants in
participants to identifying specific
complete the barriers and exploring
self-assessment potential solutions or
individually or alternatives.
in pairs.

g. Finding practical Reflection and Goal Group Brainstorming and Analysis and Reflection .
applications of concepts Setting (15 minutes): Problem-Solving (20 (20 minutes):
and skills in daily living ● Facilitate a group minutes): ● Guide participants in
discussion where ● Divide participants analyzing their
participants share into small groups and dietary assessment
their self-assessment assign each group a results.
results and insights. specific barrier to ● Facilitate a group
● Encourage focus on. discussion where
participants to ● In their groups, participants reflect
identify areas of encourage on their eating habits
strength and areas participants to and patterns.
they would like to brainstorm strategies ● Help participants
improve. and solutions to identify areas of
● Guide participants in overcome or address their diet that need
setting realistic and the assigned barrier. improvement or
measurable fitness ● Facilitate a group adjustment.
 goals based on their discussion where each
self-assessment group shares their
results. ideas and findings.

h. Making generalizations Conclusion and Action Group Discussion and

and abstractions about Plan (10 minutes): Decision-Making (20
the lesson Conclusion and Action
● Summarize the minutes):
Plan (10 minutes):
importance of self- ● Facilitate a group
● Recap the importance
assessment in discussion where
of identifying and
understanding one's participants share
addressing barriers to
health-related fitness their observations
physical activity
status. and insights from the
participation.
● Discuss the next label reading
● Guide participants in
steps for exercise.
developing a personal
participants, such as ● Discuss challenges or
action plan to
seeking professional misconceptions
overcome their
guidance or encountered while
identified barriers.
developing a interpreting nutrition
● Encourage
personal fitness labels.
participants to share
plan. ● Guide participants in
their action plans with
● Provide resources making informed
the group and commit
and references for food choices based
to taking steps
participants to on label information
towards regular
further explore and personal dietary
physical activity.
fitness improvement goals.
strategies.

i. Evaluating learning Action Plan and Goal Conclusion and Practical

Setting (15 minutes): Tips (10 minutes):
● Facilitate a guided ● Summarize the
goal-setting exercise importance of
where participants nutrition label
set realistic and reading for making
measurable dietary informed food
goals. choices.
● Encourage ● Provide practical tips
participants to focus and guidelines for
on making small, participants to apply
sustainable changes when reading
 to their eating nutrition labels.
habits. ● Encourage
● Provide resources, participants to
recipes, or continue practicing
references to support label reading and
participants in share their
achieving their experiences or
dietary goals. questions in
subsequent sessions.

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?