DAILY LESSON LOG School

Savers Technological College,

Inc.
Grade Level 11
Department of Education Teacher Marie Fe B. Rodaje Learning Area H.O.P.E. 1
Teaching Dates and
WEEK 1 Quarter FIRST QUARTER
Time

Session 1: Session 2: Session 3: Session 4:

I. OBJECTIVES
The learner demonstrates understanding of fitness and exercise in optimizing one’s health as a habit; as requisite for physical activity
A. Content Standards
assessment performance, and as a career opportunity.
B. Performance Standards The learner leads fitness events with proficiency and confidence resulting in independent pursuit and in influencing others positively.
C. Learning
Self-assesses health-related fitness (HRF). status, barriers to physical activity assessment participation and one’s diet.
Competencies/Objectives
II. CONTENT Self- testing Activity for a Healthy Me!
III. LEARNING RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES

1. Reviewing previous lesson Call a student randomly, give him/her signal cards (emoticons: happy and sad). If he/she raises the sad card, it means he/she was stressing
or presenting the new the past week then asks what physical activity he/she did to cope with the stress. If he/she raises the happy card it means no stress at all.
lesson And ask him/her to give some tips.

2. Establishing the purpose of The teacher will explain to the students that the purpose of the lesson is for them to learn how to self-assess their health-related fitness
the lesson status, identify barriers to physical activity participation, and evaluate their diet.

3. Presenting a. The teacher will provide examples of different types of physical activities that can help improve health-related fitness, such as aerobic
examples/instances of the exercise, strength training, and stretching.
new lesson
Here are some examples of different types of physical activities that can help improve health-related fitness:
Aerobic exercise:
 Running or jogging
 Cycling
 Swimming
 Dancing
 Hiking
 Jumping rope
 High-intensity interval training (HIIT)
 Strength training:
 Weightlifting
 Resistance band exercises
 Bodyweight exercises (e.g., push-ups, squats, lunges)
 Pilates
 Yoga
 Calisthenics
Stretching:
 Static stretching
 Dynamic stretching
 Yoga
 Pilates
 Foam rolling
 Tai chi

b. The teacher will also present examples of common barriers to physical active ity participation, such as lack of time, motivation, and
access to facilities.
The teacher will explain to the students how to self-assess their health-related fitness status using the Fitnessgram assessment tool. The
teacher will guide the students in completing the assessment and interpreting their results.

4. Discussing new concepts

and practicing new skills
#1

5. Discussing new concepts The teacher will facilitate a class discussion on common barriers to physical activity participation and strategies for overcoming them. The
and practicing new skills teacher will also discuss the importance of a balanced diet and provide tips for making healthy food choices.
#2
Here are some reasons why a balanced diet is crucial:
a. Provides essential nutrients: A balanced diet provides all the essential nutrients that our body needs to function properly,
including vitamins, minerals, protein, carbohydrates, and healthy fats. These nutrients are necessary for maintaining optimal
 physical and mental health.
b. Helps maintain a healthy weight: A balanced diet can help you achieve and maintain a healthy weight by providing your body
with the right balance of nutrients and energy. This can reduce the risk of chronic diseases, such as obesity, diabetes, and heart
disease.
c. Boosts immunity: A balanced diet can help boost your immune system by providing your body with the necessary vitamins,
minerals, and other nutrients it needs to fight off infections and diseases.
d. Improves mental health: A balanced diet has been linked to improved mental health outcomes, such as reduced symptoms of
depression and anxiety.
e. Reduces the risk of chronic diseases: A balanced diet that is low in saturated and trans fats, sodium, and added sugars can
reduce the risk of chronic diseases, such as heart disease, stroke, and certain types of cancer.

Making healthy food choices can be challenging, but here are some tips to help you make better choices:
1. Focus on whole, minimally processed foods: Choose foods that are as close to their natural state as possible, such as fresh
fruits and vegetables, whole grains, lean proteins, and healthy fats. Avoid processed foods that are high in added sugars, salt, and
unhealthy fats.
2. Read food labels: When buying packaged foods, check the nutrition label for information on the serving size, calories, and
nutrients. Choose foods that are low in saturated and trans fats, sodium, and added sugars.
3. Choose lean proteins: Opt for lean protein sources, such as skinless chicken, fish, beans, and lentils, instead of fatty meats like
beef and pork.
4. Eat a variety of colors: Incorporate a variety of colorful fruits and vegetables into your diet. Different colors provide different
nutrients and antioxidants that are essential for good health.
5. Watch your portion sizes: Be mindful of how much you are eating. Use smaller plates, bowls, and cups, and avoid eating straight
out of the bag or container.
6. Limit sugary and alcoholic drinks: Choose water, herbal tea, or low-fat milk instead of sugary drinks or alcohol. Sugary drinks
are high in calories and can lead to weight gain, while alcohol can have negative effects on your health if consumed in excess.
7. Plan and prepare your meals: Plan your meals in advance and prepare healthy meals and snacks ahead of time. This can help
you make healthier choices and avoid grabbing unhealthy options on the go.
The teacher will lead an interactive and engaging activity where students will work in pairs to identify barriers to physical activity
participation and develop strategies to overcome them. The teacher will also provide feedback and guidance to students as they practice
self-assessing their health-related fitness status using the Fitnessgram assessment tool.

"Barriers to Physical Activity Relay":

1. Divide the class into two teams. Set up an obstacle course that includes various physical activities (e.g., jumping jacks, push-ups,
6. Developing Mastery
lunges, etc.).
2. Each team must race through the course, but they will encounter various barriers along the way (e.g., time constraints, equipment
malfunctions, lack of space, etc.).
3. The teams must work together to overcome these barriers and complete the course as quickly as possible.
4. After the relay, the teams will discuss their experiences and identify strategies for overcoming barriers to physical activity
participation.
7. Finding practical
The teacher will encourage students to apply the knowledge and skills they have learned in class to their daily lives by making a personal
applications of concepts
fitness plan that addresses their barriers to physical activity participation and diet.
and skills in daily living
8. Generalizing and
The teacher will facilitate a class discussion on the importance of self-assessment in maintaining good health, as well as the benefits of
abstractions about the
physical activity and a balanced diet. The teacher will also encourage students to share their personal fitness plans with the class.
lesson
9. Evaluating Learning The teacher will assess student learning through observation and participation in class discussions and the interactive activity.
Students will be asked to track their progress towards their personal fitness plan and report on their successes and challenges at the next
10. Additional Activities for
class session. The teacher will also provide additional resources for students who may need extra support in improving their health-related
Application or Remediation
fitness status.

V. REFLECTION

A. No. of learners who earned

80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored
below 80%.
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did this work?
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?