7

Quarter 1
Lesson Exemplar Week

for MAPEH 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for MAPEH Grade 7
Quarter 1: Lesson 1 (Week 1)
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:
• Angelica P. Rustia (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 [email protected].
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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
Standards active 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

Competencie Discuss common adolescents’ concerns that can affect mental health
s and
Objectives Learning Objectives
1. Identify the characteristics of mentally healthy adolescents.
2. Analyze common concerns among adolescents that affect mental health such as appearance, body image,
negative peer pressure and family expectations.
3. Discuss the common behavioral and emotional manifestations of adolescents that impact mental health.
4. Enumerate prevention and management of common adolescent concerns to achieve mentally healthy
adolescents.

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

II. LEARNING RESOURCES

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 A. References
LD Banati, Prerna; Lansford, Jennifer E. (2018). Handbook of Adolescent Development Research and Its Impact on
Global Policy, Miscellanea, Oxford University Press, Oxford. https://www.unicef-irc.org/publications/987-
handbookof-adolescent-development-research-and-its-impact-on-global-policy.html
Lener, R.M., & Steinberg, L. (Eds.). 2004. Handbook of Adolescent Psychology, Second Edition. Wiley.
https://onlinelibrary.wiley.com/doi/epdf/10.1002/9780470479193.adlpsy001001

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review Suggestion: The teacher

Prior Activity 1. Famous Lines (10 minutes) may use a toy billiard set if
Knowledge • In previous years you have learned about the importance of any gadget is not available.
community participation in addressing problems related to the
environment. In the developmental stage of a person, particularly
adolescents experience problems or challenges because of decisions
or actions they made. This lesson will discover how adolescents’
challenges should be handled effectively.
• Group the students. The groups depend on the number of classes. o
Members of the group will play one at a time alternately with the
opposing team.
o The teacher will use a billiard game app on a mobile phone or
tablet (if the gadgets are available) so that the whole class
monitors the game on a widescreen through screen mirroring.
o The teacher prepared different situations. Each situation was
written on a piece of paper that was placed in a cup.
o Once the ball shoots in the hole, the team will pick on the cup
and read the situation.
o Sample situation: “When the mother is asking for something, but

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 you did not respond to it”
o The teacher will facilitate to asking the class to apply common
lines that are usually heard from their parents or other members
of the family.
o Common line: “Ano! Nabingi ka na ba?” - mother.
• The teacher should facilitate the answers of the students to think
critically and see the value or message behind those lines and relate it
to some characteristics of mentally healthy adolescents.
• By reflecting on their thoughts, actions, and behaviors may develop
their growth mindset, embracing challenges and seeking opportunities
for selfimprovement. The right people around them like family, teachers,
friends, and other groups of professionals and individuals are helping
hands in developing the path of a successful and fulfilling adolescence.

2. Feedback (Optional)

2. Establishing 1. Lesson Purpose

Lesson Activity 2. Briefcase (10 minutes)
Purpose • Adolescence is crucial stage of development characterized by significant
physical, cognitive, emotional and social changes. Mental health plays a
vital role in ensuring well-being and overall success of adolescents
during transitional stage.
• Objective: To engage in an interactive activity that poster teamwork and
critical thinking through answering the questions.
• Procedure:
1. Prepare a set of questions on a card.
2. Place the card inside a briefcase (it can be a folder with briefcase
design). Each briefcase has a corresponding point inside. Points are randomly
shuffled and covered.

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 3. Number of briefcases is based on the number of questions.
4. Divide the students into groups.
5. Place the briefcase in front of the class numerically arranged.
6. Instruct the students that they will work in groups to answer the
questions and earn points inside the briefcase they choose.
7. The question inside the briefcase should be revealed first. Wait for
their answer before disclosing the points contained within. Make the
activity thrilling while opening the points inside the briefcase.
8. All groups will choose one briefcase but one at a time only to
provide time for answering the question.

• The following questions are designed to guide individuals in assessing

whether their actions contribute to their development as a well-
rounded adolescent. Here are the suggested questions:
1. Can you talk about a project or assignment that you found
particularly challenging? How did you overcome it?
2. Describe a time when you felt proud of an accomplishment at
school. What did you do, and why it was important to you?
3. How do you manage your time between schoolwork,
extracurricular activities, or tips that you find helpful?
4. Have you ever faced a difficult situation or conflict with a
classmate or teacher? How did you handle it and what did you learn from
the experience? 5. How do you balance your online and offline activities?
Do you find it challenging to disconnect from technology, and if so, how
do you manage it?
6. How do mentally healthy students show progress in their personal
growth and development?
7. What are some ways mentally healthy adolescents in Grade 7
handle their emotions effectively?

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 8. How do mentally healthy Grade 7 students develop positive social
skills and relationships?

9. How can mentally healthy adolescents in Grade 7 perform well at

home, school, and in their community?
10.Can you give examples of activities students might engage in to reach
their goals?

2. Unlocking Content Area Vocabulary

Activity 3. Think Pair and Share (10 minutes)
• The teacher will post the following questions and the students will answer
them with their partner.
• Questions:
1. What is your definition of a mentally healthy individual?
2. What are the factors contributing to the mental well-being of
teenagers?
3. Discuss the characteristics of a mentally healthy adolescent.
4. What are the reasons teenagers make mistakes in their lives?

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3. Developing and SUBTOPIC 1: Characteristics of mentally healthy adolescents.
Deepening 1. Explicitation
Understanding Activity 4. Stress Survey (25 minutes)
• Group the students and let the students go around the school grounds.
• Let the students conduct an interview with 5 schoolmates/classmates
and ask the following survey questions. Instruct the students that a
participant of one group should not be a participant in the other group.
• Survey Checklist Form for Participants
Rate the level of stress you experience based on the rating scale.
5 - Extremely stressed
4 - Very stressed
3 - Moderately stressed
2 - Mildly stressed
1 - Not at all stressed

Survey Checklist Form

1. Physical Appearance: 5 4 3 2 1
• Acne and skin problems
• Weight and body image
• Personal grooming and style
• Overall physical appearance
2. Family: 5 4 3 2 1
• Relationship with parents/guardians
• Sibling relationships
• Family expectations and pressure
• Family conflicts

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3. Academics: 5 4 3 2 1
• Homework load
• Tests and exams
• Grades and academic performance
• Time management and study skills
4. Technology: 5 4 3 2 1
• Social media pressure
• Cyberbullying
• Fear of missing out (FOMO)
• Screen time and digital addiction
5. Peers: 5 4 3 2 1
• Peer pressure
• Social acceptance and fitting in
• Friendship conflicts
• Bullying or harassment
6. Is there any other source of stress related to your experience that is not
mentioned above? If yes, please specify Answer:

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7. How do you typically cope with stress? (Select all that apply)
_____Talking to a friend or family member.
_____Engaging in physical activity or exercise.
_____Listening to music.
_____Engaging in hobbies or creative activities.
_____Seeking professional help (counselor, therapist, etc.)
_____Other (please specify)
8. Optional: Please provide any additional comments or feedback regarding
stress management in grade 7.

• After completing the survey, provide time for each group to consolidate
the results of their survey.
• The teacher will facilitate and guide the students in consolidating the
results of the survey. Present the result through a creative graphical
presentation.
• Remind each group to create their presentation based on the given
rubrics.
• Every group will rate the group presenter based on the graphical
presentation using the rubrics.

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Rubrics for group graphical presentation based on survey interview.
Check the box that corresponds and meets the criteria based on the
presentation of the group.

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2. Worked Example
Based on the graphical presentation results and discussion the students already
gathered insights and ideas on the common adolescents concerns that affect
mental health. To process the students understanding the class will have a
simple target game.
Activity 5. “Head, Shoulder, Knees, and Toes Challenge (20 minutes)
• Objective: To engage the students in an interactive activity that fosters
coordination, reaction time and critical thinking. • Material: Plastic Cup
• Procedure:
1. Divide the class into pairs or group depending on the class size.
2. Each pair or group should stand around the circle.
3. Command sequence: “Head, shoulder, knees, toes, and cup”. Each time
the teacher says the body parts the students should touch the body parts with
their hands. When the teacher says “cup” they need to grab the cup quickly
before their opponent(s) do.
4. Begin the game by calling out the body parts in random order.
5. If they touch the wrong body parts or fail to get the cup they are out of
the round and need to answer one (1) question with their partner/group before
leaving the line.
6. The game continues until the remaining students reach the allotted time.
• Questions:
1. How do adolescents mind the process of academic pressures?
2. What is the process by which adolescents process the experience of their
first romantic relationship?
3. How does peer pressure influence adolescent decision make process?
4. What are the steps an adolescent goes through when faced with stressful
situation?
5. Can you describe the process of how adolescents deal with the

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 expectations and pressure from society regarding body image?
6. How do adolescents process the transition from dependence to seeking
independence?
7. What is the process by which adolescents form their social circles and
how does it affect their experience?
8. What is the thought process when an adolescent is confronted with
substance use like alcohol drinking, cigarette smoking or taking prohibited
drugs?
9. How do adolescents process and navigate the complexities of online and
social media interactions?
10.How do adolescents process the experience of failure, and how
does this affect their resilience?

3. Lesson Activity
Activity 6. Round Table (15 minutes)
• Answer the following questions by group.
• Questions:
1. What are the characteristics of mentally healthy adolescents?
2. What are the common adolescent concerns that affect mental
health?
3. What are the common behavioral and emotional
manifestations of adolescents that impact mental health.
4. How will you handle challenges? Give ways on how to
prevent and manage problems.

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 A. Making 1. Learners’ Takeaways (10 minutes)
Generalizations • Ask the students the following questions:
1. What are the factors that contribute to the mental health and wellbeing of
adolescents?
2. How can you promote and enhance these factors within yourself that will
radiate to your actions, family, peers, and community?

2. Reflection on Learning
Activity 7. Short Reflection Writing Task (5 minutes)
• In their notebook, ask the students to answer the following question:
1. From 1 being the lowest and 10 being the highest, how will you rate your
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 Answer Key

Learning 1. Formative Assessment 1. c. Resilience: Mentally
Short Quiz: Multiple Choice (10 minutes) healthy adolescents often
Choose the best answer: exhibit resilience, which helps
them cope with challenges
1. Which of the following characteristics is commonly
and bounce back from
associated with mentally healthy adolescents? a. Perfectionist
adversity. 2. d. financial
b. social withdrawal
stability: While academic
c. Resilience
pressure, peer relationships,
d. excessive self-criticism and body image are common
2. Which of the following is not a common concern that affects the concerns affecting mental
mental health of adolescents? a. Academic pressure health, financial stability is
not typically

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 b. Peer relationship associated with adolescent
c. Body image mental health.
d. financial stability 3. c. Persistent irritability:
3. Which of the following emotional manifestations is Poor mental health in
commonly associated with poor mental health in adolescents. adolescents can manifest as
a. Emotional intelligence persistent irritability, mood
b. Stable mood swings, and emotional
c. Persistent irritability instability.
d. Empathy towards other 4. c. Risk taking behavior:
4. Which of the following behavioral manifestations can impact Certain behavioral
mental health. manifestations, such as
a. Assertiveness engaging in risky behaviors,
b. Emotional regulation can impact mental health.
c. Risk taking behavior. 5. c. Fostering a positive
d. open-mindedness. body image environment:
5. Which of the following is an effective way to prevent and manage Encouraging a positive body
body image issues in adolescents? image and promoting
a. Promoting unrealistic beauty standards. selfacceptance are effective
b. Encouraging comparison with others. ways to prevent and manage
c. Fostering a positive body image environment. body image issues in
d. Criticizing physical appearances. adolescents. Remember,
unrealistic beauty standards
2. Homework (Optional) and criticism can have
negative effects on mental
well-being

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B. Teacher’s Note observations
Remarks on any of the Effective Practices Problems Encountered The teacher may take note of
following areas: some observations related to
the effective practices and
problems encountered after
Strategies explored utilizing the different
strategies, materials used,
learner engagement and other
Materials used related stuff.

Teachers may also suggest

Learner ways to improve the different
activities explored/ lesson
engagement/
exemplar.
interaction

Others

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
essential and necessary to
1. What principles and beliefs informed my lesson?
improve practice. You may also
2. Why did I teach the lesson the way I did? consider this as an input for
the LAC/Collab sessions.
B. Students
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?

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2. What can I explore in the next lesson?

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