Grades 1 to 12 School SANIEL-CRUZ NATIONAL HIGH SCHOOL Grade Level/Section 11-ABM, 11-HUMSS LOCK

Daily Teacher SHAIRA M. DANO Learning Area PERSONAL DEVELOPME

Lesson Log
Teaching Dates JANUARY 28, 2025 Quarter THIRD QUARTER
and Time 2:00 PM-3:00 PM

I. OBJECTIVE(S) Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, neces
procedures must be followed, and if needed, additional lessons, exercises and remedial activities may be done
developing content knowledge and competencies. These are assesses using Formative Assessment strategies. Val
objectives support the learning of content and competencies and enable children to find significance and joy learning
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content Standards The learners demonstrate understanding of the various aspects of holistic development: physiolog
cognitive, psychological, spiritual, and social development.
B. Performance Standards The learners should be able to illustrate the connections between thoughts, feelings, and behaviors
person’s holistic development.
C. Learning Competency(ies) Identify ways that help one become capable and responsible adolescent prepared for adult life (E
PD11/12DS-Id-3.3).
II. CONTENT TOPIC To Become Capable and Responsible Adolescent
III. LEARNING RESOURCES  Personal Development- Quarter 3
(References & other learning  power point presentation
resources)  instructional materials
 laptop
 television
IV. PROCEDURES
ELICIT
A. Reviewing previous lesson The teacher will facilitate a very short activity as the students will answer
or presenting the new lesson short questions regarding the previous lesson. This game is only consist
of five (5) questions.

ENGAGE At the end of the lesson, students are expected to:

B. Establishing a purpose of the  Discuss the different physical changes and the major health concerns during adolescence; and
lesson  Discuss the basics of proper personal hygiene for adolescents.
EXPLORE (MOTIVATION)
C. Presenting examples/ The teacher will provide four (4) items for this game related to the
instances of the lesson topic. Students will play “Pictoword Game”, they will guess a word
phrase based on two pictures that represent it. Combine the image
form a word or phrase.

EXPLAIN (ACTIVITY)
D. Discussing new concepts In order to establish effective classroom management, the teacher will outline five rules to be followed be
and practicing new skills #1 commencing the activity. Each number corresponds to a step, which the learners are expected to execute.

Students will proceed to their groups. Students will be tasked to present their reports, they are encouraged
devise their own approach to this task, ensuring that it goes beyond a basic method of presentation.
Group 1- Physical Changes for Adolescents
Group 2- Major Health Concerns of Adolescents
Group 3- Basics of Personal Hygiene
E. Discussing new concepts
and practicing new skills #2 The teacher will provide rubrics for this activity. This will be utilize
assess their activity.

ELABORATE (ANALYSIS)  How do the physical changes experienced during adolescence (Group 1) influence the major he
F. Developing Mastery (leads to concerns of adolescents (Group 2)?
formative assessment)  And why is maintaining proper personal hygiene (Group 3) essential in addressing these concerns
G.(APPLICATION) As an adolescent, how can understanding physical changes, addressing health concerns, and practi
Finding practical applications of proper hygiene during adolescence help foster self-care, discipline, and respect for oneself and others?
 concepts and skills in daily * Adolescence is a vital stage of growth where physical changes, health concerns, and hygiene intersect. Developing
living care and discipline during this time fosters respect for one’s body, builds confidence, and promotes a healthy environm
for oneself and others.
H. (ABSTRACTION) Share Your Thoughts!
Generalizing and abstractions Random students will be called to summarize the activity by highlighting the of the different physical chan
about the lesson and the major health concerns during adolescence and the basics of proper personal hygiene for adolescen

EVALUATE
I. Evaluating Learning
*The activity will serve as the evaluation.
EXTEND (ASSIGNMENT)
J. Additional activities for
application or remediation
REMARKS
VI. REFLECTION
A. No. of learners who earned 75%
in the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remediation work?
No. of learners who caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by:

SHAIRA M. DANO JENNIE LYN D. FILIPINO, EdD

Subject Teacher Master Teacher I

Noted by:
JUNDEE S. VILLEGAS
Principal II

GROUP 3: HELPING ADOLESCENT CHILD WITH THE BASICS OF PERSONAL HYGIENE:

 Body odor: When children reach puberty, a sweat gland in their armpit and genital area develops. Regular changing of
underwear and other clothes worn next to the skin is especially important. These clothes collect all sorts of stuff that
bacteria love to eat, including dead skin cells, sweat and body fluids. That’s why they get smelly. The onset of puberty is
 also a good time for your child to start using anti-perspirant deodorant. You can encourage your child to do this by letting
her choose her own.

 Smelly feet: Smelly feet and shoes can also be a problem, whether you are sporty or not. One can avoid this by giving
your feet extra attention while taking a shower, and making sure they are completely dry before putting your socks and
shoes on. It is a good idea to alternate your shoes and to wear cotton socks instead of those made of synthetic fibers.

 Dental hygiene: Brushing teeth twice a day, flossing and going to the dentist regularly are vital to avoid bad breath, gum
problems and tooth decay.

 Girls: Although all teenagers have the same basic hygiene issues, girls will be needing help to manage their
monthly periods. Adolescent girls should be told to change their pads more often as well as to dispose these
used pads hygienically. Teenagers do need extra time in the bathroom. While teenagers are learning to shave or
to handle their periods, these hygiene activities might take a bit longer.

 Boys: Boys will need advice about shaving (how to do it and when to start), looking after their genitals, and
about bodily fluids.

 Special Needs: Young people with special needs are likely be needing extra support with their personal
hygiene. When you are thinking about how to discuss hygiene to a child with special needs, his/her learning
ability and style might be a factor.

GROUP 1: PHYSICAL CHANGES DURING ADOLESCENCE

 BODY IMAGE CONCERNS

It is within the context described above that children and adolescents begin to form their perception of their own
bodies – their body image. Body image can be defined as the subjective evaluation of one’s body and appearance.
Related to one’s body and appearance, this comprises thoughts (e.g. “I think I look bad in photographs”),
feelings (“I hate the way I look”), as well as perceptions (“I am too fat”). In body image research, a person’s
body image is often described in terms of the level of body-esteem (referring to self-esteem in relation to body and
appearance) or body dissatisfaction (referring to negative feelings and thoughts about one’s body and appearance)
which a person may be experiencing.

 NUTRITION, HEALTH, AND HYGIENE

Adolescence is a period of rapid physical growth, with a corresponding increase in nutritional requirements to
support the increase in body mass and to build up stores of nutrients. The daily intake of nutritional requirements
increases according to the
following factors:
 Age: at the beginning of puberty, with the increase of height and at the last stage of adolescence;
 Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than boys;
 Pregnancy: during the second half in particular, as well as during the first six months of breastfeeding, it is
advised that the first pregnancy after marriage be postponed at least until the girl is over 18 years old because it
might not be possible to meet added nutritional requirements, especially among middle income and poor
families; and
 Activities and sports: heavy physical sports in particular such as swimming, running, and ball games

GROUP 2: MAJOR HEALTH CONCERNS OF ADOLESCENTS

Obesity: Obesity is a grave nutritional problem for adolescents. It simply means that the energy intake
exceeds the amount of energy consumed, and the residual difference accumulates in the body to
cause fat. Over consumption of food is the main reason for obesity, specifically foods rich in sugar,
starch and fat, like nuts, sweets, chocolate and soft drinks. Snacks and junk foods eaten with or in
between meals, and popcorn, pizza and nuts consumed while watching television, also causes obesity.
The energy consumed in sports, walking, manual work or physical exercise is usually less than the
calorie intake.

Anemia: Anemia is the most prevalent nutritional deficiency in the world, affecting no less than two
billion people. Primarily caused by iron deficiency, its acute symptoms manifest particularly among
adolescent girls. During menarche, teenage girls need 10% more iron than boys of the same age
because of blood loss in menstruation. Poor families often fail to provide the extra iron intake needed
for these adolescent girls who also have a heavy workload at home. In addition, there is the possibility
of sex discrimination in interfamilial food distribution in some families with girls having a smaller share
than boys.

Iodine deficiency: Iodine is a basic life element for humans. Iodine deficiency leads to goiter, abortion
and mental retardation. Deficiency means a severe lack of nutrition needed that might have a
pathological effect. The need for iodine increases during adolescence.

Depression: The term “depression” is often used in daily conversation to refer to bouts of sadness,
moodiness or disappointment that last for a few days. However, this is not depression, which is a
specific clinically recognized condition diagnosed by psychologists or psychiatrists.

Sexually Transmitted Diseases (STDs): The lifestyles adopted by adolescents and youth will largely
decide their risks of having sexually transmitted disease and HIV infection. It must be understood that
these age groups are vulnerable to such infections. For example, ages from 20 to 24 usually have the
highest incidence of HIV infection followed by those from 15 to 19 years of age. Examples for STDs:
Syphilis (spirochete), Hepatitis B (virus), Herpes (virus), HIV (virus), AIDS (disease), Trichomoniasis
vaginitis (flagellar), Genital warts (virus) and Chlamydia infection (intracellular organisms).