Name of Lesson
Learning Area/s
Designed by Teacher/s
Designed for which Grade Level
and Section
No. of Sessions
References
(books, websites, toolkits, etc.)
Declaration of AI use
Cite how AI was used in the formulation of the
lesson plan.
See DO 3 s.2026 Annex A.
PUBERTY-RELATED MYTHS AND MISCONCEPTIONS
NET AND WALL GAME SKILLS CIRCUIT DRILL
PE & Health 5
Cher Gracey
V - Matiyaga
Revised K to 10
Curriculum
Term
1st – Week 9
Two
Fabrique, M.C. (2025). Lesson Exemplar for Music and Arts. Philippine Normal University Research Institute for Teacher Quality SiMMER National Research Centre
Tayag, K. (2025). Lesson Exemplar for Music and Arts. Philippine Normal University Research Institute for Teacher Quality SiMMER National Research Centre
Department of Education. (2024). MATATAG Curriculum Phase 1 SY 2024-2025. Retrieved from https://www.deped.gov.ph/matatagcurriculumk147/
I affirm that the use of AI tools was intended solely to enhance the quality of instructional materials, align with curriculum
standards, and support the teaching and learning process. All outputs have been reviewed, adapted, edited, and validated using my
professional expertise and judgment to ensure accuracy, appropriateness, and alignment with learners’ developmental needs and
levels.
Likewise, I affirm that no confidential learner information or sensitive institutional data was shared with the AI platform identified
above in the process.
Intentions.
Learning Competency:
Learning Objectives:
Learner Context:
The learners
a. discuss common puberty-related myths and misconceptions that can affect physical activity participation.
b. perform physical activities using striking/fielding and or net/wall game concepts with agility, balance, and coordination for active
living.
Learning Session 1
Learning Session 2
Learners will be able to:
Learners will be able to:
a. explain the physical changes and misconceptions about puberty; a. explain common myths and facts about puberty and physical
(cognitive)
activity; (cognitive)
b. reflect on personal experiences related to puberty through
b. analyze situations involving puberty misconceptions;
writing; (psychomotor)
(psychomotor)
c. appreciate the importance of accurate information and support
c. express confidence in handling puberty-related changes and
during puberty. (affective)
challenges. (affective)
a. Current Performance & Responses: The learners are successfully discussing common puberty-related myths and
misconceptions. They are demonstrating an understanding of how these myths can negatively affect participation in physical
activities and are beginning to perform striking and fielding games while maintaining focus on physical skills like agility and balance.
b. Strengths: The learners exhibit proficiency in critical thinking by questioning traditional beliefs that hinder health and
development. They show a clear aptitude for executing fundamental movement skills in a game setting and demonstrate a strong
commitment to maintaining a positive self-image and active lifestyle despite the changes of puberty.
c. Interests: The learners are highly motivated by "fact vs. fiction" discussions. They find value in debunking social stigmas that
might prevent them from staying active and enjoy physical challenges that allow them to prove their capabilities through coordination
and teamwork.
d. Possible Barriers to Learning: Some learners may find it challenging to overcome deeply ingrained cultural myths even after
being presented with scientific facts. They may also require more practice in consistently applying agility and balance during highpressure moments in fielding games, where quick decision-making is essential.
Learning Experience.
Pre-Lesson:
Directions: Choose the correct answer for each question.
1. Puberty is a period of significant physical, emotional, and
psychological changes.
a) True b) False
2. Extended family members, such as grandparents and aunts, do
not play a role in supporting children during puberty.
a) True b) False
3. Educators play a crucial role in providing comprehensive sex
education to children during puberty.
a) True b) False
4. Peer pressure can lead to risky behaviors during puberty. a)
True b) False
5. Seeking support from trusted adults is important for adolescents
navigating puberty-related challenges.
a) True b) False
Short Video Viewing Link:
https://www.youtube.com/watch?v=00BYyDr8Xdg
Questions after watching the short video.
1. What are three physical changes mentioned in the video that
occur during puberty?
2. Do you agree with the suggestions on how to take care of your
body discussed in the video?
Flow:
3. Have you experienced or currently experiencing the changes
mentioned in the video? What did you do to look after your
physical needs?
Directions: Answer the following questions.
1. How has learning the facts about puberty helped you feel
more confident or less anxious about the changes in your
body?
2. Which puberty myth did you believe before, and how does
knowing the truth change your perspective?
3. Why is it important for both boys and girls to express their
emotions freely during puberty?
4. How can understanding puberty help you support friends or
family members who are going through similar changes?
5. In what ways can you apply what you learned about puberty
to take better care of your physical and emotional health?
Puberty-related Myths and Misconceptions
Debunking Puberty Myths

Learning Resources:
• PowerPoint Presentation for discussion
• Pen
• Learning Activity Sheet
• Notebook
• PowerPoint Presentation for discussion
• Pen
• Learning Activity Sheet
• Notebook
Opportunities for Integration:
GMRC – Promoting self-awareness and empathy.
Technology – Watching and analyzing a video on puberty.
GMRC – Promoting self-awareness and empathy.
Assessment.
Formative Assessment:
Ways Forward.
Directions:
Choose a Myth: Select one myth about puberty that interests you or
that you've heard before.
Personal
Reflection: Take some time to think about the myth, considering your
own experiences and what you know about puberty. Write down your
thoughts and feelings related to the myth in your journal.
Debunking the
Myth: Analyze why the myth might be misleading and think about how
you can refute it based on your own knowledge and understanding.
Reflect on what you've learned from this activity and commit to
challenging misconceptions and promoting accurate information about
puberty in your daily life.
Directions: Read each statement carefully. Decide whether
the statement is a Fact or a Myth about puberty and
physical activity.
1. Physical activity stunts growth during puberty.
Answer: Myth
2. Girls should avoid vigorous exercise during their period.
Answer: Myth
3. Weightlifting in adolescence stunts growth.
Answer: Myth
4. Weight gain during puberty is always unhealthy.
Answer: Myth
5. Adolescents can safely participate in supervised strength
training before reaching full maturity.
Answer: Fact
Extended Learning
Opportunities:
Directions: Answer the following questions.
1. Miguel has been feeling anxious about the physical changes
happening to his body during puberty. He is unsure how to talk about
it. One evening, he decides to approach his parents for advice. How can
Miguel’s parents provide support in this situation,and why is open
communication important?
2. Ana’s older sister recently went through puberty and noticed Ana
struggling with mood swings and body changes. Ana feels embarrassed
to talk to her parents about it. How can Ana’s sister help her navigate
puberty, and what kind of support can siblings provide?
3. Jamal’s school is holding a health class about puberty and body
changes. He feels nervous about asking questions in front of his
classmates.How can Jamal’s teacher support him, and why is a
supportive classroom environment important during puberty?
4. Sofia has noticed unusual changes in her skin and mood swings that
worry her. She decides to consult her pediatrician. How can healthcare
experts like pediatricians and counselors help Sofia during puberty?
5. Leo feels self-conscious about his height and voice changes. He
notices his friends are experiencing similar changes and feels unsure
how to talk about it. How can Leo’s peers help him during puberty, and
why is peer support valuable?
Instructions:
● Analyze each scenario, identifying any puberty-related
myths or misconceptions regarding physical activity
participation.
● Consider the effect of these myths on the characters'
thoughts, feelings, or actions related to physical activity.
● Provide guidance on how the characters can overcome
these misconceptions, whether through offering factual
information, reassurance, or encouraging positive behavior
changes
1. It's the day of the annual school sports day, and Sarah, a
5th-grade student, is excited to participate in various
athletic events with her classmates. However, as she gets
ready for the day, Sarah starts to feel hesitant because she
is menstruating. She recalls hearing the myth from her older
cousin that girls shouldn't engage in physical activity during
menstruation due to concerns about discomfort and
potential health risks. Worried about experiencing pain or
embarrassment, Sarah considers sitting out of the sports
day activities altogether.
Effect:
What to do:
2. Tyler, a 5th-grade student, has been dealing with acne
breakouts on his face for some time. He's always been selfconscious about his appearance, but lately, the breakouts
have been getting worse. Despite enjoying physical activity,
Tyler has been avoiding participating in gym class and
sports activities because he heard the myth from his older
sibling that exercising will make acne worse. Feeling
frustrated and insecure about his skin, Tyler is hesitant to
join his classmates in physical activities and considers
skipping gym class altogether.
Effect
What to do:
Reflections:
Prepared by:
CHER GRACEY
Teacher III
Noted: