4

Quarter 3
Lesson Exemplar Lesson

for PE & Health 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE & Health Grade 4
Quarter 3: Lesson 2 (for Week 4)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. 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
Writer:
• Teresita D. Ignacio (Saint Louis University)

Validator:
• Rolly R. Balbutin (Philippine Normal University – Mindanao)

Management Team
Philippine Normal University
Research Center 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]
PHYSICAL EDUCATION & HEALTH/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

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

B. Performance The learners participate in daily life activities and invasion games t o p r o m o t e family wellness for active
Standards and healthy living.

C. Learning Learning Competency

Competencies 1. demonstrate healthy and balanced food choices to include essential nutrients; and
and Objectives 2. describe the benefits of eating a balanced meal when engaging in physical activities
Learning objectives:
1. Identify the essential nutrients
2. Discuss the benefits of eating a balanced meal in engaging in physical activities.
3. Prepare a balanced meal to stay healthy and allow active participation in physical activities.

C. Content • Essential Nutrients and Their Functions

• 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.

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II. LEARNING RESOURCES

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.

Ortega, M.T., Jugueta, L.R., Cano, C.F., Victoria, G.A. (2019). Sing, Sketch., and Stay Healthy. (2nd ed.) ABIVA Publishing House Inc.

Raths, A. Balanced diet full background [Photograph]. https://www.dreamstime.com/balanced-diet-food-background-balanced-diet-food-

background-organic-food-healthy-nutrition-superfoods-meat-fish-legumes-nuts-image121936796

(2023). Rice in a bowl [Photograph]. http://tinyurl.com/37f7zx6b

Showing results of bread [Photograph]. https://www.freepik.com/search?format=search&query=bread

Showing results for protein sources [Photograph]. https://www.freepik.com/search?format=search&query=PROTEIN%20SOURCES

Sweet potato on a wooden background [Photograph]. https://shorturl.at/yGLU9

Top view of immunity boosting foods [Photograph]. https://www.freepik.com/free-photo/top-view-healthy-immunity-boosting-

foods_21076833.htm#query=VITAMIN%20AND%20MINREAL%20SOURCES&position=30&from_view=search&track=ais&uuid=be73b4d2-
7f1e-49e8-b05b-7bd06a2b714e

Urrea, L. E. Cassava, also called manioc, yuca, balinghoy, mogo, mandioca, kamoteng kahoy, tapioca and manioc root, a woody shrub of the
Euphorbiaceae family native to South America [Photograph]. https://shorturl.at/yGLU9

Varieties of fat collection [Photograph]. https://www.freepik.com/free-vector/varieties-fat-food-

collection_37957297.htm#query=FAT%20SOURCES%20-%20PALM&position=0&from_view=search&track=ais&uuid=03bb449b-2d6a-
464a-9d3d-149cc15f1d16

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Activity: Nutrient Word Puzzle Note to teacher:

Knowledge ● The goal of this activity is to let the students complete the words to solve the • If there are no photos,
puzzle and identify the various nutrients. the teacher may just
mention to the class
Procedure: that the lesson is about
• First, the teacher shows some photos of foods to the students and introduce nutrients.
to them that the lesson for the session is about nutrients. • The grouping of the
students may be
modified depending on
the number of students
in the class.
• If there is no projector,
the teacher may write
the word puzzles on the
board or in a manila
paper. If the teacher
would like to add more
fun and the class has
enough time, the
teacher may give sets of
letter cut-outs for the
students to arrange to
solve the word puzzles.
https://shorturl.at/gilmu
• The teacher divides the class into 5 groups with an equal number of
members. Each group shall identify their secretary who will write their
answer. (Note, the teacher may assign each group a space on the board
where they may write their answers or they may be asked to use a piece of
paper.)
• The teacher instructs the students to fill in the missing letters of the words
flashed on the board to complete the word puzzle.
• The group that gets the most number of correct words wins the game.

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 Answers to the puzzle:

1. M A C _ O _ _ T _ _ _ N _ S 5. F _ T _ 1 MACRONUTRIENTS
2 MICRONUTRIENTS
2. M _ C _ O _ _ _ R _ _ N _ S 6. W _ _ E R 3 CARBOHYDRATES
4 PROTEINS
3. C _ R _ O _ _ D R _ _ T _ S 7. _ _ T _ M _ N S 5 FATS
6 WATER
4. P_ _ T _ I _ S 8. M _ N E _ _ _ S 7 VITAMINS
8 MINERALS

B. Establishing Lesson Purpose

Lesson Purpose • What are healthy foods and essential nutrients?

Activity 1: Healthy Foods and Nutrient Song and Dance Note to teacher:
Procedure: • This is a formative
• Divide the class into five groups. activity; hence, it will
• The teacher will show examples of healthy foods and the nutrients found in not be graded.
those foods. • The teacher may use
• The teacher will give the following instructions to the students: other photos of foods
• Compose a song using the names of the foods and the nutrients as found in the locality. If
lyrics. no photos are available,
• Use any Filipino folk song as the tune of the song. the teacher may write
• Perform your song with a simple dance. the names of the foods
along with the
nutrients they provide.

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FOODS AND NUTRIENTS
CARBOHYDRATES

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https://shorturl.at/yGLU9 https://shorturl.at/agzJR

PROTEINS

http://tinyurl.com/2p8j2ddx http://tinyurl.com/2p8j2dd

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http://tinyurl.com/2p8j2ddx http://tinyurl.com/2p8j2ddx
FATS

http://tinyurl.com/bdzmjvx3 http://tinyurl.com/bdzmjvx3

http://tinyurl.com/bdzmjvx3 http://tinyurl.com/bdzmjvx3

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 MINERALS AND VITAMINS

http://tinyurl.com/x52r7ste

WATER

http://tinyurl.com/33aft697

Unlocking Content Area Vocabulary

• Carbohydrates: Carbohydrates are Go foods. These are the body's primary
sources of energy.
• Proteins: Proteins are called Grow foods and are essential for building and
repairing tissues, making enzymes and hormones, and supporting immune
function.
• Fats: Fats play a crucial role in energy storage, cell structure, and the

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 absorption of fat-soluble vitamins.
• Water: This is not typically classified as a nutrient, but it plays a critical role
in supporting various physiological functions within the body. Water is
essential for life, and its importance cannot be overstated. While it doesn't
provide energy or nutrients in the traditional sense, water is vital for
maintaining overall health and well-being.
• Vitamins: These are organic compounds that play specific roles in
metabolism, growth, and overall health.
• Minerals: These are substances that regulate normal body processes. They
are nutrients that the body needs only in small amounts to keep the body
healthy.

C. Developing and SUB-TOPIC 1: Essential Nutrients and Their Functions

Deepening 1. Explicitation
Understanding • What are the macronutrients and their benefits?
• What are the micronutrients and their functions?
• What are the functions of water in the human body?
2. Worked Example Note to teacher:
• Divide the class into five groups with an equal number of members. Materials: Flash cards,
• Give the nutrient flash cards (macronutrients, micronutrients, printed functions of the
carbohydrates, proteins, fats, vitamins, minerals, and water) to the different nutrients. If there are no flash
groups and the strips of papers containing the functions of nutrients. cards, the teacher may encode
• Ask the students to group the nutrients into macronutrients, or write the nutrients on a
micronutrients, or water. After grouping the nutrients, ask them to match bond paper.
the functions of the nutrients to the body.
Answer:
Macronutrients Functions
1. Carbohydrates • Provides energy to the body.
• These are important for muscle contraction
during intense exercise.
• Enables the body to perform vital functions
such as maintaining body temperature,
keeping the heart beating, and digesting
food.

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2. Proteins • These are the building blocks for muscle
and other important structures such as the
brain, nervous system, blood, skin, and
hair.
• It helps transport oxygen and other
important nutrients.
• In the absence of glucose or carbohydrate,
the body can use it as energy.
3. Fats • Provides an important source of energy in
times of starvation or caloric deprivation.
• It is also necessary for insulation, proper
cell function, and protection of our vital
organs.
Micronutrients Functions/ Benefits
1. Vitamins • It helps the release energy from the foods
2 Groups of Vitamins: that we eat.
• Water-soluble • It acts as antioxidants to protect cells from
vitamins: These are not damage.
stored in the body and
so we must get them
regularly from our diet.
Examples include
vitamin C and the B
vitamins.
• Fat-soluble
vitamins: These can be
stored by the body in
the liver and fat tissues.
Examples include
vitamins E and D.
2. Minerals • It helps build and maintain strong bones
and teeth.
• It helps nerves and muscles to function
normally.
• It helps the blood to clot normally.

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 Water Functions/Benefits
• It helps improve cognitive function,
• It helps in the food digestion.
• It helps enhance physical performance.

3. Lesson Activity
Note to teacher:
Jog and Drink Experiment:
Materials: Water flasks/
Procedure:
bottles
• Ask the students to form three lines. Let them jog around the basketball
• The teacher may opt to do
court five times. For every round, ask the students to stop and drink their
the activity in any
water. After resting for 15 seconds, ask them again to jog around the court.
available safe space
After finishing the fifth round, ask the students to gather around.
where students can jog
• After the activity, the teacher will facilitate the discussion by asking the
and walk if the basketball
children the following questions:
court is not available.
• How do you feel after the activity?
• What made you survive the activity?
• Why is it important to eat a healthy meal before engaging in a physical
activity?
• How does eating nutritious foods influence your physical performance?
• How did you feel when you drank water after jogging?
• How does your level of physical activity influence your water needs?
• How important is water to maintaining overall health and well-being?

SUB-TOPIC 2: Benefits of Balanced Meal and Balanced Diet in Engaging in

Physical Activities
1. Explicitation
• What are the principles of healthy eating?

2. Worked Example Note to the teacher:

• Divide the class into two groups with an equal number of members. • The teacher will distribute
• The teacher will present to the students the Filipino Pyramid Food Guide a bond paper to the
and the food pyramid with the label Go. Grow, Glow. This will help the different groups, where
students identify the food contents of the Pinggang Pinoy. they can draw their
Pinggang Pinoy and write
the foods that they want to

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 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.

https://shorturl.at/imN24 http://tinyurl.com/22ybkn42

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

https://shorturl.at/hDSZ9
• 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:

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 http://tinyurl.com/y3jf96x7
3. Lesson Activity
Food Dance:
Procedure:
• Give a piece of paper to each student where they will write one healthy food
based on the food pyramid.
• Play any Filipino folk song and ask the students to dance. Once the music
stops, the teacher announces a food. The student is eliminated once his food
is announced. The student wins the game if his food is not announced until
everyone is eliminated. The winner will show the class the food written on
his paper.

D. Making Learners’ Takeaways

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

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 reflections, it will still be
good for the teacher to
ask some of them to
Station Station
share with the class.
4 I This will 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.
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 ______________________________.

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?

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

A. Evaluating 1. Formative Assessment Note to teacher:

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

2. Homework (Optional)
• Ask the students to make a list of the foods that they eat for breakfast,
lunch, and dinner and the amount of water (glasses) they drink during the
day.

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 • Ask the students to write down the nutrients found in the foods they listed.

Breakfast Nutrients

Lunch Nutrients

Dinner Nutrients

Water Number of Glasses

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

Others

C. Teacher’s • Did I attain all my lesson objectives? Note to teacher:

Reflection • The teacher may not
• What challenges did I encounter in implementing the class activities? answer all this
questions.
• Did my students actively participate in all the class activities that I prepared?

• Were the instructions in the class activities clear to the children?

• Was the time allotted to each activity enough for the class to accomplish the
assigned tasks?

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D. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

E. Teacher’s Reflection guide or prompt can be on:

Reflection ▪ Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
How did I choose the materials I used for this lesson?
▪ Students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ Ways forward
What strategies will I continue using which worked well for this lesson?
What could I have done differently?
• What can I explore in the next lesson?

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