Republic of the Philippines

Cebu Normal University

Osmeña Blvd. Cebu City, 6000 Philippines

College of Teacher Education

Telephone No.: (032) 231 8044
Email: [email protected]
Website: www.cnu.edu.ph

LESSON PLAN IN EDUKASYONG PANTAHANAN

AT PANGKABUHAYAN - PLANNING MEALS FOR FAMILY

I. General Objective
a. Differentiate The Three Basic Food Group, MyPlate and Food Pyramid
b. Identify factors to consider in meal planning;
c. Apply nutritional values to their meal plans

II. Subject Matter

Topic: Planning meals for family
Reference: Perez, R.A. (2022). Teaching strategies in Home Economics
Entrepreneurship : A text workbook for first teacher education students book 2

III. Instructional Materials

➢ Construction Papers
➢ Design Materials
➢ Presentation Material: PowerPoint
➢ Print Material: Checklist
IV. Procedure
A. Follow-up Activities
1. Routine: Prayer, Greetings, and Attendance Checking
2. Sharing: Allow the students to discuss what they eat for breakfast before
coming to school. Encourage the students to talk about their favorite
foods, such as fruits and vegetables.
3. Review: Ask these guide questions:
1. What foods do you usually eat at home? Give at least two
examples and describe them. (a mango- It smells great and tastes
sweet.)
2. Do you have any idea how to plan out your family’s meals?
 3, What are some guidelines that you can think of when you plan
the meals of your family?
4. If you observed your parents, how do they buy the foods needed
for their cooking?
B. Lesson Proper
Motivation
1. Group Contest: Divide the class into four groups. Have all the groups sit
in a circular formation. The group that collects the most stars wins.
➢ Instruct the students to lay their eyes on the PowerPoint presentation.
Have the students read the clues aloud and guess the right answer
(topics: Three Basic Food Groups and Wise Buying). Each round is
equivalent to two stars if students guess correctly.

Example:
I can be short. I can be long. Your parents/guardians bring me when they shop.
What am I?
- CHECKLIST

Example:
I am white. I am white. As you can see, elders and young ones, all drink
me. What am I?
- MILK
➢ After this motivational activity, the teacher will start her discussion.

Learning Task Instructional Procedure

Define the following terms: Green or Red:

Ask the class to pick one from a bowl of

● Meal
rolled papers. Each paper contains a
● Meal plan
green and red dot, those who receive a
● My Plate
red dot will be subject to define the terms,
 ● Fat while those who got the paper with a
● Protein green dot will have an option to participate
● Vitamins or not. After the students get their papers,
● Iron the teacher will start calling students
● Food Pyramid randomly, students will then show their
● Food budget paper to determine if they will be defining
● Wise buying a term or not.

C. Generalization

Teacher’s Activity Student’s Response

● "I know you've learned a lot from today's

discussion, so anyone who can summarize
the lesson?"
(Call a student to generalize the topic)
(Students will raise their
● "Anyone can share what they learned from hands, and if they are
today's discussion? called they will say their
answers.)
(Call students to share their learnings about the
lesson. Students who participated will get extra
points and a clap.)

● After the students answer the teacher's

question, the teacher will sum-up the
lesson/topic that was discussed.

● Guides in planning the family meals include

the following:
1. Referring to the Three Basic Food Groups,
Food Pyramid, My plate.
2. Following the meal patterns.
3. Estimating the food budget, and
4. Wise buying

D. Values Integration
● Students value the planning of the family meal.
● Students are mindful of what they eat because health is essential in our
daily lives that we must be aware of.
 ● Students become wise buyers of what they purchase, prepare, and
devour.

E. CRE Activities
1. Correctives: Let the students prepare for the materials needed.
Materials Needed:
● Paper plate
● Magazines, Newspapers, Brochures, or Printed Images
● Coloring Materials
● Glue
● Scissor
Let the students make their own meal that contains the five food
categories found in the food pyramid. They must cut out pictures from
magazines, newspapers, brochures, etc. of these foods and it will be
pasted on their paper plate. They can refer to
https://t4.ftcdn.net/jpg/02/88/69/83/360_F_288698358_YhLROBNszVhC7
QXiMf1R6LW2WGZ2aV9y.jpg for the food pyramid. They can design
their output and arrange it in an organized way.
Explain the rubrics:
● Cleanliness: 5/5
● Content: 10/10
● Creativity: 10/10
● Organization: 5/5
The students will be given enough time for this activity. After the
activity, tell the students that it is important for their meals to contain
these five food categories with the recommended amount for each food to
meet the nutrient requirements essential for good health. But not
necessarily each meal of the day, they can have this once a day
especially during dinner.
2. Reinforcement: After making their food pyramid, they should construct a
grocery list with all their needs for the food pyramid with the given
handout (Grocery List by Food Groups) to assist them in understanding
how to systematize a shopping checklist. Then, let them select at least
 one food they would love to share with the class. It may be a piece of
chocolate, vegetables, fruits, etc. Have them follow these steps:
➢ Study the _______________ (the food that is chosen). How would
you describe it?
➢ When you hear the word ____________. What comes to your
mind?
➢ If you keep on eating this every day, what will happen to your
body?

Tell the students that mindful eating yields awareness to the food
we purchase, prepare, and consume. Savoring each bite we take
can end irrational bingeing and lead to adequate/better health.
F. Evaluation
➢ Check the students' performance with the activities given.
➢ Hand them handouts and worksheets to evaluate their learning.
➢ Examine what students understood or should have discovered.
Recognize gaps and let them administer your plan for the next lesson(s).
➢ Talk over the exercise with your students. Ask:
❖ Was the experience enjoyable?
❖ Why or why not?
❖ What did you realize about meal planning ?
V. Assignment
1. Words for study:
● Menu
● Table Appointment
● Wares (Different kinds of Wares)
● Table Cloth
● Centerpiece
● Platter

2. Read and and understand the next lesson on serving meals for the family.

3. Draw what your dining table looks like, specifically the arrangement and the wares on
your table. Drawing must have a title that explains the content and write at least 1
paragraph with 5-10 sentences. (50 pts)

Criteria:
Creativity and Originality - /10
Technique - /10
Organization - /10
Clarity of Theme - /10
Presentation - /10
/50

GROUP 1
Planning Meals for the Family

Kathleen Obejero
Florence Jill Cabanes
Lyka Mae Bantawig
Myckie Siapel
Faye Dominque Matidios
Jhelaica So
Mariella Aparre
Christly Ceniza