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Lesson Exemplar
for PE and Health
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Lesson

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for PE and Health Grade 5
Quarter 1: Week 3 Lesson 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/s:

Ms. Kris L. Tayag (Angeles University Foundation)

Validator/s

Mr. Rolly Balbutin (Philippine Normal University Mindanao)

Management Team
Philippine Normal Univeristy
Research Center for Teacher Quality
SiMERR National Research Centre

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 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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 LESSON EXEMPLAR TEMPLATE

PHYSICAL EDUCATION and HEALTH/QUARTER 1/ GRADE LEVEL 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of stress, coping strategies, bullying effects, stress-reduction activities,
Standards and 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. analyze stress-reducing benefits of physical activities.
and
Objectives

D. Content Stress-reduction Activities

● Stress-reducing Benefits of Physical Activity

● Various Physical Activities That Can Help in Reducing Stress (Exercise, Hobbies, and Indoor and Outdoor
Activities)

E. Integration SGD 3: Good health and well-being

II. LEARNING RESOURCES

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Ahn, S., & Fedewa, A. L. (2011). A meta-analysis of the relationship between children’s physical activity and mental health. Journal of Pediatric Psychology, 36(4), 385-397.
https://doi.org/10.1093/jpepsy/jsq107

Bailey, A. P., Hetrick, S. E., Rosenbaum, S., et al. (2017, October 10). Treating depression with physical activity in adolescents and young adults: A systematic review and
meta-analysis of randomized controlled trials. Psychological Medicine. https://doi.org/10.1017/S0033291717002653

Biddle, S. J. H., Ciaccioni, S., Göen, T., & Vergeer, I. (2019, May 1). Physical activity and mental health in children and adolescents: An updated review of reviews and an
analysis of causality. Psychology of Sport and Exercise. https://doi.org/10.1016/j.psychsport.2018.08.011

Brown, H. E., Pearson, N., Braithwaite, R. E., et al. (2013). Physical activity interventions and depression in children and adolescents. Sports Medicine, 43(3), 195-206.
https://doi.org/10.1007/s40279-012-0015-8

Choi, P. H. N., & Cheung, S. Y. (2016). Effects of an 8-week structured physical activity program on psychosocial behaviors of children with intellectual disabilities. Adapted
Physical Activity Quarterly, 33(1), 1-14. https://doi.org/10.1123/APAQ.2014-0213

Exercise Right. (2020, August 13). Exercise Right for Kids: Mental Health. https://exerciseright.com.au/exercise-right-kids-mental-health/

Expert Statement on Physical Activity and Brain Health in Children. (n.d.). https://education.msu.edu/kin/hbcl/_articles/Tremblay_2018_ExpertStatementOnPhysical.pdf

Food and Nutrition Research Institute-Department of Science and Technology. (2019). Expanded National Nutrition Survey: 2019 Results (Nutritional Status of Filipino
Adolescents). http://enutrition.fnri.dost.gov.ph/site/uploads/2018-2019%20ENNS%20Results%20%20Dissemination_Adolescents%20and%20WRA.pdf

Food and Nutrition Research Institute-Department of Science and Technology. (2018). Expanded National Nutrition Survey (ENNS) 2020.

Korczak, D. J., Madigan, S., & Colasanto, M. (2017). Children’s physical activity and depression: A meta-analysis. Pediatrics, 139(4), e20162266.

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https://doi.org/10.1542/peds.2016-2266

Martikainen, S., Pesonen, A-K., Lahti, J., et al. (2013). Higher levels of physical activity are associated with lower hypothalamic-pituitary-adrenocortical axis reactivity to
psychosocial stress in children. Journal of Clinical Endocrinology & Metabolism, 98(4), E619-E627. https://doi.org/10.1210/jc.2012-3745

World Health Organization. (2022, October 5). Physical activity. https://www.who.int/news-room/fact-sheets/detail/physical-activity

Roemmich, J. N., Lambiase, M. J., Balantekin, K. N., et al. (2014). Stress, behavior, and biology. Exercise and Sport Sciences Reviews, 42(4), 145-152.
https://doi.org/10.1249/JES.0000000000000027

Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of physical activity of children and adolescents. Medicine & Science in Sports & Exercise, 32(5), 963-
975. https://doi.org/10.1097/00005768-200005000-00014

Stress Reduction Activities for Students. (2014). https://www.edutopia.org/sites/default/files/resources/stw-glenview-stress-reduction-activities.pdf

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Day 1 Teachers may also use similar

Prior scenarios related to the
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 Knowledge previous discussion.
1. Short Review
Activity 1: Stressor or Not?
Directions: Read each scenario carefully. Decide if the situation can cause you
stress or not. Be ready to explain your answers.

● Scenario 1: You have a big test coming next week, and you haven’t had
much time to study because of other school activities.
● Scenario 2: You’re playing your favorite game with your friends during
the weekend.
● Scenario 3: You’re excited about performing in the school talent show
but nervous about forgetting your lines.
● Scenario 4. You have a disagreement with a friend during lunch time.

● Scenario 5: Your parents tell you that you’re going on a surprise family
vacation to your favorite amusement park.

2. Feedback (Optional)
It's interesting to hear that some of you feel that certain situations could be
stressors for some people but not for others. We all experience stress
differently, and what may cause stress for one person might not have the
same effect on someone else.

B. Establishing 1. Lesson Purpose Teachers may introduce the

Lesson objectives and terminologies of

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Purpose A. Recognize the role and value of physical activities in reducing stress. the lesson.
B. Explore the benefits of physical activity for stress reduction.
C. Practice stress reduction techniques through physical activities
2. Unlocking Content Vocabulary
A. Sedentary. Involving little exercise and physical activity.
B. Anxiety. Is an emotion characterized by feelings of tension, worried
thoughts, and physical changes like increased blood pressure.
C. Dopamine. Is a chemical messenger that is naturally released from
nerve cells in your brain. One of its functions is to create a good feeling after
you do something enjoyable.
D. Serotonin. Send signals between your nerve cells. It may help regulate
many body functions, including mood, bowel movements, and sleep, among
others.

C. Developing SUB-TOPIC 1: Stress-reducing Benefits of Physical Activity

and Deepening
Understanding
1. Explicitation Teacher will present the
standards and guidelines
regarding PA for kids. This will
The World Health Organization (WHO) established standards and guidelines provide information before the
regarding physical activity for kids and teenagers (ages 5 to 17): activity 2.

● should do at least an average of 60 minutes per day of moderate-to-

vigorous intensity, mostly aerobic, physical activity, across the week.
● should incorporate vigorous-intensity aerobic activities, as well as those

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 that strengthen muscle and bone, at least 3 days a week.
● should limit the amount of time spent being sedentary, particularly the
amount of recreational screen time.

However According to a 2019 study by the Philippine Food and Nutrition

Research Institute (FNRI), 84.6% of teenagers in the Philippines between the
ages of 10 and 17 are not meeting the recommended amount of PA for health.
Young Filipinos are very likely to be physically inactive, which presents a public
health concern that requires careful consideration from regional public health
authorities and stakeholders. Higher levels of physical activity in children and
youth are linked to lower levels of stress and reduced stress reactivity, or the
body's response to stress. Children and youth with high levels of stress also
tend to spend more time sedentary. The mechanisms behind this relationship
remain mainly unclear. On the other hand, young people who engage in
different forms of physical activity appear to be more resilient and capable of
handling stress.

Activity 2: Physical Activity Stress Buster Challenge

Directions: In this activity, students will decide whether each activity is a

stress-reducing physical activity (YES) or not (NO) based on their understanding
of stress-reduction techniques. The activities are varied to prompt students to
think critically about what constitutes a stress-reducing activity for them. They
encourage students to think about the benefits of physical activity for stress
reduction and promote a healthy and active lifestyle.

Activity 1: Taking a short walk at the park.

Activity 2: sleeping all day long.

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Activity 3: Playing a fast-paced game of ball games with friends.
Activity 4. Riding a bike around a nearby park for 15 minutes.
Activity 5: Sitting and watching for 30 minutes.
Activity 6: Playing video games for two hours straight.
Activity 7: Participating in a dance class with friends after school.
Activity 8: Watching YouTube videos on your phone for an hour after dinner.
Activity 9: Participating in a dance class with friends after school.
Activity 10: Playing Patintero with friends at the park on the weekend.

2. Worked Example

Let's examine the difference between physical activity and exercise. Movement
that uses energy and is performed by the muscles is called physical activity. To
put it another way, movement itself indicates physical activity. Exercise is
intentional, repetitive, systematic movement with the goal of enhancing or
maintaining physical fitness. Being physically active at a young age has been
shown to lower anxiety and depression rates in children and adolescents. Their
mood may be lifted by exercise since it strengthens the brain's ability to handle
stress.

Children who exercise or participate in physical activity benefit from the

following:

● Improves mental well-being and promotes relaxation in kids.

● Improves self-esteem and confidence.
● Increased energy, focus, sleep, and academic performance
● Better social interactions, relationships, and body image.

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 ● Decreases in pain, loneliness, anxiety, and signs of depression.
● A higher capacity for handling stress and resilience.

Childhood physical and mental health are not the only advantages of being
active; there are several social advantages as well. Playing outside with other
kids is a great way to encourage socialization and vigorous play (such as riding
a bike or throwing a ball).

In children physical activity helps reduce symptoms of stress. Two of the best
known explanations for why physical activity helps kids and young adults
experience less stress symptoms are their feelings of control and the social
aspects of it. Furthermore, studies indicate that the surge in neurotransmitters
or "feel-good" chemicals released during physical activity, such as dopamine
and serotonin, may also contribute to children's and young people's emotions
of happiness.

3. Lesson Activity

Activity 3: Discover Your Stress-Reducing Activity

Directions: Think about activities that make you feel calm, happy, and relaxed.
Write down those activities in the list provided. Next to each activity, write
down why you think it helps you feel less stressed. Write down the benefits you
can get in doing the activity. Then, rank each activity based on how much it
helps you reduce stress, using a scale of 1 to 5 (1 = a little, 5 = a lot). Keep this
worksheet somewhere handy, so you can refer to it whenever you need to feel
less stressed.

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 Engaging in physical activity is an effective way to reduce stress and
enhance our general wellbeing. We can live a happier, healthier life and
manage stress more effectively if we figure out what physical activities suit Note to teacher: answers of the
you the best and include them into your daily routine. student may vary.

SUB-TOPIC 2: Various Physical Activities That Can Help in Reducing

Stress (Exercise, Hobbies, and Indoor and Outdoor Activities)

1. Explicitation

In today's fast-paced world, stress is something that affects people of all ages,
including children. Navigating through school, friendships, and other
responsibilities can sometimes feel overwhelming. However, there are

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numerous ways to combat stress and promote a sense of well-being, and one
effective approach is through physical activity. Engaging in various physical
activities not only helps keep the body healthy but also has profound benefits
for mental and emotional health. In this guide, we'll explore a range of activities
suitable for children that can help reduce stress levels, boost mood, and
promote overall happiness. From outdoor sports to creative hobbies, there's
something for everyone to enjoy while finding relief from the pressures of daily
life.

Physical activity can also provide children a sense of success as their skills
improve and they reach milestones they did not realize they could achieve.
Whether children participate in team sports or less competitive activities such
as running or hiking, shared physical activity with other young people can
provide them with a sense of community and belonging while also reducing
social anxiety. After all, it's often easier to connect with others around a
common topic or goal.

Activity 4: 4 Pic 1 Word

Directions: Identify the physical activity using the four pictures shown. Share
with the class how the activity or game is being played, or do you have
experience doing this activity?

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1.

2.

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3.

4.

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 The teacher may use or create
her own pictures.
Answers:
1. Tumbang Preso
2. Cycling/Biking
3. Badminton
4.Dance Exercise/Aerobic Dance

5. 5. Patintero

2. Worked Example

Why is it necessary for children to get active while they are young?

Because active children learn physical literacy! Physical literacy refers to the
knowledge and awareness of how to move your body, the confidence and
motivation to exercise, and the social skills required to participate in activities
with others.

According to research, physical activity as children predicts adult physical

activity and exercise. This ensures that the advantages of physical activity last
from childhood to adulthood, lowering the likelihood of anxiety, depression, and
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stress while also improving stress coping abilities. Those who do not engage in
physical activity as children are less likely to be active as adolescents and
adults because they lack the necessary competence, confidence, and
motivation to move.

Types of Physical Activity recommended:

It is recommended that children participate in 60 minutes of physical activity
every day.

● Simple activities, such as blowing bubbles, will teach children deep

breathing skills and get the child to go outside.

● Playing ball is a fun way to involve children. This can include throwing a
baseball, kicking a football, playing a game of tennis or badminton.

● Zumba or dance activity is an excellent way for children to channel his or

her energy. Dancing is a fun exercise. It feels more like a party than a
workout. So, it is undeniably appropriate for children. This Latin-inspired
workout is popular among all age groups, including children, teenagers,
and adults. Zumba for Kids has just emerged as a popular fad.

● The Philippines is rich with traditional games that have left an impression
on the hearts of Filipino children from the 1990s, when electronic
gadgets were not prevalent. For children, it has made great strides in
making playtime enjoyable. Larong Pinoy is all about providing kids
enjoyment in their communities while also promoting healthy outdoor
activities through play.

● Walkathon is a fun activity to make walking a game. It is encouraged

that children walk an average of 12,000 steps each day.

3. Lesson Activity

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Activity 5: Tumbang Preso

Tumbang Preso is a unique traditional game in the Philippines that is popular

with Filipino children. This sport's name is derived from the Filipino terms
Tumba, which means 'to fall', and preso, which means 'prisoner', resulting in
'falling prisoner'. The game is played in backyards, streets, and open spaces. It
uses aspects from Tag and Dodge-ball to teach players strategic thinking and
agility.

What you need:

● An empty can (soda can, soup can, etc.)
● Chalk (tape or a rock works as well, just something that can be used to
mark areas)
● Slipper/Sandal/Flip-Flops (any of these options work)
● At least 2 players

How to setup the game

1. First, create the "playing field" by placing your empty can wherever you
want and drawing a circle around it, which is known as the "can zone".
2. Then step about 7ft (2 meters) away from the circle and draw a straight
line, this is called the "toe-line"
3. In Tumbang Preso, there are hitters (those who wait behind the toe-line
and try to knock the can down with their slipper) and "It" (people who
stay by the can zone and try to tag the hitters as they cross the toe-line

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 to retrieve their slipper).

How to play:
1. To identify who is "It," players can stand by the can and toss their slippers as
close to the toe-line as possible. The person with the farthest slipper is "it" (this
can also be determined using other methods such as rock, paper, scissors).
2. Hitters will line up behind the toe-line once the "it" player has been
identified.
3. The hitters will attempt to knock down the can with their slippers.
4. To retrieve their tossed slippers, they must cross the toe line.

Activity 5: Silent Ball

Students engage in an enjoyable, safe, and peaceful physical education activity

to relieve tension/stress.

What you need:

Light weight ball

Rules:
1. The teacher is the only referee for faulty passes and missed catches.
2. Talking or making sounds is out.

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3. A missed catch or bad pass is an out.
4. A "good" throw comes within arm's reach of the target catcher and does
not include "fast balls" (model good throws for students).
5 Students who are out must be quiet at their workstations and should not
disturb the game in any way.

How to play:
1. The object of the game is that no one can speak or make a sound.
2. Students can stand at their workstations or arrange themselves in any
arrangement to ease passing the ball to each other around the classroom.
3. Make an excellent throw to a classmate. Explain that kids cannot toss Back
to the person who threw them.
4. If a student misses the ball or makes a bad pass, they are out and must sit at
his or her desk until the following round.
5. Play until every student is seated; the final two are the champions! Teachers may ask the students
specific examples of physical
activity that they are actively
doing.

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 The teacher may use other laro
ng lahi or physical activity that
is more suited to the available
place and area of the school.

C. Making 1. Learners’ Takeaways The following guide questions

Generalization will be asked to the students.
● How did playing or engagement to physical activities make you
s
feel?

● Did you notice any changes in your stress levels or mood after
participating in the activity?

● What aspects of playing or engagement to physical activities do

you think contributed to reducing stress?

● How did you feel about working cooperatively with your

classmates while playing or engaging in physical activities? Did
collaborating as a team influence your stress levels positively?

2. Reflection on Learning

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 Reflect on a time when you felt stressed. What physical activity or stress-
reduction technique did you find most helpful in managing your stress? Why?

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

A. Evaluating 1. Formative Assessment Note to teacher:

Learning
Students’ answers may vary.
● Think back on what you've learned about stress and its reduction
strategies, such as the advantages of physical activity.
● Please provide your best response to the following questions. Since there
are no right or incorrect answers, please respond truthfully based on what
you understand.
● Take your time, and don't hesitate to review your notes again or seek
clarification if necessary.

Questions:

1.What is stress, and why is it important to find ways to reduce it?

2. Name at least two benefits of physical activity in reducing stress.
3.Can you list three different physical activities that can help reduce stress for
5th graders? Provide a brief explanation of each activity.
4. How do you think engaging in physical activities can positively impact your

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 overall well-being, including your mental and emotional health?

2. Homework (Optional)

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 Reflection guide:

Reflection
● Did I attain all my lesson objectives?

● How did I encourage my students to participate in the class discussions

and activities?

● What challenges did I encounter in implementing the class activities?

● Did my pupils actively participate in all the class activities that I prepared?

● Were the instructions in the class activities clear to the pupils?

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

Prepared by: Kris L. Tayag Validated by: Rolly R. Balbutin

Institution: Angeles University Foundation Institution: Philippine Normal University Mindanao

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