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Quarter 1
Lesson Exemplar Lesson

for MAPEH 1

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for MAPEH Grade 7
Quarter 1: Lesson 1 (Week 2)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the 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/s:
• Mary-An P. Zantua (DepEd BLR)
• PNU-RITQ Team
Validator/s:
• PNU-RITQ Team

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 blr.od@deped.gov.ph.

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 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
PE AND HEALTH/SECOND QUARTER/GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of mental health and target games in promoting personal wellness for active
Standards and healthy living.

B. Performance The learners participate in target games and other physical activities in promoting personal wellness for active and
Standards healthy living.

C. Learning Learning Competency

Competencies Apply ways to safeguard their mental health.
and Objectives
Learning Objectives
1. Determine and discuss ways to protect one's mental health.
2. Choose and carry out an activity to safeguard mental health.
3. Design your steps to defend one's mental health.

D. Content Characteristics of mentally healthy adolescents

Common adolescent concerns that affect mental health
Prevention and management of common adolescent concerns that can affect mental health

E. Integration SDG Target 3.4 | Noncommunicable diseases and mental health: By 2030, reduce by one third premature mortality
from non-communicable diseases through prevention and treatment and promote mental health and well-being

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II. LEARNING RESOURCES

A. References Mental health in pre-teens and teenagers. Raising Children Network. https://raisingchildren.net.au
How to Help Teens Improve Their Mental Health. Bridgespan Medicine. https://www.bridgespanmedicine.com

Mental health of adolescents. WHO

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review This exercise will assess

Knowledge Activity 1. Knowledge Flashback (10 minutes) students' prior knowledge of the
• Instructions: characteristics of a mentally
1. Read the following statements. healthy adolescent.
2. Put a happy face on the blank if you believe it to be a positive indicator
of a mentally healthy adolescent; otherwise, insert a sad face. If the teacher uses a PowerPoint
3. Ask students to answer by raising their hand. Discuss each statement to presentation, students will be
help students remember how to maintain mental health. instructed to drag a smiley or
• 4. Praise the students for their work. Provide a constructive critique. sad face onto the blank using
_______1. Avoid using drugs and alcohol. the laptop's mouse. If not, they
_______2. Create and maintain a healthy eating routine. will put a sticker or let the
_______3. Obtain sufficient, regular sleep. pupils draw a happy or sad face
_______4. Keep moving. on the space. (ICT integration)
_______5. Maintain an appropriate balance between screen time and
other activities that benefit the development. Emphasize that statements
with happy faces displayed the
2. Feedback (Optional) traits of mentally healthy
adolescents while those with
sad

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 expressions did not, and they
should be avoided.

2. Establishing 1. Lesson Purpose

Lesson Purpose Activity 2. Emotional Weather Report (10 minutes)
• Procedure:
1. Reflect on the question, how are you feeling right now?
2. On a piece of bond paper, describe how you feel right now by simply
drawing an emoticon.
3. Present their drawing to the class and describe the emotion that led to
the smiley face.
4. Give the students credit for their effort and provide constructive
criticism.
• Process questions:
1. Could you please introduce your drawing to the class?
2. What was the inspiration behind creating the smiley face drawing?

2. Unlocking Content Area Vocabulary

Activity 3. Building Blocks of Learning (5 minutes) Answer Key (2 points each)
• Ask the students to arrange and define the jumbled letters. Then, ask them 1. SAFEGUARD: To safeguard
to provide the definition. means to protect or ensure the
• Ask them to compute the total score. safety of something or someone.
It involves taking preventive
1. measures to prevent harm or
G U A R D S A F E danger.
2. HEALTH: Health refers to a
2. state of physical, mental, and
H A L E T H social well-being. It
encompasses not only the
3. absence of illness but also
X E E R C I S E positive factors like nutrition,

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 exercise, and emotional
balance.
4. 3. EXERCISE: Exercise involves
M A F I L Y physical activity that promotes
fitness, strength, and overall
health. It includes activities like
5. walking, running, swimming, or
E T O M I O N playing sports.
4. FAMILY: A family consists of
individuals related by blood,
marriage, or adoption. It is a
group of people who care for
and support each other,
sharing emotional bonds and
responsibilities.
5. EMOTION: Emotion refers to
a feeling or state of mind
characterized by strong
reactions to situations or
experiences. Emotions can
include happiness, sadness,
anger, fear, and love.
Recognize the students who
performed well and reassure
those who scored poorly that
they still have time to perform
well in the upcoming exercise.

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3. Developing and 1. Explicitation Encourage students to reflect on
Deepening Activity 4. Inquiring Minds! (15 minutes) the role-plays and discuss their
Understanding • Let the class form 5 groups. insights.
• Distribute images showing various approaches to protecting mental health.
Each group will present the following output. Emphasize that mental health is
multifaceted and requires
diverse approaches.

Celebrate their creativity and

empathy!

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 • Describe the image through Role Playing.
• Before the activity begins, present and briefly explain the rubric so that
students have a foundation for understanding how their work will be
graded.

• Prepare to present the output.

2. Worked Example
• Group Presentation: Here are the ways to safeguard one’s mental health.
• Exercising regularly
• Managing emotions
• Spending time with family and friends
• Reading books and other educational resources
• Doing spiritual activities
• Keeping the environment clean
• Making a spending diary

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 • Guide Questions:
1. Why does exercise improve mental health?
2. Does a healthy environment encourage mental health?
3. Why do you think having supportive family and friends is important for
maintaining your mental health?
4. Do you agree that the best tool for overcoming any problem is prayer?
• Give constructive criticism, correct irrelevant statements, and commend
the pupils' efforts.

3. Lesson Activity
Activity 6. Let’s give it a try! (10 minutes)
• Create your own plan for your actions to protect your mental health.

• Group presentation (10 minutes)

Provide feedback and assign grades based on the specified criteria.

Criteria 10 points 8 points 5 points

Execution Presented Presented very Presented good
excellent good performance
performance performance

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 A. Making 1. Learners’ Takeaways (10 minutes) Remind students that taking
Generalizations • Ask the students the following questions: care of their mental health is a
1. Why is it crucial for you as a teenager to look after your mental health? lifelong journey.
2. Why is physical activity/exercise among the best things you can do to
protect your mental health? Encourage open dialogue and
empathy within the classroom.
2. Reflection on Learning
Activity 7. Short Reflection Writing Task (5 minutes) Highlight available resources
• In their notebook, ask the students to answer the following question: (counselors, helplines) for those
1. From 1 being the lowest and 10 being the highest, how will you rate your who need support.
learning of today’s lesson?
2. What are your strengths and weaknesses in the lesson?
3. What do I need to improve my understanding of the lesson?

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

A. Evaluating 1. Formative Assessment Encourage students to

Learning Individual Activity (10 minutes) approach this activity with
Instructions: honesty and self-reflection.
• The practices listed below are indicators of good mental health. After providing
an honest response, tick the boxes next to the questions that apply to you. Remind students that
• In the instances where you selected "NO," explain your action plan. everyone’s situation is unique,
• Compute your score based on your answer following the given point system. and their responses may vary
based on personal
My Practices YES NO My plan circumstances.
(2 points) (1 point) (2 points)
1. I experience comfort, Emphasize the importance of
joy, and tranquility action plans for areas where
they selected “NO.”

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 when I pray, which
improves and supports Create a safe space where
both my mental and students feel comfortable
physical health. sharing their experiences
2. I like working out without judgment.
with my friends.
3. I don't get irritated
when my parents
correct me when I make
mistakes.
4. I work hard in my
studies to achieve great
grades.
5. I contribute to the
cleanliness of our school
by properly disposing of
my trash.

Score: _________

2. Homework (Optional)
Hearts and Minds United. (Individual Activity -10 minutes)
• Ask the students to answer this in their notebook.
• If you had the opportunity to advocate for safeguarding young people's mental
health, what would you prefer to do? Why?

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and

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 Strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
Materials used engagement and other related
stuff.

Learner engagement/
Teachers may also suggest
interaction
ways to improve the different
activities explored/ lesson
Others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection A. Principles behind the teaching lesson conducted/ facilitated is
1. What principles and beliefs informed my lesson? essential and necessary to
2. Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
B. Students the LAC/Collab sessions.
1. What roles did my students play in my lesson?
2. What did my students learn? How did they learn?

C. Ways forward
1. What could I have done differently?
2. What can I explore in the next lesson?

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