5

Quarter 1
Lesson Exemplar Quarter 1
Lesson

for PE & Health 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE & Health 5
Quarter 1: Lesson 1 (Week 1)
SY 2024-2025

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 2024-2025. 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 Institute 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].

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PE & Health/QUARTER 1/ GRADE 5 (WEEK 1)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of stress, coping strategies, bullying effects, stress-reduction activities, and
Standards striking/fielding games in promoting personal wellness for active and healthy living.

B. Performance The learners participate in stress-reduction activities and striking/fielding games in promoting personal wellness for
Standards active and healthy living.

C. Learning Learning Competency

Competencies 1. apply various healthy coping strategies to manage stress
and Objectives
Learning objectives:
1. Define stress.
2. Identify the causes of stress.
3. Discuss the physical responses of the body to stress.

C. Content ● Stress and Stressors

● Physical Responses of the Body to Stress

D. Integration Promotion of self-care

II. LEARNING RESOURCES

UNICEF Parenting. (n.d.). What is stress? UNICEF. https://www.unicef.org/parenting/mental-health/what-is-stress

CESH / CSHS. (2017, August 22). Stressors. CESH / CSHS. https://humanstress.ca/stress/what-is-stress/stressors/

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

• Activating Day 1 Note: This “False Surprise

Prior Short Review (3 minutes) Quiz” is good for 2-3
Knowledge Activity: “False Surprise Quiz” minutes. This activity aims
to elicit various emotions
1. Ask the students to bring out ¼ sheet of paper and pen and tell them that they will from the students. You may
have a quiz. also try other activities that
2. Ask the students to number their papers from 1-10. will stir varied emotions in
3. Tell the students that Wrong Spelling will be marked X. the class.
4. Start the quiz.
5. No. 1: How does one feel when he/she has so many things to do with the same Ask volunteers to share
deadlines in a very limited time? how they felt when they
6. No. 2: What do you call the factors that cause the feeling of high anxiety? were told that they would
7. No. 3: Tell the students to, “Pass your papers”. have a surprise quiz.

From the activity, ask the students, how they felt when they heard the announcement
that they would have a surprise quiz?

• Establishing 1. Lesson Purpose (3 minutes)

Lesson ● After listening to the answers of the
Purpose students on how they felt when they
were told to have a surprise quiz, show
these photos to the class:

Ask the following questions:

● Do you recognize any similarity between the reactions of the children in the photo
with how you reacted when you were told to have a surprise quiz?
● What are these children in the photo feeling?

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 Unlocking Content Vocabulary Note:
Ask the students to arrange the scrambled letters to form the correct words: Flash the jumbled words on
the board. The teacher can
1. S R E S T S add more scrambled letters.
2. R O S E R S T S

2. Developing TOPIC 1: Stress and Stressors, and Physical Response of the Body to Stress
and
Deepening 1. Explicitation
Understandi
ng Define what is stress and stressor (3 minutes)
Activity:
1. Ask the students to arrange the jumbled words to form the definition of the word
stress and stressors.
● body’s response or psychological pressure whether physical, emotional, to
an intense stress is the
● Stress is the body’s response to an intense pressure whether physical,
emotional, or psychological (Source:
https://www.unicef.org/parenting/mental-health/what-is-stress).
● that are trigger stress situations stressors
● Stressors are situations or events that trigger stress (Source: Centre for
Studies on Human Stress (CSHS), 2019 -
https://humanstress.ca/stress/what-is-stress/stressors/)

2. Worked Example (7 minutes)

Activity: Pair-Gallery Walk
Procedure:
1. Place the photos of the stressors in the different corners of the classroom.
2. Pair the students.
3. Ask the pairs to move around and visit the corners of the classroom where the
photos of the common stressors for children are displayed or posted.

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4. Using the template below, ask the students to list down the stressor represented
in the photo.
5. After all pairs have visited the different stations, ask them to sit by pair to discuss
the stressors that they listed. After discussing with their partner, they will rank
the stressors based on how frequently they experience them.
6. Facilitate the discussion of stressors. Ask volunteers to share with the whole class
their stressors and their ranking.
7. Ask the students how knowing one’s stressor helps promote well-being.

a. Academic pressure from schoolwork,

exams, grades, and expectations to
perform well academically.
The teacher may use other
photos that are more
localized and will show
causes of stress

https://pixabay.com/images/search/homework/

b. Family conflicts, such as parental divorce

or separation, parental conflicts, or
disagreements.

https://www.istockphoto.com/search/search-by-
asset?affiliateredirect=true&assetid=1158481726&assettype=image&utm_campaign=SRP_image_sponsored&utm_cont
ent=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fpixabay.com%2Fimages%2Fsearch%2Ffamily%2520conflict%2F&utm_medium=affiliate&utm_s
ource=pixabay&utm_term=family+conflict

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c. Pressure to fit in with peer
groups or social expectations.

https://www.istockphoto.com/search/search-by-
asset?affiliateredirect=true&assetid=935941772&assettype=image&utm_campaign=SRP_image_sponsored&utm_content=https%
3A%2F%2Fpixabay.com%2Fimages%2Fsearch%2Fpressure%2520of%2520peers%2F&utm_medium=affiliate&utm_source=pixab
ay&utm_term=pressure+of+peers

d. Exposure to violence or trauma in

the community or home
environment.

https://www.istockphoto.com/search/search-by-
asset?affiliateredirect=true&assetid=1473616437&assettype=image&utm_campaign=SRP_image
_sponsored&utm_content=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fpixabay.com%2Fimages%2Fsearch%2Fpeer%2520
violence%2F&utm_medium=affiliate&utm_source=pixabay&utm_term=peer+violence

e. Chronic illness or disability.

https://pixabay.com/images/search/%20ill/

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 f. Changes in their bodies are like the
beginning of puberty.

https://pixabay.com/images/search/body%20changes/

g. Bullying

https://www.istockphoto.com/search/search-by-
Name/s: asset?searchbyasset=true&assettype=image&phrase=bullying&assetid=1158481726

________________________________________

Stressor Rank

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3. Lesson Activity

Activity: Jumping Puzzle Race (15 minutes)

Procedure:
1. Group the students into two.
2. Line up the groups at the starting line, ensuring they have enough space to jump
forward.
3. On the signal to start, each participant should jump to get the photo from the chair
and back to the starting line.
4. The whole group solves the word puzzle on body reactions to stress by writing the
missing letters. All correctly identified stressors shall be submitted to the teacher.
The teacher may use other
5. After solving the puzzle, another player jumps to get another word puzzle.
photos that are more
6. The group that will form first all the puzzles win the game. localized

Body Reactions to Stress

a. Exhaustion. – E_H_ _S T_ _ N

https://pixabay.com/photos/search/tired%20kid/

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b. Muscle tension. M U_ _L _ T E _ S_ O _

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&assetid=1158481726&phrase=muscle%20tension

c. Difficulty in breathing. D _F F _ C_ _ T Y IN _R E _ T _ _ N G

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=difficulty%20in%20breathing&assetid=
1158481726

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d. Difficulty in concentrating. D _F F _ C_ _ T Y IN C O _ C _ N _ R _ T _ N G

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=difficulty%20concentrating
&assetid=1158481726

e. Illness – I _ _ N _ S S

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=illness%20hospital&assetid=1158
481726

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f. Anger – A _ _ E R

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=anger&assetid=1158481726

g. Stomachache: S _ O _ A _H A _ _ E

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=stomachache&assetid=1158481726

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h. Sadness - _ A _ N _ S _

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=bullying&assetid=11584817
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i. Troubled sleeping – T R _ U _B _ E D _ L _ E _ P _ N G

https://www.istockphoto.com/search/search-by-
asset?searchbyasset=true&assettype=image&phrase=troubled%20sleeping&assetid=1158481726

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 3. Making Learners’ Takeaways The students may write
Generalizati Activity: Sentence Completion (3 minutes) their answers to the
ons questions, or the teacher
● Stress is _____ -------------------------------- may call on students to
● Stressors are ____ --------------------------- share their answers orally
● I feel ------ when I am stressed. with the whole class.
● It is important for me to know the causes of my stress so that _-----------------

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

A. Evaluating (10 min) Note: This will be done by

Learning group.
1. Compose a 1-1.5 min. jingle applying the concepts of stress, stressors, and body
reaction to stress as lyrics. Rubric:
Creativity – 5
Clarity of Message – 10
Musicality – 5
--------------------------
20 pts

B. Teacher’s Note observations on any of the following Effective The teacher may take note of
Problems Encountered
Remarks areas: Practices some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different
materials used strategies, materials used,
learner engagement and
other related stuff.
learner engagement/ interaction
Teachers may also suggest
others ways to improve the different
activities explored/ lesson
exemplar.

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C. Teacher’s Reflection guide: Teacher’s reflection in every
Reflection ● Did I attain all my lesson objectives? lesson conducted/ facilitated
● How did I encourage my students to participate in the class discussions and is essential and necessary to
activities? improve practice. You may
• What challenges did I encounter in implementing the class activities? also consider this as an
input for the LAC/Collab
• Did my pupils actively participate in all the class activities that I prepared?
sessions.
• Were the instructions in the class activities clear to the pupils?
• Was the time allotted to each activity enough for the class to accomplish the
assigned tasks?

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