LESSON PLAN in HEALTH 7

JANUARY 10, 2020

LIBRA/1:50-2:50
CONTENT STAND:
 The learner demonstrates understanding of mental health as a dimension of holistic health for a
healthy life
PERFORMANCE STANDARD:
 The learner consistently demonstrates skills that promote mental health
LEARNING COMPETENCIES:
 explains that stress is normal and inevitable H7PHIIIa-b-29
 differentiates eustress from distress H7PHIIIa-b-30
 identifies situations that cause feelings of anxiety or stress H7PHIIIa-b-31
I. OBJECTIVES
At the end of the lesson, the students are expected to:
a. determine things or situations that causes stress;
b. value the importance of understanding stress by differentiating eustress from distress; and,
c. act out situations that develops eustress and distress
II. SUBJECT MATTER
Topic: Understanding Stress
Material/s:
References: Callo, L. et. al (2015). Physical education and Health: grade 10 learner’s material.
First Ed. Pasig City.
III. PROCEDURE
A1 Activity
a. Drill: “What are you Thinking Right Now?”
Time Frame: 3 minutes
1. Use a sheet of paper to draw any pictures or write any words and phrases based on
what you are thinking.

b. Review
The teacher will review the past lesson about the mental health.
c. Motivation:
Mechanics:
1. For two (2) minutes, quietly reflect on the questions below.
 Do things you think and feel affect your everyday life?
 How does your body respond to the things you think and feel?
d. Setting of Standards:
Mechanics:

1. The class will be divided into three (3) groups.

2. Each member will list three (3) things or situations that cause stress for them.
 3. Members will share to their group what they have listed and write the common causes
of stress on a word web in a manila paper given by the teacher.
4. Groups will be given five (5) minutes to do the task and one (1) minute to share to the
class.

A2 Analysis

1. When was the last time you got stressed?

2. What is stressed?
3. Do you think that stress is always something negative?

A3 Abstraction

Do you think that stress is always something negative? Actually, stress can either be
negative or positive!

Stress is defined as the physiological [ or physical] and emotional responses to a significant

or unexpected change or disruption in one’s life (Payne, et al., 2005).

It may also refer to “what you feel when you react to pressure, either from the outside world
school, family, friends) or from yourself i.e. wanting to fit n, wanting to do well in school.

The word stressor refers to the things that make a person stressed. There are two
different
kinds of stress- eustress and distress.

Eustress refers to a positive and healthy responses of the body from a stressor. Ir produces
good effects to one’s well being. For example, a person, who studied for long hours then took
and got an outstanding grade in the exam, may feel happiness and enjoyment.

On the other hand, distess refers to a negative reaction of the body towards a given stressor.
It may cause problems in health, alter the mood and emotions, and even affect the way a
person thinks. For example, when a person woke up late for work, he or she may fell anger
and disappointment.

A4 Application:
 Mechanics:
1. Read the following situations.
2. In a 1/4 sheet of paper, draw a smiling face if you consider it as a source of eustress
and a sad face if it causes distress.

___1. Choosing a gift for a friend. ____6. Losing your money.

___2. Arguing with a classmate. ____7. Getting a birthday surprise.
___3. Going to a new place. ____8. Attending a party.
___4. Having a new born sibling. ____9. Witnessing a tribal dance.
___5. Getting a failing mark ____10. Watching a traditional play.

3. Find a pair.
4. Compare your answers.
5. Discuss the following situations bring eustress to both of you? Distress?
6. Did you have some situations with different answers? What could be the reason/s why you
have different answers?
7. What are your other sources of eustress and distress?
IV. EVALUATION – “Program Design”
Mechanics:
1. he class will be divided into four (4).
2. The groups will act out two (2) situations, one is for the source of eustress and the other is for
distress.
3. Groups will be given five (5) minutes to practice and two minutes (2) to present their output.

V. ASSIGNMENT – “Dear Mr. President”

•

Prepared by: Noted by:

JERLYN MAE B. BAHAYA EDMAR LLOYD D. ALIMENTO
Pre-Service Teacher MAPEH 10 - Cooperating Teacher
 LESSON PLAN in HEALTH 7
LEARNING COMPETENCIES:
 identifies the common stressors that affect adolescents
 identifies physical responses of the body to stress
VI. OBJECTIVES
At the end of the lesson, the students are expected to:
a. determine things or situations that causes stress;
b. value the importance of understanding stress by differentiating eustress from distress;
and,
c. act out situations that develops eustress and distress
VII. SUBJECT MATTER
Topic: Common areas of stressor that affects adolescents
(peer, family, school, community)

Material/s:
References: Callo, L. et. al (2015). Physical education and Health: grade 10 learner’s material.
First Ed. Pasig City.
VIII. PROCEDURE
A1 Activity
e. Drill: “What are you Thinking Right Now?”
Time Frame: 3 minutes
2. Use a sheet of paper to draw any pictures or write any words and phrases based on
what you are thinking.

f. Review
The teacher will review the past lesson about
g. Motivation:
Mechanics:
2. For two (2) minutes, quietly reflect on the questions below.
 Do things you think and feel affect your everyday life?
 How does your body respond to the things you think and feel?
h. Setting of Standards:
Mechanics:

5. The class will be divided into three (3) groups.

6. Each member will list three (3) things or situations that cause stress for them.
7. Members will share to their group what they have listed and write the common causes
of stress on a word web in a manila paper given by the teacher.
8. Groups will be given five (5) minutes to do the task and one (1) minute to share to the
class.
A2 Analysis

4. When was the last time you got stressed?

5. What is stressed?
6. Do you think that stress is always something negative?

A3 Abstraction

Do you think that stress is always something negative? Actually, stress can either be
negative or positive!

Stress is defined as the physiological [ or physical] and emotional responses to a significant

or unexpected change or disruption in one’s life (Payne, et al., 2005).

It may also refer to “what you feel when you react to pressure, either from the outside world
school, family, friends) or from yourself i.e. wanting to fit n, wanting to do well in school.

The word stressor refers to the things that make a person stressed. There are two
different
kinds of stress- eustress and distress.

Eustress refers to a positive and healthy responses of the body from a stressor. Ir produces
good effects to one’s well being. For example, a person, who studied for long hours then took
and got an outstanding grade in the exam, may feel happiness and enjoyment.

On the other hand, distess refers to a negative reaction of the body towards a given stressor.
It may cause problems in health, alter the mood and emotions, and even affect the way a
person thinks. For example, when a person woke up late for work, he or she may fell anger
and disappointment.

A4 Application:
 Mechanics:
3. Read the following situations.
4. In a 1/4 sheet of paper, draw a smiling face if you consider it as a source of eustress
and a sad face if it causes distress.

___1. Choosing a gift for a friend. ____6. Losing your money.

___2. Arguing with a classmate. ____7. Getting a birthday surprise.
___3. Going to a new place. ____8. Attending a party.
___4. Having a new born sibling. ____9. Witnessing a tribal dance.
___5. Getting a failing mark ____10. Watching a traditional play.

3. Find a pair.
4. Compare your answers.
5. Discuss the following situations bring eustress to both of you? Distress?
6. Did you have some situations with different answers? What could be the reason/s why you
have different answers?
7. What are your other sources of eustress and distress?
IX. EVALUATION – “Program Design”
Mechanics:
4. he class will be divided into four (4).
5. The groups will act out two (2) situations, one is for the source of eustress and the other is for
distress.
6. Groups will be given five (5) minutes to practice and two minutes (2) to present their output.

X. ASSIGNMENT – “Dear Mr. President”

•

Prepared by: Noted by:

JERLYN MAE B. BAHAYA EDMAR LLOYD D.
ALIMENTO
Pre-Service Teacher MAPEH 10 - Cooperating Teacher