Professional Documents
Culture Documents
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na Hindi maaaring magkaroon ng karapatangari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ng
ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung itoy pagkakakitaan. Kabilang sa mga
maaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.
PY
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
C
O
Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.
com ang mga may-akda at tagapaglathala.
EP
E
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Tao, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette
Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Pambungad
Edukasyong Pangkatawan
PY
C
O
Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
EP
E
Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.
Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.
Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.
Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Aralin 2
Aralin 3
Aralin 4
Aralin 5
Aralin 6
EP
E
C
O
PY
Aralin 1
vi
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C
O
PY
ED
K to 12 Curriculum Guide
D
EP
HEALTH
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
C
O
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
D
EP
ED
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
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Page 2 of 66
Holistic
Values-based
Preventive
C
O
Growth and
Development
Community and
Environmental
Health
Consumer
Health
D
EP
Injury
Prevention and
Safety
Cultureresponsive
Achieve,
Sustain and
Promote
Lifelong
Wellness
Disease
Prevention and
Conrtol
Standards and
Outcomes-based
Personal Health
Nutrition
ED
Health and
Life Skillsbased
PY
Learnercentered
Substance Use
and Abuse
Family Health
Rights-based
Epidemiological
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Page 3 of 66
PY
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
C
O
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
ED
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
D
EP
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.
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Page 4 of 66
PY
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
C
O
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
ED
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
D
EP
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.
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Page 5 of 66
46
D
EP
ED
7 10
C
O
K3
PY
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Page 6 of 66
STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
Grade 2
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
Grade 3
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
Grade 4
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
Grade 5
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental health, which helps to achieve optimum health and well-being.
Grade 6
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being.
Grade 7
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
to achieve, sustain, and promote personal health and wellness.
Grade 8
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and noncommunicable to achieve, sustain, and promote family health and wellness.
Grade 9
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
substance use and abuse to achieve, sustain, and promote community health and wellness
Grade 10
D
EP
ED
C
O
PY
Grade 1
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
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Page 7 of 66
Third
Quarter
Fourth
Quarter
Nutrition
Personal
Health
Personal
Health
Personal
Health
Injury
Prevention,
Safety and
First Aid
Prevention and
Control of
Diseases &
Disorders
Family Health
Prevention and
Control of
Diseases &
Disorders
Consumer
Health
Grade 4
Grade 5
Nutrition
Personal
Health
Prevention and
Control of
Diseases &
Disorders
Substance Use
and Abuse
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety & First
Aid
/Community &
Environmental
Health
Injury
Prevention,
Safety & First
Aid
Grade 6
Personal
Health/ Growth
& Development
Substance Use
and Abuse
Injury
Prevention,
Safety & First
Aid/Community
and
Environmental
Health
Grade 7
PY
Nutrition
Personal
Health/
Nutrition
Personal
Health
Grade 3
Personal
Health
C
O
Second
Quarter
Grade 2
ED
First
Quarter
Grade 1
D
EP
Grading
Period
Prevention and
Control of
Diseases &
Disorders
Consumer
Health/
Environmental
Health
Injury
Prevention,
Safety & First
Aid/
Consumer
Health
Growth and
Development
Nutrition
Personal
Health
Grade 8
Grade 9
Grade 10
Family Health I
Community
and
Environmental
Health
Consumer
Health
Family Health
II
Injury
Prevention,
Safety and
First Aid
(Unintentional
Injuries)
Health Trends,
Issues and
Concerns
(National
Level)
Prevention and
Control of
Diseases and
Disorders
(Communicable)
Injury
Prevention,
Safety and
First Aid
(Intentional
Injuries)
Prevention and
Control of
Diseases and
Disorders (NonCommunicable)
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Substance Use
and Abuse
(Drug
scenario)
Substance Use
and Abuse
(Gateway
drugs)
Health Trends,
Issues and
Concerns
(Global Level)
Planning for a
Health Career
Page 8 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
CODE
H1N-Ia-b-1
LEARNING
MATERIALS
The learner
practices healthful eating
habits daily
The learner
C
O
1.
ED
LEARNING COMPETENCY
PY
The learner
D
EP
4.
H1N-Ic-d-2
H1N-Ie-f-3
H1N-Ig-j-4
H1PH-IIa-b-1
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-4
H1PH-IIj-5
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Page 9 of 66
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
The learner
The learner
consistently demonstrates
healthful practices for
a healthful home
environment.
1.
H1FH-IIIa-1
2.
H1FH-IIIb-2
3.
H1FH-IIIc-3
4.
H1FH-IIIde-4
5.
H1FH-IIIfg-5
D
EP
with a clean
handkerchief
6. Covering cough and
sneeze with clean
handkerchief or tissue
paper when coughing
or sneezing
7. Coughing or sneezing
into the crook of the
elbow rather than the
hand
8. Wearing clean clothes
appropriate to the
activity
9. Having enough rest and
sleep
10. Maintaining good
posture
11. Engaging in physical
activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
The learner
A. Characteristics of a
healthful home environment
understands the
1. Clean water
importance of keeping
2. Clean indoor air
the home environment
healthful.
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
ED
CONTENT
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Page 10 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6.
7.
8.
H1FH-IIIfg-6
H1FH-IIIfg-7
C
O
9.
ED
10.
D
EP
Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal
The learner
The learner
The learner
information
and ways to ask for help
demonstrates
appropriately
1. identifies situations when it is
understanding of safe
demonstrates safety
appropriate to ask for assistance
and responsible behavior
behaviors in daily
from strangers
to lessen risk and prevent activities to prevent
injuries in day-to-day
injuries
2. gives personal information, such as
living
name and address to appropriate
persons
B. Preventing childhood
Injuries
K to 12 Health Curriculum Guide December 2013
CODE
PY
CONTENT
LEARNING
MATERIALS
H1FH-IIIhi-8
H1FH-IIIhi-9
H1FH-IIIj-10
H1IS-IVa-1
H1IS-IVb-2
H1IS-IVc-3
H1IS-IVc-4
H1IS-IVd-5
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Page 11 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
H1IS-IVe-6
H1IS-IVf-7
H1IS-IVg-8
H1IS-IVh-9
H1IS-IVi-10
LEARNING
MATERIALS
H1IS-IVj-11
D
EP
ED
C
O
CODE
PY
LEARNING COMPETENCY
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Page 12 of 66
CONTENT STANDARDS
1. demonstrates good
decision-making
skills in choosing
food to eat to have a
balanced diet.
2. consistently practices
good health habits
and hygiene for the
sense organs
D
EP
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
ED
diet
1. Food Pyramid for
Filipino children (7-12
years old)
2. Food Plate for Filipino
children (7-12 years old)
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
2.
H2N-Ia-5
H2N-Ib-6
H2N-Icd-7
H2N-Ie-8
H2N-Ifh-9
H2N-Iij-10
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Page 13 of 66
The learner
consistently practices good
health habits and hygiene
for the sense organs
CODE
LEARNING
MATERIALS
H2PH-IIa-e-6
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
The learner
consistently adopts
healthy family
The learner
3. displays self-management
skills in caring for the sense
organs
H2PH-IIfh-7
H2PH-IIij-8
The learner
1. describes healthy habits of the
family
2. demonstrates good family health
habits and practices
H2FH-IIIab11
H2FH-IIIcd12
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Page 14 of 66
B. Positive Expressions of
Feelings
CONTENT STANDARDS
PERFORMANCE
STANDARDS
The learner...
The learner...
demonstrates an
understanding of
managing ones feelings
and respecting
differences
demonstrates positive
expression of feelings
toward family members
and ways of coping with
negative feelings
LEARNING COMPETENCY
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
PY
CONTENT
C
O
D
EP
B. Home Safety
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously
especially when
using the stairs
2.2. Be aware of rough
edges around the
house
2.3. Be extra careful
when using the
bathroom to avoid
falls
2.4. Do not play with
ED
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and
The learner
The learner
The learner
Responsibilities
demonstrates an
demonstrates consistency 1. discusses ones right and
understanding of rules to
in following safety rules
responsibilities for safety
ensure safety at home
at home and in school.
and in school.
CODE
LEARNING
MATERIALS
H2FH-IIIef-13
H2FH-IIIgh14
H2FH-IIIij-15
H2FH-IIIj-16
H2IS-IVa-12
H2IS-IVbc-13
H2IS-IVde-14
H2IS-IVf-15
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Page 15 of 66
LEARNING COMPETENCY
PY
C
O
7.
CODE
LEARNING
MATERIALS
H2IS-IVg-16
H2IS-IVh-17
H2IS-IVi-18
ED
matches, knives,
pointed materials,
electrical equipment
and household
chemicals)
2.5. Never touch a hot
oven/cooking
material
C. School Safety
1. Hazards in the school
2. Safety Rules
2.1. Always wear your
school identification
card
2.2. Observe proper
behavior in the
corridor and when
using the stairs (no
pushing/shoving)
2.3. Report observed
hazards such as
damaged
equipment, slippery
floor, or dangerous
material to the
teacher or school
personnel
2.4. Observe playground
safety rules (do not
climb or jump on
high bars; avoid
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
CONTENT STANDARDS
D
EP
CONTENT
H2IS-IVj-19
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Page 16 of 66
consistently
demonstrates good
decision-making skills in
making food choices
1.
2.
PY
The learner
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
3.
4.
5.
CODE
H3N-Iab-11
H3N-Iab-12
H3N-Icd-13
H3N-Ief-14
H3N-Ief-15
6.
H3N-Igh-16
7.
H3N-Ii-17
H3N-Ij-18
8.
9.
LEARNING
MATERIALS
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H3N-Ij-19
Page 17 of 66
CODE
H3N-Ij-20
H3N-Ij-21
ED
C
O
LEARNING
MATERIALS
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
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Page 18 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness
The learner
The learner
The learner
1. describes a healthy and an
unhealthy person
ED
D
EP
H3PH-IIa-9
H3DD-IIbcd1
3.
H3DD-IIbcd2
H3DD-IIbcd3
H3DD-IIbcd4
6.
H3DD-IIbcd5
7.
8.
C
O
consistently practices
healthy habits to prevent
and control diseases
PY
demonstrates an
understanding of the
nature of and the
prevention of diseases
9.
H3DD-IIefg6
H3DD-IIh-7
H3DD-IIij-8
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Page 19 of 66
The learner
demonstrates critical
thinking skills as a wise
consumer
D. Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
LEARNING COMPETENCY
The learner
1. defines a consumer
2.
C
O
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
LEARNING
MATERIALS
H3CH-IIIab1
H3CH-IIIab2
H3CH-IIIbc3
H3CH-IIIbc4
H3CH-IIIde5
6. demonstrates consumer
skills for given simple
situations
H3CH-IIIde6
CODE
H3CH-IIIfg-7
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Page 20 of 66
CONTENT
PERFORMANCE
STANDARDS
H3CH-IIIfg-8
ED
C
O
9. identify consumer
responsibilities
D
EP
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use
and prices of goods and
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of
consumption)
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
1. Government agencies such as
Department of Health,
Department of Education,
Department of Trade and
Industry
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
CODE
PY
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy
environment
LEARNING COMPETENCY
LEARNING
MATERIALS
H3CH-IIIh9
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H3CH-IIIi10
H3CH-IIIj11
Page 21 of 66
1.
ED
LEARNING
MATERIALS
H3IS-IVab19
3.
4.
D
EP
CODE
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
5.
H3IS-IVab20
H3IS-IVcd21
H3IS-IVcd22
H3IS-IVe-23
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Page 22 of 66
CONTENT
PERFORMANCE
STANDARDS
describes dangerous,
destructive, and disturbing
road situations that need to be
reported to authorities
ED
8.
9.
LEARNING
MATERIALS
H3IS-IVf-24
displays self-management
skills for road safety.
C
O
7.
D
EP
B. Community safety
1. Hazards in the community
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not talk to
strangers; do not invite a
stranger to the house; do
not accept anything from
a stranger)
2.3. Report to a trusted adult
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community
6.
CODE
PY
LEARNING COMPETENCY
H3IS-IVg25
H3IS-IVh-26
H3IS-IVi-27
H3IS-IVj-28
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Page 23 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 24 of 66
The learner...
1. Understands the
significance of reading
and interpreting food
label in selecting healthier
and safer food
2. practices daily
appropriate food safety
habits to prevent foodborne disease
D
EP
LEARNING COMPETENCY
The learner...
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
CODE
LEARNING
MATERIALS
H4N-Ia-22
H4N-Ib-23
H4N-Icde-24
H4N-Ifg-25
H4N-Ifg-26
H4N-Ihi-27
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Page 25 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H4N-Ij-26
LEARNING
MATERIALS
D
EP
ED
C
O
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases
6. Food poisoning
7. Hepatitis A
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases
The learner
The learner
The learner
1. Characteristics of
1. describes communicable diseases
Communicable Disease
understands the nature
consistently practices
2. identifies the various disease
2. Germs or Disease
and prevention of
personal and
agents of communicable diseases
Agents(pathogen)
common communicable
environmental measures
2.1. Bacteria
diseases
to prevent and control
2.2. Virus
common communicable
2.3. Fungi
diseases
2.4. Parasites
3. Elements of the Chain of
3. enumerates the different
Infection
elements in the chain of infection
3.2. Disease Agent
(pathogen)
3.3. Reservoir
3.4. Portal of Exit
3.5. Mode of
Transmission
3.6. Portal of Entry
3.7. Susceptible Host
4. describes how communicable
4. Transmission of
diseases can be transmitted from
Communicable
one person to another.
diseases(routes for
spread of infectious
K to 12 Health Curriculum Guide December 2013
H4N-Ij-27
H4DD-IIa-7
H4DD-IIb-9
H4DD-IIcd-10
H4DD-IIef-11
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Page 26 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
C
O
H4DD-IIgh-12
ED
5.
D
EP
B. Common Communicable
Diseases
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflavaan-an)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of
Common Communicable
Diseases (Breaking the Chain
of Infection at respective
points)
PY
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
H4DD-IIij-13
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Page 27 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
5.
ED
6.
PY
3.
sterilization,
disinfection)
Reservoir (ex.
environmental
sanitation)
Portal of Exit (ex.
cough etiquette)
Mode of Transmission
(ex. proper hygiene)
Portal of Entry (ex.
protective clothing)
Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
D
EP
CODE
LEARNING
MATERIALS
H4DD-IIij-14
H4DDIIij-15
C
O
2.
LEARNING COMPETENCY
The learner
1. Describes uses of medicines
H4S-IIIa-1
non-prescription medicines
H4S-IIIb-2
H4S-IIIcd-3
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Page 28 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. describes the potential dangers
associated with medicine misuse
and abuse
C
O
PY
ED
6.
D
EP
CODE
LEARNING
MATERIALS
H4S-IIIde-4
H4S-IIIfg-5
H4S-IIIij-6
H4IS-IVa-28
H4IS-IVb-d29
H4IS-IVe-30
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Page 29 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
PY
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H4IS-IVfg-31
H4IS-IVhij-32
H4IS-IVhij-33
D
EP
ED
CODE
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Page 30 of 66
The learner
The learner
practices skills in
managing mental,
emotional and social
health concerns
1.
describes a mentally,
emotionally and socially healthy
person
2.
ED
D
EP
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H5PH-Iab-10
H5PH-Ic-11
H5PH-Id-12
H5PH-Ie-13
unhealthy relationships
H5PH-If-14
H5PH-Ig-15
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Page 31 of 66
CONTENT
PERFORMANCE
STANDARDS
PY
2. Mood swings
3. Teasing
4. Bullying, including cyber
bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
ED
D
EP
LEARNING
MATERIALS
H5PH-Ih-16
H5PH-Ii-17
H5PH-Ij-18
CODE
8. demonstrates skills in
preventing or managing teasing,
bullying, harassment or abuse
C
O
LEARNING COMPETENCY
H5GD-Iab-1
H5GD-Iab-2
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Page 32 of 66
CONTENT
PERFORMANCE
STANDARDS
3. describes common
misconceptions related on
puberty
Nutritional issues
Mood swings
Body odor
Oral health concerns
Pimples/Acne
Poor Posture
Menstruation-related Concerns
(Pre-menstrual Syndrome,
Dysmenorrhea, and other
abnormal conditions)
C
O
D
EP
1.
2.
3.
4.
5.
6.
7.
ED
Pregnancy
9. Sexual Harassment
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
H5GD-Icd-3
PY
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash
2. On Nocturnal Emissions
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
LEARNING COMPETENCY
5.
6.
7.
8.
H5GD-Icd-4
H5GD-Ief-5
H5GD-Ief-6
H5GD-Igh-7
H5GD-Igh-8
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Page 33 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
9.
1. Self-management
PY
Skills/Responsibility for
personal health(proper diet,
proper hygiene, oral care, care
during
menstruation/circumcision,
breast self-examination)
D
EP
LEARNING
MATERIALS
H5GD-Ii-9
H5GD-Ii-10
H5GD-Ii-11
H5GD-Ij-12
H5GD-Ij-13
H5GD-Ij-14
H5GD-Ij-15
12.
ED
C
O
11.
CODE
The learner
1. explains the concept of
gateway drugs
H5SU-IIIa-7
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Page 34 of 66
CONTENT
3. Alcohol
PERFORMANCE
STANDARDS
by refusing to use or
abuse gateway drugs.
LEARNING COMPETENCY
2. identifies products with
caffeine
PY
C
O
ED
D
EP
(resistance, decision-making,
communication, assertiveness)
2. Observance of Policies and
Laws such as school policies
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
demonstrates
understanding of basic
first aid principles and
procedures for common
practices appropriate
first aid principles and
procedures for common
injuries
CODE
LEARNING
MATERIALS
H5SU-IIIb-8
H5SU-IIIc-9
H5SU-IIIde10
H5SU-IIIfg11
H5SU-IIIh12
H5SU-IIIij13
The learner
1. explains the nature and
objectives of first aid
H5IS-IVa-34
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Page 35 of 66
CONTENT
PERFORMANCE
STANDARDS
things first.
5. Get help.
LEARNING
MATERIALS
H5IS-IVb-35
H5IS-IV-c-j36
ED
C
O
D
EP
CODE
PY
injuries
LEARNING COMPETENCY
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Page 36 of 66
LEARNING COMPETENCY
The learner
The learner
CODE
LEARNING
MATERIALS
H6PH-Iab-18
D
EP
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
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Page 37 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
B. Prevention and
2. demonstrates self-management
skills
Management of Personal
Health Issues and Concerns
1. Developing
Self-
CODE
LEARNING
MATERIALS
H6PH-Iab-19
C
O
PY
management Skills
ED
D
EP
LEARNING COMPETENCY
H6PH-Ic-20
H6PH-Id-f-21
H6PH-Id-f-22
H6PH-Igh-23
H6PH-Igh-24
H6PH-Igh-25
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Page 38 of 66
PERFORMANCE
STANDARDS
ED
D
EP
CODE
LEARNING
MATERIALS
The learner
1. describes healthy school and
community environments
C
O
LEARNING COMPETENCY
PY
CONTENT
H6CMH-IIa-1
H6CMH-IIb-2
3.
H6CMH-IIc-d3
H6CMH-IIe-4
4.
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Page 39 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H6CMH-IIe-5
LEARNING
MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings-
5.
ED
D
EP
C
O
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste
Management
H6CMH-IIf-6
H6CMH-IIg-7
H6CMH-IIh-8
H6CMH-IIij-9
The learner
H6EH-IIIa-1
1.
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Page 40 of 66
2. Skin Diseases
3. Gastrointestinal
CONTENT STANDARDS
PERFORMANCE
STANDARDS
poor environmental
sanitation
2.
C
O
3.
ED
D
EP
CODE
LEARNING
MATERIALS
sanitation
Diseases
4. Neurological
Impairment (lead and
mercury poisoning)
B. Environmental Sanitation
1. Clean water: access to
potable water, making
water safer
2. Clean air: prevention of
air pollution, tobacco
control, anti-smoke
belching drives
3. Control of noise
pollution Control of
LEARNING COMPETENCY
PY
CONTENT
H6EH-IIIb-2
H6EH-IIIc-3
H6EH-IIId-4
5.
H6EH-IIIe-5
6.
H6EH-IIIfg-6
7.
H6EH-IIIhi-7
8.
H6EH-IIIhi-8
9.
H6EH-IIIj-9
The learner
1.
H6CH-IVa-13
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Page 41 of 66
products or availing
services
2. Protection from fraud
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
CONTENT STANDARDS
and using consumer
health products.
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
B. Components of Consumer
health
1. Health information (
sources include books,
print ads, radio,
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products)
3. Health services (health
professionals, health
units, health care plans
and programs)
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
H6CH-IVbc-14
H6CH-IVcd-15
H6CH-IVcd-16
H6CH-IVe-17
H6CH-IVf-18
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Page 42 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
6.
PY
C
O
CODE
LEARNING
MATERIALS
H6CH-IVg-19
H6CH-IVg-20
H6CH-IVh-21
D
EP
ED
LEARNING COMPETENCY
H6CH-IVh-22
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Page 43 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
10. discusses ways to protect oneself
from fraudulent health products
LEARNING
MATERIALS
H6CH-IVij-23
D
EP
ED
C
O
PY
Health Products
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
CODE
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Page 44 of 66
PERFORMANCE
STANDARDS
D
EP
ED
D. Management of health
concerns during
adolescence
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
H7GD-Ia-12
OHSP in Health
2010 SEC
H7GD-Ib-13
OHSP in Health
2010 SEC
H7GD-Ib-14
OHSP in Health
2010 SEC
H7GD-Ic-15
OHSP in Health
2010 SEC
H7GD-Id-e-16
OHSP in Health
2010 SEC
H7GD-Id-e-17
OHSP in Health
2010 SEC
H7GD-Id-e-18
OHSP in Health
2010 SEC
H7GD-If-h-19
OHSP in Health
2010 SEC
H7GD-If-h-20
H7GD-Ii-j-21
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Page 45 of 66
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
The learner
makes informed
decisions in the
choice of food to eat
during adolescence
D
EP
B. Nutritional guidelines
demonstrates
understanding of
nutrition for a
healthy life during
adolescence
ED
CODE
H7GD-Ii-j-22
C
O
LEARNING COMPETENCY
PY
C. Nutrition problems of
adolescents
1. Malnutrition and
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7GD-Ii-j-23
H7GD-Ii-j-24
H7GD-Ii-j-25
The learner
15. identifies the right foods during
adolescence
16. follows the appropriate nutritional
guidelines for adolescents for
healthful eating
16.1 explains the need to select
food based on the nutritional
needs during adolescence
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
17. identifies the nutritional problems
of adolescents
H7N-IIa-20
H7N-IIb-c-21
H7N-IId-f-22
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2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
Page 46 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
D. Decision-making skills
ED
The learner
consistently
demonstrates skills
that promote mental
health
D
EP
C
O
PY
micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating
disorder
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
H7N-IId-f-23
2010 SEC I
EASE Health Educ
H7N-IId-f-24
2010 SEC I
EASE Health Educ
H7N-IId-f-25
H7N-IId-f-26
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
H7N-IIg-h-27
2010 SEC I
EASE Health Educ
H7PH-IIIa-b28
OHSP Health
H7PH-IIIa-b29
H7PH-IIIa-b30
H7PH-IIIa-b31
H7PH-IIIc-32
H7PH-IIIc-33
H7PH-IIIc-34
H7PH-IIId-e35
H7PH-IIId-e36
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Page 47 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
H7PH-IIId-e37
H7PH-IIId-e38
H7PH-IIIf-h39
C
O
ED
E.
CODE
PY
LEARNING COMPETENCY
D
EP
GRADE 7 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H7IS)
The learner
The learner
The learner
A. Concept of intentional
injuries
demonstrates
consistently
36. differentiates intentional injuries
understanding of the
demonstrates
from unintentional injuries
B. Types of intentional injuries
concepts and
resilience, vigilance
1. Bullying (cyber bullying)
principles of safety
and proactive
2. Stalking
education in the
behaviors to prevent
3. Extortion
prevention of
intentional injuries
4. Gang and youth
intentional injuries
violence
37. describes the types of intentional
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7PH-IIIf-h40
H7IS-IVa-d-31
H7IS-IVa-d-32
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Page 48 of 66
CONTENT
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
7.
8.
9.
10.
PY
Acts of terror
Domestic violence
Suicide
Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention
and
management of intentional
injuries
self-protection
preventing self-harm
promoting a culture of
non-violence
through
healthful behaviors
reporting
cases
of
violence
to
proper
authorities
seeking
help
from
trusted individuals and
health professionals
PERFORMANCE
STANDARDS
H7IS-IVe-h-33
39. identifies
protective
factors
related to intentional injuries
H7IS-IVe-h-34
H7IS-IVe-h-35
D
EP
ED
C
O
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Page 49 of 66
CONTENT STANDARDS
1st Quarter (H8FH)
The learner
demonstrates
understanding of human
sexuality and managing
sexuality related issues
for a healthy life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
The learner
appropriately manages
sexually-related issues
through responsible and
informed decisions
2.
3.
C
O
4.
PY
CONTENT
D
EP
B. Teenage concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage pregnancies,
and abortion
C. Development of decisionskills in managing sexuality
related issues
GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)
The learner
A. Dating, courtship, and
marriage
demonstrates an
understanding of
responsible
parenthood for a
ED
5.
The learner
makes informed and
values-based
decisions in
preparation for
6.
CODE
LEARNING
MATERIALS
H8FH-Ia-16
H8FH-Ia-17
H8FH-Ia-18
H8FH-Ib-19
H8FH-Ic-d-20
H8FH-Ic-d-21
issues/concerns of teenagers
(i.e., identity crisis) and the need
for support and understanding of
the family
courtship, marriage)
10. explains the importance of
courtship and dating in choosing
a lifelong partner
H8FH-Ie-g-22
H8FH-Ih-23
H8FH-IIa-24
H8FH-IIa-25
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Page 50 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
responsible
parenthood
D
EP
ED
C
O
PY
C. Responsible parenthood
CODE
LEARNING
MATERIALS
H8FH-IIa-26
H8FH-IIa-27
H8FH-IIb-28
H8FH-IIc-d-29
H8FH-IIc-d-30
H8FH-IIe-f-31
H8FH-IIe-f-32
H8FH-IIe-f-33
H8FH-IIe-f-34
H8FH-IIe-f-35
H8FH-IIe-f-36
H8FH-IIg-h-37
H8FH-IIg-h-38
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Page 51 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
D
EP
ED
C
O
PY
CODE
LEARNING
MATERIALS
H8FH-IIg-h-39
H8FH-IIg-h-40
H8FH-Iig-h-41
H8DD-IIIa-15
H8DD-IIIa-16
H8DD-IIIb-c17
H8DD-IIIb-c18
H8DD-IIIb-c19
H8DD-IIId-e20
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Page 52 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal
33. demonstrates self-monitoring
life skills to prevent and
H8DD-IIIf-hskills to prevent communicable
control communicable
21
diseases
diseases
F. Programs and policies on
34. promotes programs and policies
H8DD-IIIf-hcommunicable disease
to prevent and control
22
prevention and control
communicable diseases
G. Agencies responsible for
35. identifies agencies responsible
H8DD-IIIf-hcommunicable disease
for communicable disease
23
prevention and control
prevention and control
th
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4 Quarter (H8DD)
The learner
The learner
36. discusses the nature of nonA. Introduction to nonH8DD-IVa-24
communicable diseases
communicable diseases
demonstrates
consistently demonstrates
(NCDs)
understanding of nonpersonal responsibility
37. explains non-communicable
communicable diseases
and healthful practices in
diseases based on cause and
for a healthy life
the prevention and
B. Common nonH8DD-IVb-d-25
effect, signs and symptoms, risk
control of noncommunicable diseases
factors and protective factors
communicable diseases
1. Allergy
and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
38. corrects myth and fallacies about
5. Diabetes
H8DD-IVe-26
non-communicable diseases
6. Arthritis
7. Renal failure
D. Self-monitoring skills to
prevent non-communicable
diseases (physical
K to 12 Health Curriculum Guide December 2013
control non-communicable
diseases
40. demonstrates self-monitoring to
prevent non-communicable
diseases
H8DD-IVf-27
H8DD-IVg-h-28
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Page 53 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
PY
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H8DD-IVg-h-29
H8DD-IVg-h-30
D
EP
ED
CODE
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Page 54 of 66
ED
D
EP
LEARNING
MATERIALS
G7-LM
EASE Health Educ
H9CE-Ia-8
H9CE-Ia-9
H9CE-Ib-d10
H9CE-Ib-d11
G7-LM
EASE Health Educ
H9CE-Ib-d12
G7-LM
EASE Health Educ
H9CE-Ie-f13
7. participates in implementing an
environmental project such as
building and maintaining a school
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)
A. First Aid Basics
The learner
The learner
8. discusses basic information about
first aid (principles, roles,
demonstrates
performs first aid
responsibilities, and characteristics
understanding of first procedures with
of a good aider)
aid principles and
accuracy
C. Collective Action for the
Environment
CODE
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
H9CE-Ig-h14
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H9IS-IIa36
G7-LM
EASE Health Educ
G7-LM
EASE Health Educ
2010 SEC
OHSP Health
Page 55 of 66
CONTENT
procedures
LEARNING COMPETENCY
CODE
H9IS-IIb37
PY
PERFORMANCE
STANDARDS
ED
D
EP
C
O
H9IS-IIc.d39
H9IS-IIc.d40
H9IS-IIc.d41
2010 SEC
OHSP Health
H9IS-IIb38
LEARNING
MATERIALS
H9IS-IIe.f42
H9IS-IIg.h43
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2010 SEC
OHSP Health
2010 SEC
2010 SEC
OHSP Health
2010 SEC
OHSP Health
Page 56 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
C
O
PY
CODE
H9S-IIIa14
D
EP
ED
H9S-IIIa15
H9S-IIIb16
H9S-IIIb17
H9S-IIIc-18
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H9S-IIId19
H9S-IIId20
Page 57 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 58 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
32. analyzes the negative health impact
of drinking alcohol
32.1 describes the harmful shortand long-term effects of
drinking alcohol
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
alcohol on the family, and
community
34. discusses strategies in the
prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
situations related to cigarette
and alcohol use
34.2 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
35. suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
C
O
PY
CONTENT
D
EP
ED
CODE
LEARNING
MATERIALS
H9S-IVe-f31
H9S-IVg-h32
H9S-IVg-h33
H9S-IVg-h34
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Page 59 of 66
demonstrates critical
thinking and decisionmaking skills in the
selection, evaluation
and utilization of
health information,
products and services.
D
EP
The learner
ED
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H10CH-Iab-19
H10CH-Iab-20
H10CH-Iab-21
H10CH-Ic22
H10CH-Ic23
H10CH-Ic24
H10CH-Id25
H10CH-Id26
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Page 60 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
H10CH-Ief-27
H10CH-Igh-28
H10HC-IIa1
H10HC-IIb2
H10HC-IIcd-3
H10HC-IIcd-4
D
EP
ED
C
O
PY
CODE
H10HC-IIeg-5
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Page 61 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health Initiatives
The learner
The learner
16. discusses the significance of global
1. Millennium Development
health initiatives;
Goals (MDGs)
demonstrates
demonstrates
17. describes how global health
2. WHO Framework Convention awareness of global
competence in
initiatives positively impact peoples
on Tobacco Control
health initiatives
applying knowledge of
health in various countries;
3. Global Mental Health Action
global health to local
18. analyzes the issues in the
Plan
or national context
implementation of global health
4. Global Strategy to Reduce
global initiatives
initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines
global health initiatives to local or
and Immunizations
national context
H10HCIIIa-1
H10HCIIIb-c-2
PY
C
O
D
EP
ED
LEARNING
MATERIALS
H10HCIIIb-c-3
H10HCIIId-e-4
H10PC-Ivab-1
H10PC-Ivab-2
H10PC-IVcd-3
H10PC-IVcd-4
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Page 62 of 66
Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
health
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
Cultureresponsive
Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
and effective for them (Gay, 2000)
Epidemiological
Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
Family Health
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and
Development
Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
self-management skills to cope with lifes changes.
Holistic
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
health (physical, mental, social, emotional, moral/spiritual)
D
EP
ED
C
O
PY
Community and
Environmental
Health
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Page 63 of 66
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
education
Learnercentered
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
Nutrition
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Personal Health
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
and prevention and management of personal health problems
Prevention and
Control of
Diseases and
Disorders
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
habits and practices and health programs supported by legislation and provision of health services in the school and the
community
Preventive
Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Rights-based
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
human rights instruments
Standards and
outcomes-based
Requires students to demonstrate that they have learned the academic standards set on required skills and content
D
EP
ED
C
O
PY
Injury
Prevention,
Safety and First
Aid
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Page 64 of 66
The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
society and the nation
Values-based
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
values as the bases of good educational practice
D
EP
ED
C
O
PY
Substance Use
and Abuse
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Page 65 of 66
SAMPLE
Learning Area and
Strand/ Subject or
Specialization
Health
Grade Level
Grade 9
Domain/Content/
Component/ Topic
Prevention of Substance
Use and Abuse
PY
H9
Roman Numeral
Quarter
Arabic Number
Week
Fourth Quarter
D
EP
ED
Competency
Suggests healthy
alternatives to cigarettes
and alcohol to promote
healthy lifestyle (self,
family, community)
IV
g-h
34
CODE
GD
Nutrition
Personal Health
PH
IS
Family Health
FH
DD
CE
C
O
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
Consumer Health
CH
HC
PC
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Page 66 of 66
EP
E
C
O
PY
Edukasyong
Pangkalusugan
89
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EP
E
C
O
PY
HEALTH GRADE 4
PATNUBAY NG GURO
YUNIT I
91
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YUNIT I
PAGKAING LIGTAS AT TAMA
BATAYANG KASANAYAN:
PY
Pamantayang Pagganap
Nauunawaan ng mga
mag-aaral ang kahalagahan
ng pagbabasa at pagsusuri ng
food labels sa pagpili ng mas
masustansiya at mas ligtas
na pagkain, at nagsasagawa
ng pang-araw-araw at angkop
na gawi upang makaiwas sa
mga sakit na nakukuha sa
maruming pagkain.
C
O
Pamantayang Pangnilalaman
Nauunawaan ng mga
mag-aaral ang kahalagahan ng
pagbabasa ng food labels sa
pagpili ng mas masustansiya
at mas ligtas na pagkain,
nauunawaan ang kahalagahan ng
pagsunod sa mga pamantayan sa
pagpapanatili ng malinis at ligtas
na pagkain, at nauunawaan ang
katangian at pag-iwas sa mga
sakit na nakukuha sa maruming
pagkain.
EP
E
92
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I.
Maramihang Pagpili
Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa iyong
papel.
PY
A. Food Web
B. Food Labels
C. Food Groups
D. Nutrition Facts
C
O
A. Date Markings
B. Nutrition Facts
C. Ways of preparing
D. Warning Statement
EP
E
93
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PY
A.
B.
C.
C
O
A. Pagkaing panis
B. Pagkaing malinis
C. Pagkaing may takip
D. Pagkaing hinuhugasan bago lutuin
EP
E
A.
C.
B.
D.
9. Alin ang HINDI dapat gawin upang makaiwas sa mga sakit na dulot ng
maruming pagkain?
A. Kumain ng naaayon sa Food pyramid
B. Uminom ng gatas sa umaga at sa gabi
C. Kumain ng prutas at gulay araw-araw
D. Kumain sa mga karinderya sa lansangan
94
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10. Alin sa mga sumusunod ang HINDI tamang gawain sa mga pinamiling prutas, gulay at karne galing sa palengke.
A. Hugasan bago hiwain ang mga gulay.
B. Hiwain bago hugasan ang mga gulay.
C. Hugasan ang karne bago ilagay sa freezer.
D. Hugasan ang mga prutas bago kumain.
II.
Tama o Mali
C
O
PY
EP
E
2.
TAMA
7. MALI
3.
MALI 8. TAMA
4.
MALI 9. TAMA
5.
TAMA 10. TAMA
95
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III.
Wastong Pagkakasunod-sunod
1. A
C
O
PY
2. B
EP
E
3. E
4. C
5. D
Takdang Aralin
96
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PY
C
O
D
EP
E
97
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I. Mga Aralin
Aralin 1: Sustansiyang Sukat at Sapat
Bilang ng Araw: 2
Unang araw:
Batayang Kasanayan
a. Natutukoy ang mga impormasyong nakikita sa food label
PY
C
O
c. Nasusuri ang halagang pangnutrisyon ng dalawa o higit pang produktong pagkain sa pamamagitan ng paghahambing ng mga impormasyon
sa food label
Karagdagang Kaalaman para sa Guro
Ang mga pakete ng pagkain ay nagbibigay ng mga impormasyon sa
mga mamimili. Ang ilan sa mga ito ay ang mga sumusunod:
EP
E
Uri
Timbang
Lugar ng manufacturing
B. Nutrition Fact
E. Fat at Cholesterol
Ang mga fats ay maaaring pagkuhanan ng enerhiya ng katawan.
- Ang unsaturated fats ay isang uri ng fats na makukuha sa mga gulay
at nagdudulot ng mabuti sa ating katawan.
Ang saturated fats ay makukuha sa mga karne, itlog, at gata. Ito ay
nagpapataas ng kolesterol sa dugo na maaaring magdulot ng masamang epekto sa katawan kung mapararami.
EP
E
C
O
PY
F. Sodium
Ang sodium ay nakatutulong sa nerve impulse transmission, fluid balance, at acid-base balance ng katawan. Ito ay makukuha sa karne ng
hayop, itlog, gatas, asin, at MSG. Ngunit kung maraming sodium sa
katawan, maaaring magdulot ito ng mataas na presyon.
G. Carbohydrates
Ang carbohydrates ay pangunahing pinagkukuhanan ng enerhiya sa
katawan. Makukuha ito sa pagkain ng cereal, tinapay, pasta, kanin,
prutas, gulay, gatas, asukal, at sweets. Ang dietary fiber ay isang uri ng
carbohydrates na tumutulong sa pagpapanatiling malusog ang digestive
system. Ang sugar ay uri ng carbohydrates na nagdudulot ng mabilis at
panandaliang enerhiya para sa katawan. Ang pagkakaroon ng mataas
ng sukat ng carbohydrates ay maaaring magdulot ng malnutrisyon
(obesity) at mataas na presyon.
99
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H. Protein
Ang proteins ay maaari ring pagkuhanan ng enerhiya para sa katawan.
Maaaring makuha ito mula sa mga karne ng hayop, gatas, beans, atbp.
Maliban dito, tumutulong din ang proteins sa pagsasaayos ng mga kalamnan (muscles) at mga selyula (cells).
I. Vitamins at Minerals
K
B
C
O
D
E
EP
E
Mga pagkain at
paraan
atay, gatas, keso,
mga berdeng gulay.
sikat ng araw at gatas
plant oils, mga gulay
na madahon, mani,
mga buto (seeds)
Vitamin
PY
100
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Potassium
Iron
Zinc
EP
E
Iodine
PY
Phosporus
C
O
Mineral
Calcium
101
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PY
Pamamaraan
A. Pag-usapan Natin
C
O
EP
E
B. Pag-aralan Natin
1. Ipalabas sa mga mag-aaral ang mga paboritong pagkain at inumin.
2. Magtawag ng mga mag-aaral upang sumuri ng kaniyang pagkaing
nakalagay sa pakete.
102
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dinala?
inumin?
inumin.
PY
C
O
EP
E
C. Pagsikapan Natin
D. Pagyamanin Natin
103
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c. Itanong:
Ano ang una mong titingnan sa pakete ng pagkain/inumin na
iyong bibilhin?
PY
E. Pagnilayan Natin
Ulat Pangkalusugan
C
O
EP
E
Mahalagang malaman ang Date Markings na nakasaad sa pakete ng
pagkain o inumin. Ang Expiration Date ay nagsasabi ng petsa kung kailan hindi
na maaaring ikonsumo ang laman ng pakete dahil maaaring sira o panis na
ang ilan sa mga sangkap nito. Ang Best Before Date naman ay nagsasaad
ng petsa kung hanggang kailan ang pagkain o inumin ay nasa pinakamagandang kalidad nito. Ang paglipas ng mga araw matapos ng Best Before Date ay
maaari nang magdulot ng pagkasira o pagkapanis ng nilalaman ng pakete na
maaaring mapanganib sa kalusugan.
Ang mga Advisory at Warning Statements ay nagsasaad ng mga babala
tulad ng pagkakaroon ng mga sangkap na maaaring magdulot ng allergens,
o kung mapaparami ng kain ay maaaring magdulot ng masamang epekto sa
katawan.
104
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Pamamaraan
A. Pag-usapan Natin
1. Ipakita ang larawan sa LM.
2. Ipabasa ang talata sa mga mag-aaral. (Maaaring sa paraan ng tahimik na pagbabasa, pagtatakda ng piling mag-aaral, pagtatakda ng
mga grupo para sa palitang pagbasa, at iba pa.)
3. Ipasara ang modyul at itanong:
PY
c. Ipasalaysay.
B. Pag-aralan Natin
C
O
EP
E
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PY
D. Pagyamanin Natin
1. Pangkatin ang klase sa 3-4 na miyembro.
2. Ipasuri ang mga pagkain at inuming ipinakita ng guro.
3. Ipasulat sa talaan ang makikitang impormasyon dito.
4. Ipaliwanag.
E. Pagnilayan Natin
C
O
Panatang Pangkalusugan
1. Ipapuno ang pangungusap sa LM.
2. Tumawag ng mga mag-aaral para ibahagi ang kanilang panata.
Bilang ng Araw: 1
Batayang Kasanayan
EP
E
PY
C
O
C. Pagsikapan Natin
Ipasagot ang gawain sa LM.
D. Pagyamanin Natin
EP
E
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Mayroon lamang isang (1) minuto upang magbahagi sa klase ng kanilang iginuhit na larawan at ang pagpapaliwanag kung paano ito kakainin o gagamitin at ang tamang paraan ng pag-iimbak/storage.
Ang napiling lider ang bubunot sa draw lots
PY
C
O
(Kung wala ng nalalabing oras) Kunin ang mga gawaing papel para sa
pagwawasto.
E. Pagnilayan Natin
Ulat Pangkalusugan
Ipasuri ang guhit at magpabuo ng paglalagom sa pahina ___.
EP
E
Batayang Kasanayan
PY
d. malaman kung paano mapapanatiling sariwa ang pagkain (at hindi agad
masira at mapanis); at
e. makakuha ng impormasyong maaaring ihambing sa iba pang food labels
para sa mas wais na pamimili.
Pamamaraan
A. Pag-usapan Natin
1. Pangkatin ang klase sa mga grupong may limang (5) miyembro.
Magtakda ng mga bilang isa (1) hanggang lima (5) sa miyembro ng
grupo.
2. Gamitin ang larawan sa LM.
3. Pangkatan ang mag-aaral sa tiglimang miyembro.
4. Magpabilang ng 1-5 at pagsasama-samahin ang mga bilang 1, 2, 3,
4, at 5.
Gawain:
C
O
EP
E
6. Iwasto ang mga sagot ng mga mag-aaral. Tumawag ng mga magaaral para ibahagi ang kanilang sagot.
7. Itanong:
a. Ano-ano ang maaaring mangyari sa inyo kung hindi ito binabasa?
B. Pag-aralan Natin
1. Gamitin ang mga larawan sa LM para sa pagtalakay ng mga posibleng panganib ng hindi wastong pagbabasa ng food labels.
2. Ipahula sa mga mag-aaral ang larawan at ipasulat ang sagot sa loob
ng kahon.
Kasagutan at mga puntos para sa diskusyon:
109
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C
O
PY
b. Pagkakaroon ng
allergic reaction
C. Pagsikapan Natin
Gamitin ang gawain sa LM. (Tama ba o Mali)
Sagutan: Isulat ang mga sagot sa mga tanong sa iyong kuwaderno.
EP
E
Susi sa Pagwawasto:
1. TAMA
2. MALI
3. TAMA
4. MALI
5. TAMA
6. TAMA
7. TAMA
8. TAMA
9. MALI
10. TAMA
110
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D. Pagyamanin Natin
Gamitin ang gawain sa LM. (slogan)
1. Magbigay ng panuto para sa pagsasanay ng slogan.
2. Maglagay ng rubrik para sa pagtataya ng slogan.
E. Pagnilayan Natin
Panatang Pangkalusugan
Ipapuno ang pangungusap sa LM.
PY
Batayang Kasanayan:
C
O
Bilang ng Araw: 1
EP
E
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PY
B. Pag-aralan Natin
C
O
EP
E
Itanong:
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
C
O
EP
E
Sa wakas! Luto na ang ulam! Wow kakain na kami! Oops! Ano nga
ulit ang dapat gawin bago kumain?
(Maghugas ng kamay.)
(Dumighay) Excuse Me! Ang sarap! Naku may natira pang pagkain.
Itatapon ko na kaya ito? Saan ko ilalagay?
1. Itanong:
a. Tungkol saan ang kuwento?
b. Ano-ano ang iyong natutuhan mula rito?
113
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C. Pagsikapan Natin
Gamitin ang gawain sa LM. (Picture Perfect)
Ipasulat sa mag-aaral ang pangungusap kung paano pananatilihing
malinis at ligtas ang pagkain sa mga larawang ibinigay.
D. Pagyamanin Natin
Ipagawa ang gawain sa LM.
E. Pagnilayan
Ulat Pangkalusugan
PY
C
O
Batayang Kasanayan:
EP
E
Ang mga foodborne diseases ay mga sakit na nakukuha sa marumi at
hindi ligtas na pagkain at inumin. Isa sa mga sakit na pinakamadalas na nakukuha
mula sa pagkain ay ang diarrhea. Ang diarrhea ay sanhi ng isang bacteria na
nakukuha sa maruming pagkain. Ang bacteria na ito ay nagdudulot ng pagsakit
ng tiyan at madalas na pagdumi, na maaaring magdulot ng pagdudurugo ng
puwit. Bukod sa diarrhea, ang mga halimbawa pa ng foodborne diseases ay
typhoid fever, cholera, dysentery, amoebiasis, food poisoning, at hepatitis A.
Gamitin ang Pag-aralan Natin sa LM para sa paglalarawan ng bawat sakit.
114
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amoebiasis
protozoa na
amoeba
Oo
Oo
pagkain ng mga
nakalalasong
bagay na naihalo
sa pagkain o
inumin
Hindi
Food Poisoning
Isa itong
nakahahawang
sakit na
naipapasa sa
pamamagitan ng
kontaminadong
dumi ng tao,
pagkain, o tubig
EP
E
Ang sakit na
ito ay dulot ng
salmonella,
isang bacteria
na makukuha sa
kontaminadong
pagkain o inumin
typhoid fever
dysentery
bacteria sa
kontaminadong
pagkain o inumin
Mga Sintomas
Karaniwang hindi
nakikita ang mga
sintomas ng sakit
na ito. Maaaring
magkaroon ng
diarrhea na
magdudulot ng
pagkaubos ng
tubig sa katawan
PY
cholera
Nakahahawa
ba?
Dahilan
C
O
Sakit
Hindi
pangmatagalang
pagtatae at
pagsakit ng tiyan
pagsusuka,
pagsasakit ng
tiyan, pagtatae, at
panghihina.
Mataas na lagnat
Pagsakit ng ulo
Hindi magandang
pakiramdam
Pagkawala ng
gana sa pagkain
Madalas na
pagtatae o
paghirap sa
pagdumi
Mga pulang butlig
sa dibdib at tiyan
diarrhea na
may kasamang
pagdurugo
115
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Hindi
PY
hepatitis A
Ang sakit na
ito ay ang
pamamaga ng
atay. Nakukuha
ito mula sa isang
virus mula sa
kontaminadong
pagkain o tubig
Pagkahilo
Pagsusuka
Pagsakit ng tiyan
sa kanang itaas
na bahagi
Pagkakaroon ng
lagnat
Pagkawala ng
gana sa pagkain
Pagkakaroon ng
madilaw na ihi
Pagkakaroon
ng matamlay na
kulay ng dumi
-
-
EP
E
Itanong:
C
O
Pamamaraan
A. Pag-usapan Natin
Gamitin ang balita sa LM. Hayaang magbasa nang salitan ang mga
mag-aaral. Ang unang pangungusap ay ipabasa sa unang linya ng
upuan, ikalawa para sa ikalawang linya
116
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PY
C. Pagsikapan Natin
C
O
D. Pagyamanin Natin
EP
E
E. Pagnilayan Natin
Ulat Pangkalusugan
Nilalaman
Pagkamalikhain
Kalinisan
Kabuuan
117
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Panghuling Pagtataya
I.
Maramihang Pagpili
Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa iyong
papel.
1. Alin sa sumusunod na impormasyon ang makikita sa food label ng isang
pagkain?
PY
C
O
EP
E
A.
B.
C.
D.
3. Alin ang dapat mong gawin kung ito ang nakalagay sa food label?
Expiration Date : July 30, 2015
PY
EP
E
C
O
B. 40%
C. 41%
D. 42%
119
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II.
Crossword
Mga Tanong:
8.
EP
E
9.
PY
4.
PABABA
1. Ito ang tawag sa mga
impormasyong makikita sa
pagkain.
2. Pinakamapanganib na Fat sa
katawan.
5. Ang sakit na ito ay ang
pamamaga ng atay.
6. Sakit sa tiyan na nakukuha sa
pag-inom ng maruming tubig.
7. Ito ay sakit na sanhi ng isang
bacteria na nakukuha sa
maruming pagkain.
10. Itoy nakahahawang sakit na
naipapasa sa pamamagitan ng
kontaminadong dumi ng tao,
pagkain, o tubig.
C
O
3.
PAHALANG
Ito ang sukat ng sustansiyang
maaaring pagkuhanan ng
enerhiya.
Ito ang pangkalahatang tawag
sa mga sakit na nakukuha sa
marumi at hindi ligtas na pagkain
at inumin.
Ito ang tawag sa bitaminang
nagsasaayos ng mga buto at
nagpapalinaw sa paningin.
Ito ang pangkalahatang tawag
sa mga sakit na nakukuha sa
marumi at hindi ligtas na pagkain
at inumin.
III. Pagpapaliwanag
Ipaliwanag ang kahalagahan ng malinis at ligtas na pagkain.
(5 puntos)
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________________________________________________.
120
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SUSI SA PAGWAWASTO
I. Maramihang Pagpili
PY
1. C
2. C
3. C
4. D
5. C
6. B
7. A
8. A
9. C
10. D
C
O
II. CROSSWORD
EP
E
1. Food Label
2. Transfat
3. Total Fat
4. Food-borne Disease
5. Hepatitis A
6. Diarrhea
7. Cholera
8. Bitamina A
9. Sodium
10. Salmonella
III. Sanggunian
PY
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
C
O
Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.
com ang mga may-akda at tagapaglathala.
EP
E
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Tao, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette
Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Pambungad
Edukasyong Pangkatawan
PY
C
O
Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
EP
E
Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.
Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.
Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.
Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
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YUNIT II
PY
Pahina
Mga Nakahahawang Sakit,
Mabilis Kumapit.......................................................................130
Aralin 2
Aralin 3
Aralin 4
EP
E
C
O
Aralin 1
vi
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C
O
PY
ED
K to 12 Curriculum Guide
D
EP
HEALTH
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
C
O
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
D
EP
ED
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
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Page 2 of 66
Holistic
Values-based
Preventive
C
O
Growth and
Development
Community and
Environmental
Health
Consumer
Health
D
EP
Injury
Prevention and
Safety
Cultureresponsive
Achieve,
Sustain and
Promote
Lifelong
Wellness
Disease
Prevention and
Conrtol
Standards and
Outcomes-based
Personal Health
Nutrition
ED
Health and
Life Skillsbased
PY
Learnercentered
Substance Use
and Abuse
Family Health
Rights-based
Epidemiological
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Page 3 of 66
PY
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
C
O
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
ED
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
D
EP
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.
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Page 4 of 66
PY
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
C
O
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
ED
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
D
EP
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.
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Page 5 of 66
46
D
EP
ED
7 10
C
O
K3
PY
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Page 6 of 66
STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
Grade 2
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
Grade 3
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
Grade 4
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
Grade 5
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental health, which helps to achieve optimum health and well-being.
Grade 6
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being.
Grade 7
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
to achieve, sustain, and promote personal health and wellness.
Grade 8
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and noncommunicable to achieve, sustain, and promote family health and wellness.
Grade 9
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
substance use and abuse to achieve, sustain, and promote community health and wellness
Grade 10
D
EP
ED
C
O
PY
Grade 1
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
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Page 7 of 66
Third
Quarter
Fourth
Quarter
Nutrition
Personal
Health
Personal
Health
Personal
Health
Injury
Prevention,
Safety and
First Aid
Prevention and
Control of
Diseases &
Disorders
Family Health
Prevention and
Control of
Diseases &
Disorders
Consumer
Health
Grade 4
Grade 5
Nutrition
Personal
Health
Prevention and
Control of
Diseases &
Disorders
Substance Use
and Abuse
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety & First
Aid
/Community &
Environmental
Health
Injury
Prevention,
Safety & First
Aid
Grade 6
Personal
Health/ Growth
& Development
Substance Use
and Abuse
Injury
Prevention,
Safety & First
Aid/Community
and
Environmental
Health
Grade 7
PY
Nutrition
Personal
Health/
Nutrition
Personal
Health
Grade 3
Personal
Health
C
O
Second
Quarter
Grade 2
ED
First
Quarter
Grade 1
D
EP
Grading
Period
Prevention and
Control of
Diseases &
Disorders
Consumer
Health/
Environmental
Health
Injury
Prevention,
Safety & First
Aid/
Consumer
Health
Growth and
Development
Nutrition
Personal
Health
Grade 8
Grade 9
Grade 10
Family Health I
Community
and
Environmental
Health
Consumer
Health
Family Health
II
Injury
Prevention,
Safety and
First Aid
(Unintentional
Injuries)
Health Trends,
Issues and
Concerns
(National
Level)
Prevention and
Control of
Diseases and
Disorders
(Communicable)
Injury
Prevention,
Safety and
First Aid
(Intentional
Injuries)
Prevention and
Control of
Diseases and
Disorders (NonCommunicable)
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Substance Use
and Abuse
(Drug
scenario)
Substance Use
and Abuse
(Gateway
drugs)
Health Trends,
Issues and
Concerns
(Global Level)
Planning for a
Health Career
Page 8 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
CODE
H1N-Ia-b-1
LEARNING
MATERIALS
The learner
practices healthful eating
habits daily
The learner
C
O
1.
ED
LEARNING COMPETENCY
PY
The learner
D
EP
4.
H1N-Ic-d-2
H1N-Ie-f-3
H1N-Ig-j-4
H1PH-IIa-b-1
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-4
H1PH-IIj-5
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Page 9 of 66
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
The learner
The learner
consistently demonstrates
healthful practices for
a healthful home
environment.
1.
H1FH-IIIa-1
2.
H1FH-IIIb-2
3.
H1FH-IIIc-3
4.
H1FH-IIIde-4
5.
H1FH-IIIfg-5
D
EP
with a clean
handkerchief
6. Covering cough and
sneeze with clean
handkerchief or tissue
paper when coughing
or sneezing
7. Coughing or sneezing
into the crook of the
elbow rather than the
hand
8. Wearing clean clothes
appropriate to the
activity
9. Having enough rest and
sleep
10. Maintaining good
posture
11. Engaging in physical
activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
The learner
A. Characteristics of a
healthful home environment
understands the
1. Clean water
importance of keeping
2. Clean indoor air
the home environment
healthful.
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
ED
CONTENT
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Page 10 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6.
7.
8.
H1FH-IIIfg-6
H1FH-IIIfg-7
C
O
9.
ED
10.
D
EP
Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal
The learner
The learner
The learner
information
and ways to ask for help
demonstrates
appropriately
1. identifies situations when it is
understanding of safe
demonstrates safety
appropriate to ask for assistance
and responsible behavior
behaviors in daily
from strangers
to lessen risk and prevent activities to prevent
injuries in day-to-day
injuries
2. gives personal information, such as
living
name and address to appropriate
persons
B. Preventing childhood
Injuries
K to 12 Health Curriculum Guide December 2013
CODE
PY
CONTENT
LEARNING
MATERIALS
H1FH-IIIhi-8
H1FH-IIIhi-9
H1FH-IIIj-10
H1IS-IVa-1
H1IS-IVb-2
H1IS-IVc-3
H1IS-IVc-4
H1IS-IVd-5
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Page 11 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
H1IS-IVe-6
H1IS-IVf-7
H1IS-IVg-8
H1IS-IVh-9
H1IS-IVi-10
LEARNING
MATERIALS
H1IS-IVj-11
D
EP
ED
C
O
CODE
PY
LEARNING COMPETENCY
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Page 12 of 66
CONTENT STANDARDS
1. demonstrates good
decision-making
skills in choosing
food to eat to have a
balanced diet.
2. consistently practices
good health habits
and hygiene for the
sense organs
D
EP
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
ED
diet
1. Food Pyramid for
Filipino children (7-12
years old)
2. Food Plate for Filipino
children (7-12 years old)
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
2.
H2N-Ia-5
H2N-Ib-6
H2N-Icd-7
H2N-Ie-8
H2N-Ifh-9
H2N-Iij-10
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Page 13 of 66
The learner
consistently practices good
health habits and hygiene
for the sense organs
CODE
LEARNING
MATERIALS
H2PH-IIa-e-6
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
The learner
consistently adopts
healthy family
The learner
3. displays self-management
skills in caring for the sense
organs
H2PH-IIfh-7
H2PH-IIij-8
The learner
1. describes healthy habits of the
family
2. demonstrates good family health
habits and practices
H2FH-IIIab11
H2FH-IIIcd12
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Page 14 of 66
B. Positive Expressions of
Feelings
CONTENT STANDARDS
PERFORMANCE
STANDARDS
The learner...
The learner...
demonstrates an
understanding of
managing ones feelings
and respecting
differences
demonstrates positive
expression of feelings
toward family members
and ways of coping with
negative feelings
LEARNING COMPETENCY
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
PY
CONTENT
C
O
D
EP
B. Home Safety
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously
especially when
using the stairs
2.2. Be aware of rough
edges around the
house
2.3. Be extra careful
when using the
bathroom to avoid
falls
2.4. Do not play with
ED
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and
The learner
The learner
The learner
Responsibilities
demonstrates an
demonstrates consistency 1. discusses ones right and
understanding of rules to
in following safety rules
responsibilities for safety
ensure safety at home
at home and in school.
and in school.
CODE
LEARNING
MATERIALS
H2FH-IIIef-13
H2FH-IIIgh14
H2FH-IIIij-15
H2FH-IIIj-16
H2IS-IVa-12
H2IS-IVbc-13
H2IS-IVde-14
H2IS-IVf-15
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Page 15 of 66
LEARNING COMPETENCY
PY
C
O
7.
CODE
LEARNING
MATERIALS
H2IS-IVg-16
H2IS-IVh-17
H2IS-IVi-18
ED
matches, knives,
pointed materials,
electrical equipment
and household
chemicals)
2.5. Never touch a hot
oven/cooking
material
C. School Safety
1. Hazards in the school
2. Safety Rules
2.1. Always wear your
school identification
card
2.2. Observe proper
behavior in the
corridor and when
using the stairs (no
pushing/shoving)
2.3. Report observed
hazards such as
damaged
equipment, slippery
floor, or dangerous
material to the
teacher or school
personnel
2.4. Observe playground
safety rules (do not
climb or jump on
high bars; avoid
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
CONTENT STANDARDS
D
EP
CONTENT
H2IS-IVj-19
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Page 16 of 66
consistently
demonstrates good
decision-making skills in
making food choices
1.
2.
PY
The learner
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
3.
4.
5.
CODE
H3N-Iab-11
H3N-Iab-12
H3N-Icd-13
H3N-Ief-14
H3N-Ief-15
6.
H3N-Igh-16
7.
H3N-Ii-17
H3N-Ij-18
8.
9.
LEARNING
MATERIALS
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H3N-Ij-19
Page 17 of 66
CODE
H3N-Ij-20
H3N-Ij-21
ED
C
O
LEARNING
MATERIALS
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
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Page 18 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness
The learner
The learner
The learner
1. describes a healthy and an
unhealthy person
ED
D
EP
H3PH-IIa-9
H3DD-IIbcd1
3.
H3DD-IIbcd2
H3DD-IIbcd3
H3DD-IIbcd4
6.
H3DD-IIbcd5
7.
8.
C
O
consistently practices
healthy habits to prevent
and control diseases
PY
demonstrates an
understanding of the
nature of and the
prevention of diseases
9.
H3DD-IIefg6
H3DD-IIh-7
H3DD-IIij-8
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Page 19 of 66
The learner
demonstrates critical
thinking skills as a wise
consumer
D. Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
LEARNING COMPETENCY
The learner
1. defines a consumer
2.
C
O
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
LEARNING
MATERIALS
H3CH-IIIab1
H3CH-IIIab2
H3CH-IIIbc3
H3CH-IIIbc4
H3CH-IIIde5
6. demonstrates consumer
skills for given simple
situations
H3CH-IIIde6
CODE
H3CH-IIIfg-7
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Page 20 of 66
CONTENT
PERFORMANCE
STANDARDS
H3CH-IIIfg-8
ED
C
O
9. identify consumer
responsibilities
D
EP
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use
and prices of goods and
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of
consumption)
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
1. Government agencies such as
Department of Health,
Department of Education,
Department of Trade and
Industry
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
CODE
PY
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy
environment
LEARNING COMPETENCY
LEARNING
MATERIALS
H3CH-IIIh9
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H3CH-IIIi10
H3CH-IIIj11
Page 21 of 66
1.
ED
LEARNING
MATERIALS
H3IS-IVab19
3.
4.
D
EP
CODE
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
5.
H3IS-IVab20
H3IS-IVcd21
H3IS-IVcd22
H3IS-IVe-23
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Page 22 of 66
CONTENT
PERFORMANCE
STANDARDS
describes dangerous,
destructive, and disturbing
road situations that need to be
reported to authorities
ED
8.
9.
LEARNING
MATERIALS
H3IS-IVf-24
displays self-management
skills for road safety.
C
O
7.
D
EP
B. Community safety
1. Hazards in the community
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not talk to
strangers; do not invite a
stranger to the house; do
not accept anything from
a stranger)
2.3. Report to a trusted adult
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community
6.
CODE
PY
LEARNING COMPETENCY
H3IS-IVg25
H3IS-IVh-26
H3IS-IVi-27
H3IS-IVj-28
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Page 23 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 24 of 66
The learner...
1. Understands the
significance of reading
and interpreting food
label in selecting healthier
and safer food
2. practices daily
appropriate food safety
habits to prevent foodborne disease
D
EP
LEARNING COMPETENCY
The learner...
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
CODE
LEARNING
MATERIALS
H4N-Ia-22
H4N-Ib-23
H4N-Icde-24
H4N-Ifg-25
H4N-Ifg-26
H4N-Ihi-27
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Page 25 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H4N-Ij-26
LEARNING
MATERIALS
D
EP
ED
C
O
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases
6. Food poisoning
7. Hepatitis A
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases
The learner
The learner
The learner
1. Characteristics of
1. describes communicable diseases
Communicable Disease
understands the nature
consistently practices
2. identifies the various disease
2. Germs or Disease
and prevention of
personal and
agents of communicable diseases
Agents(pathogen)
common communicable
environmental measures
2.1. Bacteria
diseases
to prevent and control
2.2. Virus
common communicable
2.3. Fungi
diseases
2.4. Parasites
3. Elements of the Chain of
3. enumerates the different
Infection
elements in the chain of infection
3.2. Disease Agent
(pathogen)
3.3. Reservoir
3.4. Portal of Exit
3.5. Mode of
Transmission
3.6. Portal of Entry
3.7. Susceptible Host
4. describes how communicable
4. Transmission of
diseases can be transmitted from
Communicable
one person to another.
diseases(routes for
spread of infectious
K to 12 Health Curriculum Guide December 2013
H4N-Ij-27
H4DD-IIa-7
H4DD-IIb-9
H4DD-IIcd-10
H4DD-IIef-11
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Page 26 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
C
O
H4DD-IIgh-12
ED
5.
D
EP
B. Common Communicable
Diseases
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflavaan-an)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of
Common Communicable
Diseases (Breaking the Chain
of Infection at respective
points)
PY
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
H4DD-IIij-13
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Page 27 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
5.
ED
6.
PY
3.
sterilization,
disinfection)
Reservoir (ex.
environmental
sanitation)
Portal of Exit (ex.
cough etiquette)
Mode of Transmission
(ex. proper hygiene)
Portal of Entry (ex.
protective clothing)
Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
D
EP
CODE
LEARNING
MATERIALS
H4DD-IIij-14
H4DDIIij-15
C
O
2.
LEARNING COMPETENCY
The learner
1. Describes uses of medicines
H4S-IIIa-1
non-prescription medicines
H4S-IIIb-2
H4S-IIIcd-3
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Page 28 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. describes the potential dangers
associated with medicine misuse
and abuse
C
O
PY
ED
6.
D
EP
CODE
LEARNING
MATERIALS
H4S-IIIde-4
H4S-IIIfg-5
H4S-IIIij-6
H4IS-IVa-28
H4IS-IVb-d29
H4IS-IVe-30
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Page 29 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
PY
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H4IS-IVfg-31
H4IS-IVhij-32
H4IS-IVhij-33
D
EP
ED
CODE
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Page 30 of 66
The learner
The learner
practices skills in
managing mental,
emotional and social
health concerns
1.
describes a mentally,
emotionally and socially healthy
person
2.
ED
D
EP
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H5PH-Iab-10
H5PH-Ic-11
H5PH-Id-12
H5PH-Ie-13
unhealthy relationships
H5PH-If-14
H5PH-Ig-15
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Page 31 of 66
CONTENT
PERFORMANCE
STANDARDS
PY
2. Mood swings
3. Teasing
4. Bullying, including cyber
bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
ED
D
EP
LEARNING
MATERIALS
H5PH-Ih-16
H5PH-Ii-17
H5PH-Ij-18
CODE
8. demonstrates skills in
preventing or managing teasing,
bullying, harassment or abuse
C
O
LEARNING COMPETENCY
H5GD-Iab-1
H5GD-Iab-2
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Page 32 of 66
CONTENT
PERFORMANCE
STANDARDS
3. describes common
misconceptions related on
puberty
Nutritional issues
Mood swings
Body odor
Oral health concerns
Pimples/Acne
Poor Posture
Menstruation-related Concerns
(Pre-menstrual Syndrome,
Dysmenorrhea, and other
abnormal conditions)
C
O
D
EP
1.
2.
3.
4.
5.
6.
7.
ED
Pregnancy
9. Sexual Harassment
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
H5GD-Icd-3
PY
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash
2. On Nocturnal Emissions
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
LEARNING COMPETENCY
5.
6.
7.
8.
H5GD-Icd-4
H5GD-Ief-5
H5GD-Ief-6
H5GD-Igh-7
H5GD-Igh-8
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Page 33 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
9.
1. Self-management
PY
Skills/Responsibility for
personal health(proper diet,
proper hygiene, oral care, care
during
menstruation/circumcision,
breast self-examination)
D
EP
LEARNING
MATERIALS
H5GD-Ii-9
H5GD-Ii-10
H5GD-Ii-11
H5GD-Ij-12
H5GD-Ij-13
H5GD-Ij-14
H5GD-Ij-15
12.
ED
C
O
11.
CODE
The learner
1. explains the concept of
gateway drugs
H5SU-IIIa-7
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Page 34 of 66
CONTENT
3. Alcohol
PERFORMANCE
STANDARDS
by refusing to use or
abuse gateway drugs.
LEARNING COMPETENCY
2. identifies products with
caffeine
PY
C
O
ED
D
EP
(resistance, decision-making,
communication, assertiveness)
2. Observance of Policies and
Laws such as school policies
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
demonstrates
understanding of basic
first aid principles and
procedures for common
practices appropriate
first aid principles and
procedures for common
injuries
CODE
LEARNING
MATERIALS
H5SU-IIIb-8
H5SU-IIIc-9
H5SU-IIIde10
H5SU-IIIfg11
H5SU-IIIh12
H5SU-IIIij13
The learner
1. explains the nature and
objectives of first aid
H5IS-IVa-34
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Page 35 of 66
CONTENT
PERFORMANCE
STANDARDS
things first.
5. Get help.
LEARNING
MATERIALS
H5IS-IVb-35
H5IS-IV-c-j36
ED
C
O
D
EP
CODE
PY
injuries
LEARNING COMPETENCY
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Page 36 of 66
LEARNING COMPETENCY
The learner
The learner
CODE
LEARNING
MATERIALS
H6PH-Iab-18
D
EP
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
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Page 37 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
B. Prevention and
2. demonstrates self-management
skills
Management of Personal
Health Issues and Concerns
1. Developing
Self-
CODE
LEARNING
MATERIALS
H6PH-Iab-19
C
O
PY
management Skills
ED
D
EP
LEARNING COMPETENCY
H6PH-Ic-20
H6PH-Id-f-21
H6PH-Id-f-22
H6PH-Igh-23
H6PH-Igh-24
H6PH-Igh-25
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Page 38 of 66
PERFORMANCE
STANDARDS
ED
D
EP
CODE
LEARNING
MATERIALS
The learner
1. describes healthy school and
community environments
C
O
LEARNING COMPETENCY
PY
CONTENT
H6CMH-IIa-1
H6CMH-IIb-2
3.
H6CMH-IIc-d3
H6CMH-IIe-4
4.
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Page 39 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H6CMH-IIe-5
LEARNING
MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings-
5.
ED
D
EP
C
O
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste
Management
H6CMH-IIf-6
H6CMH-IIg-7
H6CMH-IIh-8
H6CMH-IIij-9
The learner
H6EH-IIIa-1
1.
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Page 40 of 66
2. Skin Diseases
3. Gastrointestinal
CONTENT STANDARDS
PERFORMANCE
STANDARDS
poor environmental
sanitation
2.
C
O
3.
ED
D
EP
CODE
LEARNING
MATERIALS
sanitation
Diseases
4. Neurological
Impairment (lead and
mercury poisoning)
B. Environmental Sanitation
1. Clean water: access to
potable water, making
water safer
2. Clean air: prevention of
air pollution, tobacco
control, anti-smoke
belching drives
3. Control of noise
pollution Control of
LEARNING COMPETENCY
PY
CONTENT
H6EH-IIIb-2
H6EH-IIIc-3
H6EH-IIId-4
5.
H6EH-IIIe-5
6.
H6EH-IIIfg-6
7.
H6EH-IIIhi-7
8.
H6EH-IIIhi-8
9.
H6EH-IIIj-9
The learner
1.
H6CH-IVa-13
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Page 41 of 66
products or availing
services
2. Protection from fraud
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
CONTENT STANDARDS
and using consumer
health products.
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
B. Components of Consumer
health
1. Health information (
sources include books,
print ads, radio,
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products)
3. Health services (health
professionals, health
units, health care plans
and programs)
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
H6CH-IVbc-14
H6CH-IVcd-15
H6CH-IVcd-16
H6CH-IVe-17
H6CH-IVf-18
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Page 42 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
6.
PY
C
O
CODE
LEARNING
MATERIALS
H6CH-IVg-19
H6CH-IVg-20
H6CH-IVh-21
D
EP
ED
LEARNING COMPETENCY
H6CH-IVh-22
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Page 43 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
10. discusses ways to protect oneself
from fraudulent health products
LEARNING
MATERIALS
H6CH-IVij-23
D
EP
ED
C
O
PY
Health Products
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
CODE
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Page 44 of 66
PERFORMANCE
STANDARDS
D
EP
ED
D. Management of health
concerns during
adolescence
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
H7GD-Ia-12
OHSP in Health
2010 SEC
H7GD-Ib-13
OHSP in Health
2010 SEC
H7GD-Ib-14
OHSP in Health
2010 SEC
H7GD-Ic-15
OHSP in Health
2010 SEC
H7GD-Id-e-16
OHSP in Health
2010 SEC
H7GD-Id-e-17
OHSP in Health
2010 SEC
H7GD-Id-e-18
OHSP in Health
2010 SEC
H7GD-If-h-19
OHSP in Health
2010 SEC
H7GD-If-h-20
H7GD-Ii-j-21
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Page 45 of 66
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
The learner
makes informed
decisions in the
choice of food to eat
during adolescence
D
EP
B. Nutritional guidelines
demonstrates
understanding of
nutrition for a
healthy life during
adolescence
ED
CODE
H7GD-Ii-j-22
C
O
LEARNING COMPETENCY
PY
C. Nutrition problems of
adolescents
1. Malnutrition and
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7GD-Ii-j-23
H7GD-Ii-j-24
H7GD-Ii-j-25
The learner
15. identifies the right foods during
adolescence
16. follows the appropriate nutritional
guidelines for adolescents for
healthful eating
16.1 explains the need to select
food based on the nutritional
needs during adolescence
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
17. identifies the nutritional problems
of adolescents
H7N-IIa-20
H7N-IIb-c-21
H7N-IId-f-22
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2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
Page 46 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
D. Decision-making skills
ED
The learner
consistently
demonstrates skills
that promote mental
health
D
EP
C
O
PY
micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating
disorder
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
H7N-IId-f-23
2010 SEC I
EASE Health Educ
H7N-IId-f-24
2010 SEC I
EASE Health Educ
H7N-IId-f-25
H7N-IId-f-26
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
H7N-IIg-h-27
2010 SEC I
EASE Health Educ
H7PH-IIIa-b28
OHSP Health
H7PH-IIIa-b29
H7PH-IIIa-b30
H7PH-IIIa-b31
H7PH-IIIc-32
H7PH-IIIc-33
H7PH-IIIc-34
H7PH-IIId-e35
H7PH-IIId-e36
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Page 47 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
H7PH-IIId-e37
H7PH-IIId-e38
H7PH-IIIf-h39
C
O
ED
E.
CODE
PY
LEARNING COMPETENCY
D
EP
GRADE 7 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H7IS)
The learner
The learner
The learner
A. Concept of intentional
injuries
demonstrates
consistently
36. differentiates intentional injuries
understanding of the
demonstrates
from unintentional injuries
B. Types of intentional injuries
concepts and
resilience, vigilance
1. Bullying (cyber bullying)
principles of safety
and proactive
2. Stalking
education in the
behaviors to prevent
3. Extortion
prevention of
intentional injuries
4. Gang and youth
intentional injuries
violence
37. describes the types of intentional
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7PH-IIIf-h40
H7IS-IVa-d-31
H7IS-IVa-d-32
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Page 48 of 66
CONTENT
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
7.
8.
9.
10.
PY
Acts of terror
Domestic violence
Suicide
Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention
and
management of intentional
injuries
self-protection
preventing self-harm
promoting a culture of
non-violence
through
healthful behaviors
reporting
cases
of
violence
to
proper
authorities
seeking
help
from
trusted individuals and
health professionals
PERFORMANCE
STANDARDS
H7IS-IVe-h-33
39. identifies
protective
factors
related to intentional injuries
H7IS-IVe-h-34
H7IS-IVe-h-35
D
EP
ED
C
O
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Page 49 of 66
CONTENT STANDARDS
1st Quarter (H8FH)
The learner
demonstrates
understanding of human
sexuality and managing
sexuality related issues
for a healthy life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
The learner
appropriately manages
sexually-related issues
through responsible and
informed decisions
2.
3.
C
O
4.
PY
CONTENT
D
EP
B. Teenage concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage pregnancies,
and abortion
C. Development of decisionskills in managing sexuality
related issues
GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)
The learner
A. Dating, courtship, and
marriage
demonstrates an
understanding of
responsible
parenthood for a
ED
5.
The learner
makes informed and
values-based
decisions in
preparation for
6.
CODE
LEARNING
MATERIALS
H8FH-Ia-16
H8FH-Ia-17
H8FH-Ia-18
H8FH-Ib-19
H8FH-Ic-d-20
H8FH-Ic-d-21
issues/concerns of teenagers
(i.e., identity crisis) and the need
for support and understanding of
the family
courtship, marriage)
10. explains the importance of
courtship and dating in choosing
a lifelong partner
H8FH-Ie-g-22
H8FH-Ih-23
H8FH-IIa-24
H8FH-IIa-25
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Page 50 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
responsible
parenthood
D
EP
ED
C
O
PY
C. Responsible parenthood
CODE
LEARNING
MATERIALS
H8FH-IIa-26
H8FH-IIa-27
H8FH-IIb-28
H8FH-IIc-d-29
H8FH-IIc-d-30
H8FH-IIe-f-31
H8FH-IIe-f-32
H8FH-IIe-f-33
H8FH-IIe-f-34
H8FH-IIe-f-35
H8FH-IIe-f-36
H8FH-IIg-h-37
H8FH-IIg-h-38
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Page 51 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
D
EP
ED
C
O
PY
CODE
LEARNING
MATERIALS
H8FH-IIg-h-39
H8FH-IIg-h-40
H8FH-Iig-h-41
H8DD-IIIa-15
H8DD-IIIa-16
H8DD-IIIb-c17
H8DD-IIIb-c18
H8DD-IIIb-c19
H8DD-IIId-e20
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Page 52 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal
33. demonstrates self-monitoring
life skills to prevent and
H8DD-IIIf-hskills to prevent communicable
control communicable
21
diseases
diseases
F. Programs and policies on
34. promotes programs and policies
H8DD-IIIf-hcommunicable disease
to prevent and control
22
prevention and control
communicable diseases
G. Agencies responsible for
35. identifies agencies responsible
H8DD-IIIf-hcommunicable disease
for communicable disease
23
prevention and control
prevention and control
th
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4 Quarter (H8DD)
The learner
The learner
36. discusses the nature of nonA. Introduction to nonH8DD-IVa-24
communicable diseases
communicable diseases
demonstrates
consistently demonstrates
(NCDs)
understanding of nonpersonal responsibility
37. explains non-communicable
communicable diseases
and healthful practices in
diseases based on cause and
for a healthy life
the prevention and
B. Common nonH8DD-IVb-d-25
effect, signs and symptoms, risk
control of noncommunicable diseases
factors and protective factors
communicable diseases
1. Allergy
and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
38. corrects myth and fallacies about
5. Diabetes
H8DD-IVe-26
non-communicable diseases
6. Arthritis
7. Renal failure
D. Self-monitoring skills to
prevent non-communicable
diseases (physical
K to 12 Health Curriculum Guide December 2013
control non-communicable
diseases
40. demonstrates self-monitoring to
prevent non-communicable
diseases
H8DD-IVf-27
H8DD-IVg-h-28
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Page 53 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
PY
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H8DD-IVg-h-29
H8DD-IVg-h-30
D
EP
ED
CODE
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Page 54 of 66
ED
D
EP
LEARNING
MATERIALS
G7-LM
EASE Health Educ
H9CE-Ia-8
H9CE-Ia-9
H9CE-Ib-d10
H9CE-Ib-d11
G7-LM
EASE Health Educ
H9CE-Ib-d12
G7-LM
EASE Health Educ
H9CE-Ie-f13
7. participates in implementing an
environmental project such as
building and maintaining a school
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)
A. First Aid Basics
The learner
The learner
8. discusses basic information about
first aid (principles, roles,
demonstrates
performs first aid
responsibilities, and characteristics
understanding of first procedures with
of a good aider)
aid principles and
accuracy
C. Collective Action for the
Environment
CODE
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
H9CE-Ig-h14
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H9IS-IIa36
G7-LM
EASE Health Educ
G7-LM
EASE Health Educ
2010 SEC
OHSP Health
Page 55 of 66
CONTENT
procedures
LEARNING COMPETENCY
CODE
H9IS-IIb37
PY
PERFORMANCE
STANDARDS
ED
D
EP
C
O
H9IS-IIc.d39
H9IS-IIc.d40
H9IS-IIc.d41
2010 SEC
OHSP Health
H9IS-IIb38
LEARNING
MATERIALS
H9IS-IIe.f42
H9IS-IIg.h43
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2010 SEC
OHSP Health
2010 SEC
2010 SEC
OHSP Health
2010 SEC
OHSP Health
Page 56 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
C
O
PY
CODE
H9S-IIIa14
D
EP
ED
H9S-IIIa15
H9S-IIIb16
H9S-IIIb17
H9S-IIIc-18
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H9S-IIId19
H9S-IIId20
Page 57 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 58 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
32. analyzes the negative health impact
of drinking alcohol
32.1 describes the harmful shortand long-term effects of
drinking alcohol
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
alcohol on the family, and
community
34. discusses strategies in the
prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
situations related to cigarette
and alcohol use
34.2 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
35. suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
C
O
PY
CONTENT
D
EP
ED
CODE
LEARNING
MATERIALS
H9S-IVe-f31
H9S-IVg-h32
H9S-IVg-h33
H9S-IVg-h34
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Page 59 of 66
demonstrates critical
thinking and decisionmaking skills in the
selection, evaluation
and utilization of
health information,
products and services.
D
EP
The learner
ED
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H10CH-Iab-19
H10CH-Iab-20
H10CH-Iab-21
H10CH-Ic22
H10CH-Ic23
H10CH-Ic24
H10CH-Id25
H10CH-Id26
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Page 60 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
H10CH-Ief-27
H10CH-Igh-28
H10HC-IIa1
H10HC-IIb2
H10HC-IIcd-3
H10HC-IIcd-4
D
EP
ED
C
O
PY
CODE
H10HC-IIeg-5
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Page 61 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health Initiatives
The learner
The learner
16. discusses the significance of global
1. Millennium Development
health initiatives;
Goals (MDGs)
demonstrates
demonstrates
17. describes how global health
2. WHO Framework Convention awareness of global
competence in
initiatives positively impact peoples
on Tobacco Control
health initiatives
applying knowledge of
health in various countries;
3. Global Mental Health Action
global health to local
18. analyzes the issues in the
Plan
or national context
implementation of global health
4. Global Strategy to Reduce
global initiatives
initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines
global health initiatives to local or
and Immunizations
national context
H10HCIIIa-1
H10HCIIIb-c-2
PY
C
O
D
EP
ED
LEARNING
MATERIALS
H10HCIIIb-c-3
H10HCIIId-e-4
H10PC-Ivab-1
H10PC-Ivab-2
H10PC-IVcd-3
H10PC-IVcd-4
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Page 62 of 66
Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
health
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
Cultureresponsive
Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
and effective for them (Gay, 2000)
Epidemiological
Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
Family Health
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and
Development
Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
self-management skills to cope with lifes changes.
Holistic
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
health (physical, mental, social, emotional, moral/spiritual)
D
EP
ED
C
O
PY
Community and
Environmental
Health
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Page 63 of 66
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
education
Learnercentered
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
Nutrition
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Personal Health
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
and prevention and management of personal health problems
Prevention and
Control of
Diseases and
Disorders
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
habits and practices and health programs supported by legislation and provision of health services in the school and the
community
Preventive
Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Rights-based
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
human rights instruments
Standards and
outcomes-based
Requires students to demonstrate that they have learned the academic standards set on required skills and content
D
EP
ED
C
O
PY
Injury
Prevention,
Safety and First
Aid
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Page 64 of 66
The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
society and the nation
Values-based
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
values as the bases of good educational practice
D
EP
ED
C
O
PY
Substance Use
and Abuse
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Page 65 of 66
SAMPLE
Learning Area and
Strand/ Subject or
Specialization
Health
Grade Level
Grade 9
Domain/Content/
Component/ Topic
Prevention of Substance
Use and Abuse
PY
H9
Roman Numeral
Quarter
Arabic Number
Week
Fourth Quarter
D
EP
ED
Competency
Suggests healthy
alternatives to cigarettes
and alcohol to promote
healthy lifestyle (self,
family, community)
IV
g-h
34
CODE
GD
Nutrition
Personal Health
PH
IS
Family Health
FH
DD
CE
C
O
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
Consumer Health
CH
HC
PC
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Page 66 of 66
EP
E
C
O
PY
Edukasyong
Pangkalusugan
89
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EP
E
C
O
PY
HEALTH GRADE IV
PATNUBAY NG GURO
YUNIT II
123
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YUNIT II
SAKIT AT KARAMDAMAN,
ATING IWASAN
C
O
BATAYANG KASANAYAN
Pamantayan sa Pagganap
Naisasabuhay ang pansarili at
pangkapaligirang hakbangin sa
pag-iwas at pagsugpo ng mga
karaniwang nakahahawang sakit.
PY
Pamantayang Pangnilalaman
Nauunawaan ng mag-aaral ang
katangian, pag-iwas, at pagsugpo
sa mga karaniwang nakahahawang
sakit.
c. Nailalarawan kung papaano naipapasa o naisasalin ang mga nakahahawang sakit mula sa isang tao sa ibang tao
EP
E
125
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Subukin Natin
kung nagpapakita ng magandang gawaing
Lagyan ng tsek () ang
pangkalusugan at ekis (x) kung hindi.
1. Araw-araw na paliligo
2. Pagtulog ng late tuwing gabi-gabi
3. Kawalan ng pang-araw-araw na pisikal na gawain
4. Pagkain ng balanse at masustansiya
5. Pagbisita sa doktor kung kinakailangan lamang
PY
C
O
EP
E
PY
C
O
12. Anong sakit ang maaaring makuha sa ihi ng daga na sumasama sa tubig?
A. Amoebiasis
C. Leptospirosis
B. Hepatitis D. Tuberculosis
13. Ito ay impeksiyon ng tubong dinadaanan ng hangin sa paghinga.
A. Pigsa
C. Sakit sa balat
B. Ubo D. Sipon
EP
E
15. Lumusong si Ana sa tubig baha noong nakaraang bagyo. Anong sakit sa
balat ang nakuha ni Ana dahil sa pagkababad sa baha?
A. alipunga
B. an-an
C. buni
D. eksema
D. heringgilya
127
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18. Nakita mong nilalangaw at walang takip ang iyong basurahan, ano ang
iyong gagawin?
A. sisigaan ito
C. hindi papansinin
B. tatakpan ko ito
D. patatakpan ko sa ate ko
PY
19. Niyaya ang iyong kapatid ng kaniyang mga kaibigang magtampisaw sa baha.
Ano ang iyong gagawin?
A. Sasawayin ko sila.
B. Hindi ko sila papansinin.
C. Isusumbong ko sila sa aking Nanay.
D. Sasama ako sa kanila upang bantayan sila.
C
O
EP
E
128
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Susi sa Pagwawasto
C
O
1.
/ 21. B
PY
2.
X 22. B
3.
X 23. A
4.
/ 24. A
6. D.
7. D.
8. D.
EP
E
9. C.
5.
X 25. B
10. A.
11. B.
12. C.
13. B.
14. A.
15. A.
16. A.
17. C.
18. B.
19. A.
20. C.
129
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C
O
PY
Ang sakit ay hindi normal na kalagayan ng kalusugan ng isang tao. Ito
ay maaaring sanhi ng hindi maayos na kondisyon ng mga selyula o parte ng
katawan. Maaari din itong sanhi ng mga mikrobyong nagdudulot ng sakit.
Ang dalawang uri ng sakit ay mga nakahahawang sakit at dinakahahawang sakit. Ang hindi nakahahawang sakit ay hindi naisasalin mula
sa isang tao papunta sa ibang tao. Maaaring makuha ito mula sa nakagawian at
maling paraan ng pamumuhay (lifestyle). Sa kabilang dako, ang nakahahawang
sakit ay naipapasa ng isang tao, hayop o bagay sa ibang tao kung kayat kilala
rin ito bilang Lifestyle disease.
Ilang halimbawa ng hindi nakahahawang sakit ay asthma, alzheimers,
appendicitis, cancer, cystic fibrosis, ear infection, epilepsy, diabetis, ulcer,
stroke, sakit sa puso, at daluyan ng dugo.
EP
E
Ang nakahahawang sakit ay nagmumula sa mga mikrobyo o pathogens
na pumapasok at sumisira sa mga selyula (cells) ng katawan. Nangangailangan
ito ng dagliang pagsugpo at masusing pag-iingat upang maiwasan ang
paglaganap nito.
130
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EP
E
D
Ubo (Cough)
(pneumonia)
Pag-iwas at
Pagsugpo
- Baradong ilong
- Uminom ng
- Hirap na paghinga 8-12 baso ng
pangangati at
tubig.
- Kusang
pamamaga ng
lalamunan
nilalabanan ng
- Hirap lumunok ng
naturalesa ng
pagkain sinat at
bata (immune
lagnat
system) ang
virus at
nawawala ito sa
loob ng isang
linggo.
- Dapat na
tandaan na
ang sipon
ay maaaring
palatandaan ng
iba pang sakit.
Iiwas ang bata
sa usok (mula
sa sigarilyo,
sasakyan)
PY
- Pumapasok ang
virus sa ilong sa
pamamagitan ng
paglanghap, pagubo, pagbahing,
direktang kontak
sa mga gamit na
kontaminadong
virus ng sipon.
Sipon
(Common
Colds) virus
Mga Palatandaan
(Signs)/Sintomas
(symptoms)
Pagsalin ng Sakit
C
O
Sakit
- Sanhi ng bacteria.
Impeksiyon
ito ng tubong
dinadaanan ng
hangin sa
paghinga
(respiratory tract)
- Ubong mahigpit
na tila kahol-aso
Malat na boses
dahil sa
pamamaga ng
vocal cords.
- Tunog na
magaralgal pag
humihinga
lagnat
- Ilayo sa usok
- Dagdagan
ng gatas o
maligamgam
na tubig para
marelax ang
vocal cords at
lumuwag ang
plema.
131
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- Umiwas/lumayo
sa mga taong
may trangkaso
- Dagdagan ang
tubig o juice na
iniinom
-Pagpapabakuna
C
O
PY
- Pangangalumata
- Lagnat na - Giniginaw
- Sakit ng ulo,
kalamnan, at mga
kasu-kasuan.
- Pagod
- Masakit na
lalamunan (sore
throat)
- Baradong ilong o
tumutulong uhog.
EP
E
Trangkaso
(influenza)
- Impeksiyon ng
sistemang
paghinga
(respiratory
system) na sanhi
ng Hemophilus
influenza virus
- Nasasagap
ang virus mula
sa droplets na
lumalabas sa
bibig o ilong ng
isang taong may
trangkaso kung
siyay nakikipagusap, umuubo,
sumisinga, o
humahatsing.
132
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D
EP
E
D
Pulmonya
(Pneumonia)
- Sakit na
nakaaapekto sa
baga
- virus, bacteria, o
fungi
- Ipasuri
ang mga
kasambahay
para malaman
nang maaga
kung mayroon
silang TB.
- Pagkakaroon
ng tamang
nutrisyon at
ehersisyo.
- Magtakip ng
bibig at ilong
kung may
kausap na
taong inuubo
- Ihiwalay ang
kagamitan ng
taong may TB
- Paarawan ang
mga kagamitan
ng kasamang
may sakit
- Magpa-X-ray
minsan man
lang sa isang
taon
PY
- Madaling
mapagod
- Walang ganang
kumain
- Pagbaba ng
timbang
- Pag-ubo na may
kasamang plema
at dugo
- Nilalagnat at
giniginaw sa
hapon
- Lumalaki ang
kulani sa leeg
lymph nodes
C
O
Tuberkulosis
(TB)
- Isang impeksiyon
na sanhi ng
mikrobyong
Myobacterium
tuberculosis.
- Nahahawa ang
isang bata kung
malalanghap
niya ang
droplets mula
sa isang taong
may TB kung
siya ay
nagsasalita,
umuubo, o
bumabahin.
- Primary complex
ang tawag dito
sa simula at di pa
gaanong delikado.
- Hirap sa paghinga
- Kulang ng
oksiheno (oxygen)
sa katawan
-Pagpapabakuna
-Wastong
nutrisyon
-Kalinisan
sa sarili at
kapaligiran
133
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EP
E
C
O
PY
(Hepatitis A)
sakit sa atay
- Isang matinding
impeksiyon sa atay
sanhi ng virus na
maaaring makuha
sa maruming
pagkain o inuming
tubig.
- Sanhi ng mga
bacteria, fungi
Sakit sa Balat
(Dermatitis)
- Pamamantal o
pamamaga ng
balat
- Namumula
- Nangangati
- Maaaring
magkaroon ng
pantal o sugat
kapag hindi
naagapan
- Maging malinis
sa lahat ng oras
134
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- Impeksiyon dahil
sa kagat ng lamok
na may dalang
dengue virus
- Mukhang
nanlalata at
may matinding
dinaramdam
- May lumilitaw
na skin rash pag
bumaba ang
lagnat
- Biglaang tumataas
ang lagnat
- Nananakit ang
kalamnan at
kasukasuan
- Maglagay ng
pambugaw ng
lamok
- Gumamit ng
kulambo kapag
natutulog
- Maglinis ng
bahay at paligid
araw-araw, lalo
na sa mga
lugar na
madilim.
- Alisin ang
nakaimbak
na tubig na
pinamumugaran
ng lamok.
C
O
PY
Dengue
Fever
EP
E
- Iwasang maligo
- Nilalagnat
- Bacteria na
- Pananakit ng
o magtampisaw
pumapasok sa
kalamnan at kasu- sa tubig-baha o
balat o sugat
maruming tubig
mula sa tubig-baha kasuan
- Gumamit ng
- Pananakit ng ulo
o basang lupa o
bota kung hindi
halaman kung
Leptospirosis saan may ihi ng
maiiwasan ang
baha
daga
- Kumunsulta
sa doktor kung
nakararanas ng
mga sintomas
na nabanggit
135
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PY
Pamamaraan
A. Pag-usapan Natin
Mapa ng Konsepto
C
O
EP
E
B. Pag-aralan Natin
Itanong:
C. Pagsikapan Natin
Ipagawa ang Pasa-Pasa
Kagamitan: bola, hand lotion, glitter
1. Tumawag ng lima hanggang anim na mag-aaral at patayuin sila nang
pabilog sa harap ng klase.
136
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2. Ipapasa ang bolang may glitters habang inaawit ang Tayo ay Magsama-sama. Tono: The More We Get Together.
Tayo ay Magsama-Sama
C
O
PY
EP
E
E. Pagnilayan Natin
F. Takdang-aralin
Magpagupit ng balita sa pahayagan o maaaring mula sa internet
upang maghanap ng balita tungkol sa sakit na nakahahawa.
137
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PY
C
O
EP
E
138
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PY
B. Pag-aralan Natin
C
O
C. Pagsikapan Natin
EP
E
Rubrics
5 pts (90100%) - Naipahayag sa dayalog ang tamang dahilan ng pagkakasakit ng tao. Naisulat nang malinis ang dayalog.
3 pts (7080%) - Hindi malinaw na naipahayag ang tamang dahilan ng
pagkakasakit ng tao. Hindi gaanong malinis naisulat
ang dayalogo.
1 pt (50-60%) - Hindi nakatapos sa pagsulat ng dayalog. Maraming
bura (erasure) ang pagkakasulat ng dayalogo.
139
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E. Pagnilayan Natin
PY
C
O
1.
2.
3.
4.
5.
Bilang ng Araw : 2
Batayang Kasanayan
EP
E
PY
C
O
EP
E
C. Pagsikapan Natin
141
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D. Pagyamanin Natin
F. Takdang Aralin
Magpasulat ng isang sanaysay ukol sa pag-iwas sa nakahahawang
sakit.
PY
Bilang ng Araw: 3
Batayang Kasanayan
C
O
EP
E
142
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C
O
a. Pag-ubo
b. Nagkakamot ng braso
c. Paghuhugas ng kamay
d. Pagbahing o paghatsing
e. Pagwawalis ng bakuran
PY
Itanong:
EP
E
B. Pag-aralan Natin
143
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C. Pagsikapan Natin
Ipagawa sa LM.
A. Brain storming sa Checklist Pangkalusugan
B.Picture Analysis: Alin ang Naiba?
C. Health Flash Notice
D. Booklet ng Nakahahawang Sakit
E. Accordion ng Pagsugpo ng Nakahahawang Sakit.
F. Survey para sa Kalinisang Pangkalusugan sa Pamayanan
PY
C
O
EP
E
1. _________________________________________________
2. _________________________________________________
3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
144
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E. Pagnilayan Natin
Ipasagot at Ipasulat sa Organizer
Ipaliwanag kung bakit kailangang ipaalam sa magulang, guro o nars ng
paaralan na ikaw ay nakararamdam ng mga sintomas ng isang sakit?
F. Takdang-aralin
C
O
PY
Kasama ng iyong buong pamilya, pag-usapan kung ano-ano ang mga magagandang gawin kung paano makaiiwas o masusugpo ang nakahahawang sakit o karamdaman. Pumili ng isa sa mga napag-usapan at igawa
ito ng poster o slogan.
Pagtulung-tulungan ito ng buong pamilya.
Sa likod ng inyong nagawa, ipasagot ito sa iyong mga magulang.
Komento ng magulang sa gawain:
EP
E
______________________________________________________
__ ________________________________________________________
__________________________________________________________
_________________________
145
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Panghuling Pagtataya
I. Hanapin sa Hanay Y ang organismong inilalarawan sa Hanay X.
Isulat ang letra ng tamang sagot sa iyong papel.
C
O
PY
HANAY X HANAY Y
1. Organismong nagdudulot ng sakit
A. Bacteria
2. Pinakamalaking organismong nagdudulot
B. Fungi
ng sakit at umaagaw sa sustansiya sa
C. Mikrobyo
katawan.
D. Parasito
3. Pinakamaliit, magaan at pinakamabilis na
E. Protozoa
organismong nagdudulot ng sakit
F. Salmonella
4. Organismong nabubuhay at dumarami sa
mga mamasa-masa at madidilim na lugar
5. Organismong nagdudulot ng sakit na karaniwang
humahalo sa hangin, lupa, at mga pagkain
II. Piliin ang letra ng tamang sagot at isulat sa iyong sagutang papel.
6. Pag-aralan ang diagram.
EP
E
Infectious Agent
Reservoir
Portal of Entry
Portal of Exit
Suceptible Host
D. Bakterya
146
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C
O
PY
C. Lamok
D. Langaw
EP
E
13. Alin sa sumusunod ang HINDI halimbawa ng portals of entry and exit?
A. Sugat sa balat
C. Pakikipaglaro
B. Paghinga
D. Pagsubo ng pagkain
147
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PY
C
O
17. Nabalitaan mong natrangkaso ang iyong kaibigan, ano ang iyong gagawin?
A. Aalagaan ko siya
B. Dadalawin ko siya at yayakapin
C. Sasabihan ko siyang magpagaling nang husto bago pumasok
D. Sasabihan ko siyang huwag na niya akong lalapitan pagpasok niya
sa paaralan
EP
E
148
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D. Leptospirosis
21. Alin ang dapat mong gawin kung may katabi kang walang patid ang pagubo na walang takip ang bibig at ilong?
PY
C
O
EP
E
23. Ang leptospirosis ay madaling makuha ng isang tao kung siya ay may
________.
A. Ubo
B. Sipon
C. Lagnat
D. Sugat
24. Aling sakit ang HINDI tuwirang naihahawa ng tao sa ibang tao?
D. Ubo
149
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SUSI SA PAGWAWASTO
1. C 11.A 21. B
2. D 12. C 22. A
3. F 13. A 23. D
5. A 15. D 25. B
7. D 17.D
8. D
18. B
9. D 19. A
20. B
EP
E
10 .D
C
O
16. B
6. C
PY
4. B 14. D 24. A
Sanggunian:
Iwas-Sakit Mula , Delos, Reyes, D. , 2008, Makati City
www.com.yuna.92.us/home/showdocument?id=7815
Communicable diseases and Reporting Requirements
Yung Country Public Health Services District, Benito Lopez,
Epidemiologist
Mississippi Comprehensive Health Framework Disease Control and
Prevention Manual
K to 12 Health Video Presentation of Dr. Vicencio, Health Consultant
150
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PY
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
C
O
Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.
com ang mga may-akda at tagapaglathala.
EP
E
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Tao, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette
Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Pambungad
Edukasyong Pangkatawan
PY
C
O
Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
EP
E
Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.
Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.
Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.
Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
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Aralin 2
Aralin 3
Aralin 4
Aralin 5
Aralin 6
Sa Oras ng Karamdaman,
Wastong Preskripsyon ang Kailangan....................................176
Aralin 7
Aralin 8
EP
E
C
O
PY
Aralin 1
iv
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C
O
PY
ED
K to 12 Curriculum Guide
D
EP
HEALTH
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PY
The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
C
O
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
D
EP
ED
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
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Page 2 of 66
Holistic
Values-based
Preventive
C
O
Growth and
Development
Community and
Environmental
Health
Consumer
Health
D
EP
Injury
Prevention and
Safety
Cultureresponsive
Achieve,
Sustain and
Promote
Lifelong
Wellness
Disease
Prevention and
Conrtol
Standards and
Outcomes-based
Personal Health
Nutrition
ED
Health and
Life Skillsbased
PY
Learnercentered
Substance Use
and Abuse
Family Health
Rights-based
Epidemiological
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Page 3 of 66
PY
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
C
O
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
ED
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
D
EP
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.
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Page 4 of 66
PY
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
C
O
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
ED
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
D
EP
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.
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Page 5 of 66
46
D
EP
ED
7 10
C
O
K3
PY
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Page 6 of 66
STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
Grade 2
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
Grade 3
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
Grade 4
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
Grade 5
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental health, which helps to achieve optimum health and well-being.
Grade 6
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being.
Grade 7
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
to achieve, sustain, and promote personal health and wellness.
Grade 8
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and noncommunicable to achieve, sustain, and promote family health and wellness.
Grade 9
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
substance use and abuse to achieve, sustain, and promote community health and wellness
Grade 10
D
EP
ED
C
O
PY
Grade 1
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
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Page 7 of 66
Third
Quarter
Fourth
Quarter
Nutrition
Personal
Health
Personal
Health
Personal
Health
Injury
Prevention,
Safety and
First Aid
Prevention and
Control of
Diseases &
Disorders
Family Health
Prevention and
Control of
Diseases &
Disorders
Consumer
Health
Grade 4
Grade 5
Nutrition
Personal
Health
Prevention and
Control of
Diseases &
Disorders
Substance Use
and Abuse
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety & First
Aid
/Community &
Environmental
Health
Injury
Prevention,
Safety & First
Aid
Grade 6
Personal
Health/ Growth
& Development
Substance Use
and Abuse
Injury
Prevention,
Safety & First
Aid/Community
and
Environmental
Health
Grade 7
PY
Nutrition
Personal
Health/
Nutrition
Personal
Health
Grade 3
Personal
Health
C
O
Second
Quarter
Grade 2
ED
First
Quarter
Grade 1
D
EP
Grading
Period
Prevention and
Control of
Diseases &
Disorders
Consumer
Health/
Environmental
Health
Injury
Prevention,
Safety & First
Aid/
Consumer
Health
Growth and
Development
Nutrition
Personal
Health
Grade 8
Grade 9
Grade 10
Family Health I
Community
and
Environmental
Health
Consumer
Health
Family Health
II
Injury
Prevention,
Safety and
First Aid
(Unintentional
Injuries)
Health Trends,
Issues and
Concerns
(National
Level)
Prevention and
Control of
Diseases and
Disorders
(Communicable)
Injury
Prevention,
Safety and
First Aid
(Intentional
Injuries)
Prevention and
Control of
Diseases and
Disorders (NonCommunicable)
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Substance Use
and Abuse
(Drug
scenario)
Substance Use
and Abuse
(Gateway
drugs)
Health Trends,
Issues and
Concerns
(Global Level)
Planning for a
Health Career
Page 8 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
CODE
H1N-Ia-b-1
LEARNING
MATERIALS
The learner
practices healthful eating
habits daily
The learner
C
O
1.
ED
LEARNING COMPETENCY
PY
The learner
D
EP
4.
H1N-Ic-d-2
H1N-Ie-f-3
H1N-Ig-j-4
H1PH-IIa-b-1
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-4
H1PH-IIj-5
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Page 9 of 66
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
The learner
The learner
consistently demonstrates
healthful practices for
a healthful home
environment.
1.
H1FH-IIIa-1
2.
H1FH-IIIb-2
3.
H1FH-IIIc-3
4.
H1FH-IIIde-4
5.
H1FH-IIIfg-5
D
EP
with a clean
handkerchief
6. Covering cough and
sneeze with clean
handkerchief or tissue
paper when coughing
or sneezing
7. Coughing or sneezing
into the crook of the
elbow rather than the
hand
8. Wearing clean clothes
appropriate to the
activity
9. Having enough rest and
sleep
10. Maintaining good
posture
11. Engaging in physical
activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
The learner
A. Characteristics of a
healthful home environment
understands the
1. Clean water
importance of keeping
2. Clean indoor air
the home environment
healthful.
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
ED
CONTENT
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Page 10 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6.
7.
8.
H1FH-IIIfg-6
H1FH-IIIfg-7
C
O
9.
ED
10.
D
EP
Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal
The learner
The learner
The learner
information
and ways to ask for help
demonstrates
appropriately
1. identifies situations when it is
understanding of safe
demonstrates safety
appropriate to ask for assistance
and responsible behavior
behaviors in daily
from strangers
to lessen risk and prevent activities to prevent
injuries in day-to-day
injuries
2. gives personal information, such as
living
name and address to appropriate
persons
B. Preventing childhood
Injuries
K to 12 Health Curriculum Guide December 2013
CODE
PY
CONTENT
LEARNING
MATERIALS
H1FH-IIIhi-8
H1FH-IIIhi-9
H1FH-IIIj-10
H1IS-IVa-1
H1IS-IVb-2
H1IS-IVc-3
H1IS-IVc-4
H1IS-IVd-5
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Page 11 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
H1IS-IVe-6
H1IS-IVf-7
H1IS-IVg-8
H1IS-IVh-9
H1IS-IVi-10
LEARNING
MATERIALS
H1IS-IVj-11
D
EP
ED
C
O
CODE
PY
LEARNING COMPETENCY
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Page 12 of 66
CONTENT STANDARDS
1. demonstrates good
decision-making
skills in choosing
food to eat to have a
balanced diet.
2. consistently practices
good health habits
and hygiene for the
sense organs
D
EP
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
ED
diet
1. Food Pyramid for
Filipino children (7-12
years old)
2. Food Plate for Filipino
children (7-12 years old)
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
2.
H2N-Ia-5
H2N-Ib-6
H2N-Icd-7
H2N-Ie-8
H2N-Ifh-9
H2N-Iij-10
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Page 13 of 66
The learner
consistently practices good
health habits and hygiene
for the sense organs
CODE
LEARNING
MATERIALS
H2PH-IIa-e-6
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
The learner
consistently adopts
healthy family
The learner
3. displays self-management
skills in caring for the sense
organs
H2PH-IIfh-7
H2PH-IIij-8
The learner
1. describes healthy habits of the
family
2. demonstrates good family health
habits and practices
H2FH-IIIab11
H2FH-IIIcd12
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Page 14 of 66
B. Positive Expressions of
Feelings
CONTENT STANDARDS
PERFORMANCE
STANDARDS
The learner...
The learner...
demonstrates an
understanding of
managing ones feelings
and respecting
differences
demonstrates positive
expression of feelings
toward family members
and ways of coping with
negative feelings
LEARNING COMPETENCY
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
PY
CONTENT
C
O
D
EP
B. Home Safety
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously
especially when
using the stairs
2.2. Be aware of rough
edges around the
house
2.3. Be extra careful
when using the
bathroom to avoid
falls
2.4. Do not play with
ED
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and
The learner
The learner
The learner
Responsibilities
demonstrates an
demonstrates consistency 1. discusses ones right and
understanding of rules to
in following safety rules
responsibilities for safety
ensure safety at home
at home and in school.
and in school.
CODE
LEARNING
MATERIALS
H2FH-IIIef-13
H2FH-IIIgh14
H2FH-IIIij-15
H2FH-IIIj-16
H2IS-IVa-12
H2IS-IVbc-13
H2IS-IVde-14
H2IS-IVf-15
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Page 15 of 66
LEARNING COMPETENCY
PY
C
O
7.
CODE
LEARNING
MATERIALS
H2IS-IVg-16
H2IS-IVh-17
H2IS-IVi-18
ED
matches, knives,
pointed materials,
electrical equipment
and household
chemicals)
2.5. Never touch a hot
oven/cooking
material
C. School Safety
1. Hazards in the school
2. Safety Rules
2.1. Always wear your
school identification
card
2.2. Observe proper
behavior in the
corridor and when
using the stairs (no
pushing/shoving)
2.3. Report observed
hazards such as
damaged
equipment, slippery
floor, or dangerous
material to the
teacher or school
personnel
2.4. Observe playground
safety rules (do not
climb or jump on
high bars; avoid
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
CONTENT STANDARDS
D
EP
CONTENT
H2IS-IVj-19
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Page 16 of 66
consistently
demonstrates good
decision-making skills in
making food choices
1.
2.
PY
The learner
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
3.
4.
5.
CODE
H3N-Iab-11
H3N-Iab-12
H3N-Icd-13
H3N-Ief-14
H3N-Ief-15
6.
H3N-Igh-16
7.
H3N-Ii-17
H3N-Ij-18
8.
9.
LEARNING
MATERIALS
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H3N-Ij-19
Page 17 of 66
CODE
H3N-Ij-20
H3N-Ij-21
ED
C
O
LEARNING
MATERIALS
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
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Page 18 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness
The learner
The learner
The learner
1. describes a healthy and an
unhealthy person
ED
D
EP
H3PH-IIa-9
H3DD-IIbcd1
3.
H3DD-IIbcd2
H3DD-IIbcd3
H3DD-IIbcd4
6.
H3DD-IIbcd5
7.
8.
C
O
consistently practices
healthy habits to prevent
and control diseases
PY
demonstrates an
understanding of the
nature of and the
prevention of diseases
9.
H3DD-IIefg6
H3DD-IIh-7
H3DD-IIij-8
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Page 19 of 66
The learner
demonstrates critical
thinking skills as a wise
consumer
D. Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
LEARNING COMPETENCY
The learner
1. defines a consumer
2.
C
O
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
LEARNING
MATERIALS
H3CH-IIIab1
H3CH-IIIab2
H3CH-IIIbc3
H3CH-IIIbc4
H3CH-IIIde5
6. demonstrates consumer
skills for given simple
situations
H3CH-IIIde6
CODE
H3CH-IIIfg-7
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Page 20 of 66
CONTENT
PERFORMANCE
STANDARDS
H3CH-IIIfg-8
ED
C
O
9. identify consumer
responsibilities
D
EP
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use
and prices of goods and
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of
consumption)
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
1. Government agencies such as
Department of Health,
Department of Education,
Department of Trade and
Industry
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
CODE
PY
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy
environment
LEARNING COMPETENCY
LEARNING
MATERIALS
H3CH-IIIh9
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H3CH-IIIi10
H3CH-IIIj11
Page 21 of 66
1.
ED
LEARNING
MATERIALS
H3IS-IVab19
3.
4.
D
EP
CODE
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
5.
H3IS-IVab20
H3IS-IVcd21
H3IS-IVcd22
H3IS-IVe-23
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Page 22 of 66
CONTENT
PERFORMANCE
STANDARDS
describes dangerous,
destructive, and disturbing
road situations that need to be
reported to authorities
ED
8.
9.
LEARNING
MATERIALS
H3IS-IVf-24
displays self-management
skills for road safety.
C
O
7.
D
EP
B. Community safety
1. Hazards in the community
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not talk to
strangers; do not invite a
stranger to the house; do
not accept anything from
a stranger)
2.3. Report to a trusted adult
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community
6.
CODE
PY
LEARNING COMPETENCY
H3IS-IVg25
H3IS-IVh-26
H3IS-IVi-27
H3IS-IVj-28
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Page 23 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 24 of 66
The learner...
1. Understands the
significance of reading
and interpreting food
label in selecting healthier
and safer food
2. practices daily
appropriate food safety
habits to prevent foodborne disease
D
EP
LEARNING COMPETENCY
The learner...
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
CODE
LEARNING
MATERIALS
H4N-Ia-22
H4N-Ib-23
H4N-Icde-24
H4N-Ifg-25
H4N-Ifg-26
H4N-Ihi-27
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Page 25 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H4N-Ij-26
LEARNING
MATERIALS
D
EP
ED
C
O
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases
6. Food poisoning
7. Hepatitis A
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases
The learner
The learner
The learner
1. Characteristics of
1. describes communicable diseases
Communicable Disease
understands the nature
consistently practices
2. identifies the various disease
2. Germs or Disease
and prevention of
personal and
agents of communicable diseases
Agents(pathogen)
common communicable
environmental measures
2.1. Bacteria
diseases
to prevent and control
2.2. Virus
common communicable
2.3. Fungi
diseases
2.4. Parasites
3. Elements of the Chain of
3. enumerates the different
Infection
elements in the chain of infection
3.2. Disease Agent
(pathogen)
3.3. Reservoir
3.4. Portal of Exit
3.5. Mode of
Transmission
3.6. Portal of Entry
3.7. Susceptible Host
4. describes how communicable
4. Transmission of
diseases can be transmitted from
Communicable
one person to another.
diseases(routes for
spread of infectious
K to 12 Health Curriculum Guide December 2013
H4N-Ij-27
H4DD-IIa-7
H4DD-IIb-9
H4DD-IIcd-10
H4DD-IIef-11
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Page 26 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
C
O
H4DD-IIgh-12
ED
5.
D
EP
B. Common Communicable
Diseases
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflavaan-an)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of
Common Communicable
Diseases (Breaking the Chain
of Infection at respective
points)
PY
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
H4DD-IIij-13
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Page 27 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
5.
ED
6.
PY
3.
sterilization,
disinfection)
Reservoir (ex.
environmental
sanitation)
Portal of Exit (ex.
cough etiquette)
Mode of Transmission
(ex. proper hygiene)
Portal of Entry (ex.
protective clothing)
Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
D
EP
CODE
LEARNING
MATERIALS
H4DD-IIij-14
H4DDIIij-15
C
O
2.
LEARNING COMPETENCY
The learner
1. Describes uses of medicines
H4S-IIIa-1
non-prescription medicines
H4S-IIIb-2
H4S-IIIcd-3
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Page 28 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. describes the potential dangers
associated with medicine misuse
and abuse
C
O
PY
ED
6.
D
EP
CODE
LEARNING
MATERIALS
H4S-IIIde-4
H4S-IIIfg-5
H4S-IIIij-6
H4IS-IVa-28
H4IS-IVb-d29
H4IS-IVe-30
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Page 29 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
PY
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H4IS-IVfg-31
H4IS-IVhij-32
H4IS-IVhij-33
D
EP
ED
CODE
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Page 30 of 66
The learner
The learner
practices skills in
managing mental,
emotional and social
health concerns
1.
describes a mentally,
emotionally and socially healthy
person
2.
ED
D
EP
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H5PH-Iab-10
H5PH-Ic-11
H5PH-Id-12
H5PH-Ie-13
unhealthy relationships
H5PH-If-14
H5PH-Ig-15
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Page 31 of 66
CONTENT
PERFORMANCE
STANDARDS
PY
2. Mood swings
3. Teasing
4. Bullying, including cyber
bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
ED
D
EP
LEARNING
MATERIALS
H5PH-Ih-16
H5PH-Ii-17
H5PH-Ij-18
CODE
8. demonstrates skills in
preventing or managing teasing,
bullying, harassment or abuse
C
O
LEARNING COMPETENCY
H5GD-Iab-1
H5GD-Iab-2
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Page 32 of 66
CONTENT
PERFORMANCE
STANDARDS
3. describes common
misconceptions related on
puberty
Nutritional issues
Mood swings
Body odor
Oral health concerns
Pimples/Acne
Poor Posture
Menstruation-related Concerns
(Pre-menstrual Syndrome,
Dysmenorrhea, and other
abnormal conditions)
C
O
D
EP
1.
2.
3.
4.
5.
6.
7.
ED
Pregnancy
9. Sexual Harassment
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
H5GD-Icd-3
PY
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash
2. On Nocturnal Emissions
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
LEARNING COMPETENCY
5.
6.
7.
8.
H5GD-Icd-4
H5GD-Ief-5
H5GD-Ief-6
H5GD-Igh-7
H5GD-Igh-8
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Page 33 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
9.
1. Self-management
PY
Skills/Responsibility for
personal health(proper diet,
proper hygiene, oral care, care
during
menstruation/circumcision,
breast self-examination)
D
EP
LEARNING
MATERIALS
H5GD-Ii-9
H5GD-Ii-10
H5GD-Ii-11
H5GD-Ij-12
H5GD-Ij-13
H5GD-Ij-14
H5GD-Ij-15
12.
ED
C
O
11.
CODE
The learner
1. explains the concept of
gateway drugs
H5SU-IIIa-7
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Page 34 of 66
CONTENT
3. Alcohol
PERFORMANCE
STANDARDS
by refusing to use or
abuse gateway drugs.
LEARNING COMPETENCY
2. identifies products with
caffeine
PY
C
O
ED
D
EP
(resistance, decision-making,
communication, assertiveness)
2. Observance of Policies and
Laws such as school policies
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
demonstrates
understanding of basic
first aid principles and
procedures for common
practices appropriate
first aid principles and
procedures for common
injuries
CODE
LEARNING
MATERIALS
H5SU-IIIb-8
H5SU-IIIc-9
H5SU-IIIde10
H5SU-IIIfg11
H5SU-IIIh12
H5SU-IIIij13
The learner
1. explains the nature and
objectives of first aid
H5IS-IVa-34
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Page 35 of 66
CONTENT
PERFORMANCE
STANDARDS
things first.
5. Get help.
LEARNING
MATERIALS
H5IS-IVb-35
H5IS-IV-c-j36
ED
C
O
D
EP
CODE
PY
injuries
LEARNING COMPETENCY
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Page 36 of 66
LEARNING COMPETENCY
The learner
The learner
CODE
LEARNING
MATERIALS
H6PH-Iab-18
D
EP
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
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Page 37 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
B. Prevention and
2. demonstrates self-management
skills
Management of Personal
Health Issues and Concerns
1. Developing
Self-
CODE
LEARNING
MATERIALS
H6PH-Iab-19
C
O
PY
management Skills
ED
D
EP
LEARNING COMPETENCY
H6PH-Ic-20
H6PH-Id-f-21
H6PH-Id-f-22
H6PH-Igh-23
H6PH-Igh-24
H6PH-Igh-25
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Page 38 of 66
PERFORMANCE
STANDARDS
ED
D
EP
CODE
LEARNING
MATERIALS
The learner
1. describes healthy school and
community environments
C
O
LEARNING COMPETENCY
PY
CONTENT
H6CMH-IIa-1
H6CMH-IIb-2
3.
H6CMH-IIc-d3
H6CMH-IIe-4
4.
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Page 39 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H6CMH-IIe-5
LEARNING
MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings-
5.
ED
D
EP
C
O
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste
Management
H6CMH-IIf-6
H6CMH-IIg-7
H6CMH-IIh-8
H6CMH-IIij-9
The learner
H6EH-IIIa-1
1.
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Page 40 of 66
2. Skin Diseases
3. Gastrointestinal
CONTENT STANDARDS
PERFORMANCE
STANDARDS
poor environmental
sanitation
2.
C
O
3.
ED
D
EP
CODE
LEARNING
MATERIALS
sanitation
Diseases
4. Neurological
Impairment (lead and
mercury poisoning)
B. Environmental Sanitation
1. Clean water: access to
potable water, making
water safer
2. Clean air: prevention of
air pollution, tobacco
control, anti-smoke
belching drives
3. Control of noise
pollution Control of
LEARNING COMPETENCY
PY
CONTENT
H6EH-IIIb-2
H6EH-IIIc-3
H6EH-IIId-4
5.
H6EH-IIIe-5
6.
H6EH-IIIfg-6
7.
H6EH-IIIhi-7
8.
H6EH-IIIhi-8
9.
H6EH-IIIj-9
The learner
1.
H6CH-IVa-13
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Page 41 of 66
products or availing
services
2. Protection from fraud
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
CONTENT STANDARDS
and using consumer
health products.
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
B. Components of Consumer
health
1. Health information (
sources include books,
print ads, radio,
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products)
3. Health services (health
professionals, health
units, health care plans
and programs)
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
H6CH-IVbc-14
H6CH-IVcd-15
H6CH-IVcd-16
H6CH-IVe-17
H6CH-IVf-18
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Page 42 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
6.
PY
C
O
CODE
LEARNING
MATERIALS
H6CH-IVg-19
H6CH-IVg-20
H6CH-IVh-21
D
EP
ED
LEARNING COMPETENCY
H6CH-IVh-22
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Page 43 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
10. discusses ways to protect oneself
from fraudulent health products
LEARNING
MATERIALS
H6CH-IVij-23
D
EP
ED
C
O
PY
Health Products
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
CODE
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Page 44 of 66
PERFORMANCE
STANDARDS
D
EP
ED
D. Management of health
concerns during
adolescence
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
H7GD-Ia-12
OHSP in Health
2010 SEC
H7GD-Ib-13
OHSP in Health
2010 SEC
H7GD-Ib-14
OHSP in Health
2010 SEC
H7GD-Ic-15
OHSP in Health
2010 SEC
H7GD-Id-e-16
OHSP in Health
2010 SEC
H7GD-Id-e-17
OHSP in Health
2010 SEC
H7GD-Id-e-18
OHSP in Health
2010 SEC
H7GD-If-h-19
OHSP in Health
2010 SEC
H7GD-If-h-20
H7GD-Ii-j-21
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Page 45 of 66
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
The learner
makes informed
decisions in the
choice of food to eat
during adolescence
D
EP
B. Nutritional guidelines
demonstrates
understanding of
nutrition for a
healthy life during
adolescence
ED
CODE
H7GD-Ii-j-22
C
O
LEARNING COMPETENCY
PY
C. Nutrition problems of
adolescents
1. Malnutrition and
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7GD-Ii-j-23
H7GD-Ii-j-24
H7GD-Ii-j-25
The learner
15. identifies the right foods during
adolescence
16. follows the appropriate nutritional
guidelines for adolescents for
healthful eating
16.1 explains the need to select
food based on the nutritional
needs during adolescence
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
17. identifies the nutritional problems
of adolescents
H7N-IIa-20
H7N-IIb-c-21
H7N-IId-f-22
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2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
Page 46 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
D. Decision-making skills
ED
The learner
consistently
demonstrates skills
that promote mental
health
D
EP
C
O
PY
micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating
disorder
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
H7N-IId-f-23
2010 SEC I
EASE Health Educ
H7N-IId-f-24
2010 SEC I
EASE Health Educ
H7N-IId-f-25
H7N-IId-f-26
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
H7N-IIg-h-27
2010 SEC I
EASE Health Educ
H7PH-IIIa-b28
OHSP Health
H7PH-IIIa-b29
H7PH-IIIa-b30
H7PH-IIIa-b31
H7PH-IIIc-32
H7PH-IIIc-33
H7PH-IIIc-34
H7PH-IIId-e35
H7PH-IIId-e36
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Page 47 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
H7PH-IIId-e37
H7PH-IIId-e38
H7PH-IIIf-h39
C
O
ED
E.
CODE
PY
LEARNING COMPETENCY
D
EP
GRADE 7 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H7IS)
The learner
The learner
The learner
A. Concept of intentional
injuries
demonstrates
consistently
36. differentiates intentional injuries
understanding of the
demonstrates
from unintentional injuries
B. Types of intentional injuries
concepts and
resilience, vigilance
1. Bullying (cyber bullying)
principles of safety
and proactive
2. Stalking
education in the
behaviors to prevent
3. Extortion
prevention of
intentional injuries
4. Gang and youth
intentional injuries
violence
37. describes the types of intentional
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7PH-IIIf-h40
H7IS-IVa-d-31
H7IS-IVa-d-32
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Page 48 of 66
CONTENT
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
7.
8.
9.
10.
PY
Acts of terror
Domestic violence
Suicide
Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention
and
management of intentional
injuries
self-protection
preventing self-harm
promoting a culture of
non-violence
through
healthful behaviors
reporting
cases
of
violence
to
proper
authorities
seeking
help
from
trusted individuals and
health professionals
PERFORMANCE
STANDARDS
H7IS-IVe-h-33
39. identifies
protective
factors
related to intentional injuries
H7IS-IVe-h-34
H7IS-IVe-h-35
D
EP
ED
C
O
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Page 49 of 66
CONTENT STANDARDS
1st Quarter (H8FH)
The learner
demonstrates
understanding of human
sexuality and managing
sexuality related issues
for a healthy life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
The learner
appropriately manages
sexually-related issues
through responsible and
informed decisions
2.
3.
C
O
4.
PY
CONTENT
D
EP
B. Teenage concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage pregnancies,
and abortion
C. Development of decisionskills in managing sexuality
related issues
GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)
The learner
A. Dating, courtship, and
marriage
demonstrates an
understanding of
responsible
parenthood for a
ED
5.
The learner
makes informed and
values-based
decisions in
preparation for
6.
CODE
LEARNING
MATERIALS
H8FH-Ia-16
H8FH-Ia-17
H8FH-Ia-18
H8FH-Ib-19
H8FH-Ic-d-20
H8FH-Ic-d-21
issues/concerns of teenagers
(i.e., identity crisis) and the need
for support and understanding of
the family
courtship, marriage)
10. explains the importance of
courtship and dating in choosing
a lifelong partner
H8FH-Ie-g-22
H8FH-Ih-23
H8FH-IIa-24
H8FH-IIa-25
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Page 50 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
responsible
parenthood
D
EP
ED
C
O
PY
C. Responsible parenthood
CODE
LEARNING
MATERIALS
H8FH-IIa-26
H8FH-IIa-27
H8FH-IIb-28
H8FH-IIc-d-29
H8FH-IIc-d-30
H8FH-IIe-f-31
H8FH-IIe-f-32
H8FH-IIe-f-33
H8FH-IIe-f-34
H8FH-IIe-f-35
H8FH-IIe-f-36
H8FH-IIg-h-37
H8FH-IIg-h-38
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Page 51 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
D
EP
ED
C
O
PY
CODE
LEARNING
MATERIALS
H8FH-IIg-h-39
H8FH-IIg-h-40
H8FH-Iig-h-41
H8DD-IIIa-15
H8DD-IIIa-16
H8DD-IIIb-c17
H8DD-IIIb-c18
H8DD-IIIb-c19
H8DD-IIId-e20
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Page 52 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal
33. demonstrates self-monitoring
life skills to prevent and
H8DD-IIIf-hskills to prevent communicable
control communicable
21
diseases
diseases
F. Programs and policies on
34. promotes programs and policies
H8DD-IIIf-hcommunicable disease
to prevent and control
22
prevention and control
communicable diseases
G. Agencies responsible for
35. identifies agencies responsible
H8DD-IIIf-hcommunicable disease
for communicable disease
23
prevention and control
prevention and control
th
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4 Quarter (H8DD)
The learner
The learner
36. discusses the nature of nonA. Introduction to nonH8DD-IVa-24
communicable diseases
communicable diseases
demonstrates
consistently demonstrates
(NCDs)
understanding of nonpersonal responsibility
37. explains non-communicable
communicable diseases
and healthful practices in
diseases based on cause and
for a healthy life
the prevention and
B. Common nonH8DD-IVb-d-25
effect, signs and symptoms, risk
control of noncommunicable diseases
factors and protective factors
communicable diseases
1. Allergy
and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
38. corrects myth and fallacies about
5. Diabetes
H8DD-IVe-26
non-communicable diseases
6. Arthritis
7. Renal failure
D. Self-monitoring skills to
prevent non-communicable
diseases (physical
K to 12 Health Curriculum Guide December 2013
control non-communicable
diseases
40. demonstrates self-monitoring to
prevent non-communicable
diseases
H8DD-IVf-27
H8DD-IVg-h-28
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Page 53 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
PY
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H8DD-IVg-h-29
H8DD-IVg-h-30
D
EP
ED
CODE
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Page 54 of 66
ED
D
EP
LEARNING
MATERIALS
G7-LM
EASE Health Educ
H9CE-Ia-8
H9CE-Ia-9
H9CE-Ib-d10
H9CE-Ib-d11
G7-LM
EASE Health Educ
H9CE-Ib-d12
G7-LM
EASE Health Educ
H9CE-Ie-f13
7. participates in implementing an
environmental project such as
building and maintaining a school
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)
A. First Aid Basics
The learner
The learner
8. discusses basic information about
first aid (principles, roles,
demonstrates
performs first aid
responsibilities, and characteristics
understanding of first procedures with
of a good aider)
aid principles and
accuracy
C. Collective Action for the
Environment
CODE
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
H9CE-Ig-h14
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H9IS-IIa36
G7-LM
EASE Health Educ
G7-LM
EASE Health Educ
2010 SEC
OHSP Health
Page 55 of 66
CONTENT
procedures
LEARNING COMPETENCY
CODE
H9IS-IIb37
PY
PERFORMANCE
STANDARDS
ED
D
EP
C
O
H9IS-IIc.d39
H9IS-IIc.d40
H9IS-IIc.d41
2010 SEC
OHSP Health
H9IS-IIb38
LEARNING
MATERIALS
H9IS-IIe.f42
H9IS-IIg.h43
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2010 SEC
OHSP Health
2010 SEC
2010 SEC
OHSP Health
2010 SEC
OHSP Health
Page 56 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
C
O
PY
CODE
H9S-IIIa14
D
EP
ED
H9S-IIIa15
H9S-IIIb16
H9S-IIIb17
H9S-IIIc-18
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H9S-IIId19
H9S-IIId20
Page 57 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 58 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
32. analyzes the negative health impact
of drinking alcohol
32.1 describes the harmful shortand long-term effects of
drinking alcohol
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
alcohol on the family, and
community
34. discusses strategies in the
prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
situations related to cigarette
and alcohol use
34.2 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
35. suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
C
O
PY
CONTENT
D
EP
ED
CODE
LEARNING
MATERIALS
H9S-IVe-f31
H9S-IVg-h32
H9S-IVg-h33
H9S-IVg-h34
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Page 59 of 66
demonstrates critical
thinking and decisionmaking skills in the
selection, evaluation
and utilization of
health information,
products and services.
D
EP
The learner
ED
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H10CH-Iab-19
H10CH-Iab-20
H10CH-Iab-21
H10CH-Ic22
H10CH-Ic23
H10CH-Ic24
H10CH-Id25
H10CH-Id26
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Page 60 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
H10CH-Ief-27
H10CH-Igh-28
H10HC-IIa1
H10HC-IIb2
H10HC-IIcd-3
H10HC-IIcd-4
D
EP
ED
C
O
PY
CODE
H10HC-IIeg-5
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Page 61 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health Initiatives
The learner
The learner
16. discusses the significance of global
1. Millennium Development
health initiatives;
Goals (MDGs)
demonstrates
demonstrates
17. describes how global health
2. WHO Framework Convention awareness of global
competence in
initiatives positively impact peoples
on Tobacco Control
health initiatives
applying knowledge of
health in various countries;
3. Global Mental Health Action
global health to local
18. analyzes the issues in the
Plan
or national context
implementation of global health
4. Global Strategy to Reduce
global initiatives
initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines
global health initiatives to local or
and Immunizations
national context
H10HCIIIa-1
H10HCIIIb-c-2
PY
C
O
D
EP
ED
LEARNING
MATERIALS
H10HCIIIb-c-3
H10HCIIId-e-4
H10PC-Ivab-1
H10PC-Ivab-2
H10PC-IVcd-3
H10PC-IVcd-4
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Page 62 of 66
Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
health
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
Cultureresponsive
Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
and effective for them (Gay, 2000)
Epidemiological
Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
Family Health
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and
Development
Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
self-management skills to cope with lifes changes.
Holistic
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
health (physical, mental, social, emotional, moral/spiritual)
D
EP
ED
C
O
PY
Community and
Environmental
Health
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Page 63 of 66
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
education
Learnercentered
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
Nutrition
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Personal Health
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
and prevention and management of personal health problems
Prevention and
Control of
Diseases and
Disorders
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
habits and practices and health programs supported by legislation and provision of health services in the school and the
community
Preventive
Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Rights-based
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
human rights instruments
Standards and
outcomes-based
Requires students to demonstrate that they have learned the academic standards set on required skills and content
D
EP
ED
C
O
PY
Injury
Prevention,
Safety and First
Aid
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Page 64 of 66
The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
society and the nation
Values-based
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
values as the bases of good educational practice
D
EP
ED
C
O
PY
Substance Use
and Abuse
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Page 65 of 66
SAMPLE
Learning Area and
Strand/ Subject or
Specialization
Health
Grade Level
Grade 9
Domain/Content/
Component/ Topic
Prevention of Substance
Use and Abuse
PY
H9
Roman Numeral
Quarter
Arabic Number
Week
Fourth Quarter
D
EP
ED
Competency
Suggests healthy
alternatives to cigarettes
and alcohol to promote
healthy lifestyle (self,
family, community)
IV
g-h
34
CODE
GD
Nutrition
Personal Health
PH
IS
Family Health
FH
DD
CE
C
O
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
Consumer Health
CH
HC
PC
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Page 66 of 66
EP
E
C
O
PY
Edukasyong
Pangkalusugan
89
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EP
E
C
O
PY
HEALTH GRADE IV
PATNUBAY NG GURO
YUNIT III
151
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YUNIT III
GAMOT AY GAMITIN, HUWAG ABUSUHIN
Pamantayang Pangnilalaman
Naisasabuhay/naisasagawa ang
wastong paggamit ng gamot.
PY
Pamantayang Pangganap
BATAYANG KASANAYAN
C
O
EP
E
153
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Subukin Natin
I. Maramihang Pagpili (Multiple choice)
Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa inyong papel.
1. Ano ang mabuting dulot ng bitamina sa atin?
A. Galak at saya
B. Mataas na grado
C. Lungkot at ligaya
D. Lakas ng katawan
C
O
PY
EP
E
154
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C
O
PY
EP
E
155
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PY
C
O
14. Ano ang naidudulot ng hindi tama at hindi saktong oras ng pag-inom ng
gamot?
A. Paglakas ng immune system
B. Paghina ng immune system
C. Paglakas ng nervous system
D. Paghina ng nervous system
EP
E
15. Si Marta ay uminom ng gamot ngunit hindi niya sinunod ang payo ng
doktor at sobra-sobra ang pag-inom niya nito. Nararamdaman niyang
lumalabo ang kaniyang paningin. Ano nagiging epekto ng sobrang
pag-inom ng gamot?
A. pagkabingi
B. pagkabulag
C. pagkahilo
D. pagkalumpo
II. TAMA O MALI
Panuto: Tukuyin kung Tama o Mali ang pangungusap. Kung tama isulat ang
salitang TAMA at kung mali isulat ang salitang MALI sa patlang.
________ 16. Dalawang araw nang pabalik-balik ang lagnat ni Riza.
Kumonsulta siya sa doktor bago uminom ng
gamot.
________ 17. Si Marie ay uminom ng sobrang antibiotic upang labanan
ang sakit na dumapo sa katawan.
156
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PY
Susi Sa Pagwawasto
18.
19.
20.
21.
22.
23.
24.
25.
TAMA
MALI
MALI
MALI
TAMA
MALI
MALI
TAMA
EP
E
1. D
2. D
3. C
4. D
5. C
6. A
7. A
8. A
9. C
10. C
11. C
12. C
13. B
14. B
15. A
16. TAMA
17. MALI
C
O
157
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EP
E
C
O
PY
Mapalad tayong nabubuhay sa isang panahon kung saan madaling
makakuha ng ibat ibang gamot na kailangan natin. Gayumpaman, ang
paggamit ng gamot ay may kaakibat na responsibilidad. Kinakailangang tama
ang paggamit ng gamot upang makatulong ito sa ating kalusugan sa halip na
maging panganib.
Sa yunit na ito, malalaman ang wastong paraan ng pag-inom ng gamot.
Ang pagkakaiba ng gamot na nangangailangan ng reseta ng doktor at gamot
na di nangangailangan ng reseta upang gamutin ang ibat ibang uri ng sakit at
karamdaman. Tatalakayin din dito ang mga paraan kung paano maiiwasang
maabuso ang paggamit ng gamot at makatutulong na maunawaan ang
kahalagahan ng preskripsiyon at paggamot sa may karamdaman.
158
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C
O
PY
Analgesic at Anti-inflammatory - gamot para sa sakit ng ulo o kirot ng
katawan at pamamaga. Kung may bata sa bahay, bumili rin ng paracetamol
syrup para sa bata at paracetamol drops para sa naman sanggol.
EP
E
Antibiotic - madalas ibigay sa mga sumusunod na karamdaman: namamagang tonsils, ubong madilaw ang plema, impeksiyon sa ihi (UTI), at malaking pigsa o pamamaga ng gilagid. Para sa sari-saring impeksiyon, madalas
ireseta ng mga doktor ang antibiotic.
Pamamaraan
A. Pag- usapan Natin
C
O
PY
Ipakita ang medicine cabinet sa mga bata.
Tawagin ang mga bata at isa-isahin ang laman nito.
Talakayin:
Ano ang nakikita sa loob ng kabinet?
Nasa aling bahagi ng kabinet ang mga gamot na maaaring inumin? Alin
ang maaaring panlinis o pamahid lamang? Kilala ba ninyo ang mga
gamot na ito?
Kailan kayo umiinom o gumagamit nito?
(Hikayatin ng mga bata upang magbahagi sa kanilang mga karanasan
sa pag-inom ng gamot.)
B. Pag-aralan Natin
EP
E
C. Pagsikapan Natin
D. Pagyamanin Natin
1. Ipagawa ang Gawain Ano Kaya sa LM.
2. Heto ang mga plaskard na nakakalat sa sahig. Nakasulat ang mga
karaniwang sakit na nararanasan.
Paghudyat ko ng GO mag-unahan kayong lumapit o tapakan ang sa
sakit na naranasan ninyo kailan lang.
3. Pipili ang guro ng isang batang magbibigay ng kaniyang karanasan
sa karamdamang ito sa bawat sakit.
160
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PY
C
O
F. Takdang-aralin
Gumawa ng sariling islogan na nagpapakita kung bakit kailangan nating
uminom ng mga gamot.
Aralin 2: Gamot na Ibat Iba, Sa Botika Naroon Sila
Bilang ng Araw: 1
Batayang Kasanayan
EP
E
a. mga gamot na hindi na nangangailangan ng reseta ng doktor
(Over-the-counter)
b. mga gamot na nangangailangan ng reseta ng doktor
(Prescription)
Karagdagang Kaalaman para sa Guro
Ang
resetaay isang dokumentong bahagi ng pangangalagang pangkalusugan. Dito isinusulat ng isang doktor o iba pang mga kawaning medikal
na binigyan ng kapangyarihan ng batas ang mga instruksiyon para sa kanilang
mga pasyente.
Retrieved from http://health.wikipilipinas.org/index.php/WikiHealth
C
O
PY
EP
E
Ang over-the-counter (OTC) o mga gamot na nabibili nang hindi na
nangangailangan ng reseta ng doktor. Nabibili itong deretso mula sa counter
ng mga botika at pati na rin sa mga tindahan. Hindi mo kailangan ng reseta
mula sa doktor upang uminom ng over-the-counter na gamot. Dahil dito, iniisip
ng mga tao na walang panganib ang pag-inom ng mga naturang gamot. Ngunit,
ang mga gamot na ito ay maaaring maging sanhi ng iba pang problema tulad
ng taluhiyang (allergy).
Kapag bumibili ng gamot na OTC, dapat basahin at sundin ang mga
tuntuning nakatatak sa etiketa pagkabili ng produkto. Mapanganib isipin na
pare-pareho palagi ang dami ng kinakailangang inumin.
Pamamaraan
A. Pag-usapan Natin
1. Ano-ano ang mga gamit ng gamot na ating natalakay?
Magbigay nga kayo ng mga uri ng gamot na ito.
Itatala ng guro ang mga sagot ng mga bata.
Saan natin nabibili ang nga gamot na ito?
162
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4. Ipabasa ang nasa loob ng scroll organizer.
B. Pag-aralan Natin
1. Ipaliwanag ang Alamin Natin.
2. Balikan ang listahan ng mga gamot na iyong isinulat sa pisara.
3. Mula sa karanasan ng mga bata sa pagbili ng gamot, banggitin na
ang mga gamot ay may ibat ibang uri at gamit nito. Ipaliwanag
ang gamit ng analgesic, atihistamine, at antibiotic at iba pa.
C. Pagsikapan Natin
a. Ipabasa ang tula sa mga bata sa Alin ang Nararapat Sayo
Ano ang dalawang uri ng gamot?
Saan natin nabibili ang mga gamot na ito?
Paano sila nagkakaiba?
b. Ipakita ang halimbawa ng reseta sa Dapat Sundin Mo Ito sa
mga bata. Ano-ano ang mga detalyeng nakapaloob sa isang
reseta?
1. Pangalan ng doktor
2. Gamot
3. Oras ng pag inom/kailan iinumin
4. Sukat ng iinuming gamot
5. Petsa ng pagbalik
c. Pangkatin ang klase at bigyan ng mga lumang reseta ang
bawat grupo. Ipaliwanag ang kanilang gagawin. LM.
d. Bakit kailangan ang reseta? Ano ang dapat gawin sa resetang
ibinibigay ng doktor?
EP
E
C
O
PY
D. Pagyamanin Natin
1. Ipagawa sa mga bata ang gawain sa
Tseklist ng Paggamit Ng Gamot sa LM.
2. Ipagawa ang gawain sa Kaya Natin sa LM.
163
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E. Pagnilayan Natin
1. Alam mo ba na alinmang uri ng gamot may reseta man o wala,
ay kailangang pangunahing isaalang-alang ang pagsunod ng
tamang pag-inom?
2. Ipasagot ang mga tanong sa scroll up graphic organizer sa LM p
_____.
F. Takdang-aralin
May Reseta
EP
E
1.
2.
3.
4.
5.
Walang
Reseta
C
O
Gamot
PY
Batayang Kasanayan
a. Nailalarawan ang mga maling paggamit at pang-aabuso sa gamot
Paggamot sa sarili
Maling paggamit ng gamot (overdose, excessive use)
164
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1. Paggamot sa Sarili
Ito ang iginiit sa publiko ng Food and Drugs Administration (FDA).
Kasabay nito, nagbabala pa ang FDA na ang self-medication o pagbibigay
ng lunas sa sarili nang hindi kumukonsulta sa doktor ng ilang indibiduwal na
dumaranas karamdaman o kondisyong pangkalusugan ay maaaring lalo pang
makasama sa kalusugan, lalo na kung mali ang gamot na ginamit o mali ang
paggamit ng isang indibidwal sa gamot.
PY
C
O
Batay sa Advisory No. 2013-057, sinabi ng FDA na maraming tao ang
nagse-self-medicate gamit ang over-the-counter (OTC) preparation, na ligtas
at epektibo namang gamitin kung tama ang paggamit nito, o di kayay ng mga
prescription o ethical medicine, na may Rx symbol sa kanilang label o
nangangailangan ng preskripsiyon ng doktor.
Gayunman, binigyang-diin pa ng FDA na pinakamainam pa ring
humingi ng payo sa mga doktor kung may sakit bago uminom ng gamot upang
matiyak na tama at epektibo ang gamot na iinumin. Maaari ding magtanong
sa mga community at hospital pharmacist na sinanay na magbigay sa mga
pasyente ng counseling sa medisina o magbigay ng payo kung kinakailangang
kumonsulta sa doktor bago uminom ng anumang gamot.
EP
E
Hindi rin dapat na magpadala sa advertisement o product endorsers ng
mga gamot at kumonsulta muna sa mga doktor o pharmacists sa pagdedesisyon
kung anong OTC products o food supplement ang mabuting gamitin, lalo na
kung may kasalukuyang iniinom na medikasyon, sumasailalim sa special diet
o medical therapy upang maiwasan ang drug interaction, drug-food interaction
o drug-disease interaction.
Palaging basahin ang package inserts ng gamot upang matiyak na ang
mga medisinang gagamitin ay napatunayang ligtas,epektibo at dekalidad tulad
ng mga gamot na rehistrado ng FDA. Dapat ding basahing mabuti ng pasyente
ang mga label ng mga gamot at product information ng mga ito na nagsaad
kung paano ito gamitin o inumin, mga epekto at posibleng side effects nito,
paano imomonitor ang epekto ng gamot, alamin ang posibleng interaction,
precaution at warning ng gamot, at tagal ng paggamit nito.
Dapat din tiyakin ng lahat ng mga drug outlet na ang ibebenta nilang
mga gamot at food supplements ay rehistrado sa FDA.
165
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PY
Galvez Tan, J.Z., et al. (2009) The Health Curriculum in Philippine Basic
Education.Manila,:UNACOM.
Pamamaraan
A. Pag-usapan Natin:
a. Ipalaro ang Laro: Bring Me
Ipakita sa mga mag-aaral ang ibat ibang kaisipang may
kaugnay sa mga gamot na ating iniinom. Mag-unahang
pumunta ang limang bata sa harap at hanapin sa kahon ang
larawan o bagay na naikakabit dito sa LM.
C
O
EP
E
Ano-ano ang mga bagay na ating naidikit sa pisara? Bakit kaya
mahalagang bigyang pansin ang mga ito para sa ating pag-inom ng
gamot?
b. Ipagawa sa mga bata ang gawain Alin Kaya? sa LM.
B. Pag-aralan Natin:
a. Itanong: Alam ba ninyo ang maaaring mangyari kapag di
natin sinunod ang mga tagubilin ng doktor sa tamang sukat at
dami ng iniinom na gamot?
b. Ipagawa sa mga bata ang gawain sa Dapat Magbasa Muna
166
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C
O
PY
Pagkalipas ang isang oras, sa halip na bumaba ang lagnat, mawala
ang sipon ay lalo pa itong lumala. Naglitawan din ang maliliit na pantal
sa katawan na may kasamang pangangati. Nang dumating ang kaniyang
nanay nabahala ang ina sa kalagayan ng kaniyang anak. Tinanong niya si
Luis kung anong gamot ang kanyang ininom. Nagulat siya nang makita niya
na ang gamot na ininom ni Luis ay lipas na ng apat na buwan. Nagpasya
si Nanay Daria na dalhin si Luis sa pinakamalapit na pagamutan.
EP
E
Pinayuhan ng doktor ang mag-ina na siguraduhing di pa lipas
ang gamot na iniinom, at laging nasa patnubay ng nakatatanda. Binigyan
ng doktor si Luis ng tamang gamot at dosis ng pag-inom para sa kanyang
karamdaman.
c. Talakayin ang talata gamit ang sumusunod na tanong:
1. Ano ang naging sakit ni Luis?
2. Para saan ang ininom niyang gamot?
3. Ano nangyari sa kaniya?
4. Ano ang mali sa ginawa ni Luis?
5. Ano sa palagay ninyo ang dapat niyang ginawa?
d. Ipasagot ang Paano Kaya? sa LM.
Suriin ang mga larawan at ipasagot ang mga tanong.
e. Ipabasa ang Mga Dapat Tandaan sa Pag-inom ng Gamot.
C. Pagsikapan Natin
D. Pagyamanin Natin
1. Ipagawa ang Kaya Natin. Pagsasadula sa isang kalagayan
na nagpapakita ng maling paggamit ng gamot at ipakita
ang tamang paggamit nito.
167
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Unang grupo
Ikalawang grupo
Ikatlong grupo
E. Pagnilayan Natin
PY
C
O
EP
E
Bilang Araw: 1
Batayang Kasanayan
a. Nailalarawan ang mga maling paggamit at pag-abuso sa gamot
Pagsandig (dependency)
Adiksiyon (addiction)
Kapag bumibili ng gamot sa botika, dapat basahin at sundin ang mga
tuntunin na nakatatak sa etiketa pagkabili ng produkto. Mapanganib isipin
na pare-pareho palagi ang dami ng kinakailangang inumin. Tingnan din ang
mga sangkap kung mainam ang mga ito sa paggamot ng isang partikular na
sakit. Mahalagang tandaan na ang mga gamot na over-the-counter (OTC) ay
pumipigil lamang ng sintomas. Hindi ginagamot ng mga ito ang sakit. Ito ang
dahilan kung bakit ginagamit ito upang gamutin ang mga magaang na sakit, tulad ng
sakit ng ulo, sakit sa kalamnan, di-natunawan, diarrhea, lagnat, ubo, sipon, at iba pa.
Ang ibang tao ay nakararanas ng mga masamang epekto mula sa gamot
na OTC kahit ginagamit nila ito nang tama. Ang ibang analgesic ay maaaring
maging sanhi ng ibang allergy. Dapat maging maingat kapag pinapainom ng
168
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mga gamot na OTC ang matatanda o mga bata. Ang dami ng pagpapainom
ay mahalaga sa parehong pagkakataon. Sa mga bata, mahirap malaman kung
ang sintomas ay malumanay o malubhang sakit.
Inumin ang gamot ayon sa tamang dami at haba ng panahon. Huwag
pahabain ang araw ng pag-inom ng gamot upang maiwasan ang pagsandig
(dependency) dito. Mabuting malaman ang expiration date ng isang gamot
upang di mabawasan ang bisa nito at maging sanhi ng matagal na paggaling
ng sakit.
PY
Pamamaraan
A. Pag-usapan Natin
C
O
EP
E
Gawain-Bakit di Makatulog?: Ang Mga Gabi ni Gabby
Ilang gabi na ang nagdaan na di makatulog si Gabby. Dahil sa ganitong
kalagayan, kumukonsulta siya sa doktor. Niresetahan siya ng kanyang doktor
ng gamot na pampatulog. Natapos na ang takdang araw sa pag-inom ng gamot
ngunit gabi gabi na niyang iniinom ito na lingid sa kaalaman ng doktor .
169
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Minsang wala siyang nabiling gamot sa botika at wala siyang nainom, di siya
nakatulog sa magdamag. Naging bahagi na ng sistema ng kaniyang katawan
ang gamot na pampatulog at napataas na ang dami ng iniinom. Lumala ang
kanyang karamdaman. Hindi makatulog kung hindi siya makainom ng gamot.
Si Gabby ay dumaranas ng kondisyong pangkalusugan na tinatawag natin
na drug dependency.
PY
C
O
EP
E
(http://eskwelanaga.files.wordpress.com/2011/02/nakalululong-na-droga-unang-bahagi.pdf)
170
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C
O
PY
EP
E
Usapan:
Adi
: Ubo... ubo... ubo... hay ang hirap naman ang ubong ito. Talagang
pinahihirapan ako.
Kap. Sirup: Aba... aba... aba.. Narito ang isang bata, na aking dapat
bigyan ng kalinga. Hoy bata! Ako ang iyong kailangan. Gusto mo
bang gamutin kita?
Adi
: Ha! Sino ka? Ikaw ba ang tutulong sa aking karamdaman?
Kap. Sirup: Ako nga! Ako si Kap. Sirup. Ang lunas sa ubo mong nagpapahirap.
(Pagkalipas ng 10 araw. Magaling na si Adi sa kanyang ubo.)
Adi
: Kap.Sirupppppppp..nasaan ka na? Kailangan kita. Hindi ako
mapalagay kapag wala ka!
Kap. Sirup: Adi, magaling ka na. Hindi mo na ako kailangan. Kapag
wala ka nang ubo ay dapat di mo na ako iniinom.
Adi
: (Nanginginig ito......) Brrrrrrrr, brrrrr. Kailangan kita Kap Sirup. Di
ako makagalaw nang normal kapag wala ka.
Kap. Sirup: Iba na ang nangyayari sa katawan mo Adi. Di na kita natutulungan.
Nalululong ka na sa akin. Kailangan na kitang iwanan.
171
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Tanong:
1. Sino-sino ang nag-uusap sa ating tekstong nabasa?
2. Ano ang sakit ni Adi?
3. Ano ang gamot para sa sakit niya?
4. Ano ang ginawa ni Adi kahit magaling na siya?
5. Bakit patuloy na hinahanap ni Adi si Kap Sirup?
6. Anong kalagayang pangkalusugan ang dinaranas ni Adi?
C. Pagsikapan Natin
D. Pagyamanin Natin
C
O
PY
EP
E
E. Pagnilayan Natin
Ipagawa ang Poster Pangkalusugan sa LM.
Pangkatin ang mga bata at ipapagawa ang poster.
(Paano mo alagaan ang sarili upang iwasan ang pag-aabuso o maling
paggamit ng gamot?)
F. Takdang-aralin
Gumuhit ng isang poster-slogan na naglalarawan ng di-wasto o
pag-abuso sa mga gamot.
PY
C
O
Batayang Kasanayan
a. Naiisa-isa ang maaaring maging panganib sa maling paggamit ng
gamot.
b. Nailalahad ang kahalagahan ng pagpapatingin sa doktor
EP
E
173
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PY
EP
E
Sanggunian:
C
O
Ang sobrang pag-inom ng antibiotic ay nagiging dahilan ng pagkapinsala
ng kapaki-pakinabang o kaibigang bacteria sa lamang-loob ng tao ay
nakapagdudulot ng pabigla-biglang pag-atake ng sakit sa pag-iisip.
Ang sobrang paggamit ng sangkap sa ubo at sipon na guaifenesin ang
dahilan ng pagkakaiba ng pagbabago ng paningin o pagkilala sa kulay at tunog.
Ito din ang dahilan ng pagkakaroon ng guni-guni hanggang anim na oras.
Napakahalaga ang pagpapakonsulta o pagpapatingin sa doktor upang
maiwasan ang pang-aabuso o maling paggamit ng gamot. Iwasan natin ang
paggamit ng reseta ng kapitbahay o kamag-anak para makabili ng gamot sa
parmasya.
Galvez Tan, J.Z., et al. (2009) The Health Curriculum in Philippine Basic
Education.Philippines.
Meeks L. (2011) Comprehensive School Health Education 7th ed.
Stepens, E. MD (2011). Effects of Antibiotics Over an Extended Period.
Retrieved from http://www.medicinenet.com
174
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PY
SANHI
C
O
HALIMBAWA NG GAMOT
BUNGA
EP
E
(http://health.wikipilipinas.org/index.php/Kahalagahan_ng_Limitadong_Paggamit_
ng_Antibayotiko)
175
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B. Pag-aralan Natin
1. Ipabasa ang Dapat Tama Lang komik istrip sa LM sa mga magaaral. (Maaaring sa paraang tahimik na pagbabasa, pagtatakda ng
piling mag-aaral, pagtatakda ng mga grupo para sa pagpapalitang
pagbasa, at iba pa.)
PY
C
O
D. Pagyamanin Natin
EP
E
4.Tama 5. Mali
E. Pagnilayan Natin
F. Takdang-aralin/Kasunduan
Kapanayamin ang iyong kapamilya o kapitbahay. Tanungin kung
naranasan nilang uminom ng gamot ng hindi kumunsulta sa doktor.
Alamin ang naging resulta ng hindi pagpatingin sa doktor bago uminom
ng gamot. Isulat sa iyong Health notebook ang kinalabasan ng iyong
panayam.
176
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C
O
PY
EP
E
Sanggunian:
Galvez Tan, J.Z. (2009) The Health Curriculum in Philippine Basic Education.
Manila: UNACOM
Meeks L. (2011) Comprehensive School Health Education 7th Edition.
(2011). Medicines correct use. Retrieved from http://www.everybody.co.nz
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
B.
Pag-aralan Natin
Ipabasa ang Mahalaga Ang Mga To at ipasagot ang mga tanong tungkol
sa diyalogo sa LM.
C.
PY
Itanong:
1. Ano-ano ang ibinahagi nina Rona, Ben, Belen at Roy sa kanilang
kaklase at guro?
2. Bakit kailangan nating kumonsulta sa doktor bago uminom ng
gamot?
3. Bakit kailangang bumili ng gamot sa mapagkakatiwalaang botika?
4. Nasiyahan ba si Gng. Castro sa mga ibinahagi ng kaniyang mga
mag-aaral? Bakit?
Pagsikapan Natin
E.
Pagyamanin Natin
D.
EP
E
C
O
1. Ipagawa ang Ating Sagutin sagutin ang tseklis. Lagyan ng tsek ang
inyong sagot sa LM.
F.
Takdang-aralin
Magsaliksik ng iba pang paraan ng wastong paggamit ng gamot.
Isulat sa inyong kuwaderno ang mga nakalap na impormasyon. Maaaring
gumamit ng pananaliksik sa internet, pahayagan, at aklat.
178
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PY
C
O
EP
E
Ang pakete o label ng gamot ay nagsasaad din kung dapat kumain bago
inumin ang gamot o inumin ang gamot na walang lamanang tiyan.
179
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PY
C
O
Napakahalagang sundin ang preskripsiyon ng doktor upang gumaling
ang karamdaman ng bawat tao. Sundin ang nakasaad kung ilang beses sa
isang araw iinumin ang gamot at ang tamang dami nito.
Suriing maigi ang nakasulat sa pakete ng gamot o medicine label.
Siyasatin ang expiration date nito. Karaniwang nakikita ang expiration date
pagkatapos ng manufacturing date ng isang gamot.
EP
E
Nababawasan ang bias ng gamot na lipas na o expired na. Ito ang
nagiging dahilan ng matagal na paggaling mula sa karamdaman at minsan
nagiging sanhi din ng pagkakaroon ng ibang sakit.
Sanggunian:
Galvez Tan, J.Z. (2009) The Health Curriculum in Philippine Basic Education.
Philippines. Publisher
Meeks L. (2011) Comprehensive School Health Education 7th Edition.
(2011). Guide to Proper Medication Use and Storage. Retrieved from
http://www.maximhome.com
Kagamitan: aktuwal na preskripsiyon ng doktor, aktuwal na likido at tabletang
gamot
180
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Pamamaraan:
A. Pag-usapan Natin
B. Pag-aralan Natin
1. Ipabasa ang Bakit Nangyari, unawain ang balita sa pahayagan at ipasagot ang mga tanong tungkol dito sa LM.
PY
Itanong:
1. Bakit hindi naalis ang pananakit ng tiyan ni Omar sa unang ininom
niyang gamot?
2. Ano ang payo ng Kagawaran ng Kalusugan upang maiwasan ang
nangyari kay Omar?
3. Kung ikaw si Omar, ano ang dapat mong gawin bago uminom ng
gamot?
4. Ano ang epekto ng paginom ng expired na gamot?
C. Pagsikapan Natin
C
O
EP
E
D. Pagyamanin Natin
1. Ipagawa ang Ating Alamin. Pangkatin ang mga bata sa tatlong pangkat.
2. Ipagawa ang Kaya Natin.
E. Pagnilayan Natin
Ipasagot ang Sundin Si Dok. Ipapuno ang patlang upang makabuo ng
pangungusap sa LM.
F. Takdang-aralin
Gumawa ng poster tungkol sa kahalagahan ng tamang paggamit ng
gamot.
181
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PY
C
O
Upang maiwasan ang hindi inaasahang pagkalason dahil sa pag-inom
ng maling gamot, imbakin o itago ang gamot sa lugar na hindi maaabot ng
mga bata. Huwag kalimutang isulat ang pangalan ng gamot. Iwasang ihalo ang
gamot sa mga pamatay insekto at panlinis sa bahay.
EP
E
Mahalagang imbakin o itago ang mga gamot sa tamang lugar at
temperatura upang hindi mawala ang bisa ng gamot. Iwasang imbakin o itago
ang gamot sa tabi ng bintana, sa sasakyan, o sa palikuran.
Ang ibang gamot ay kailangang imbakin sa refrigerator ngunit huwag
ilagay sa freezer. Ang ibang gamot naman ay kailangang imbakin sa lugar na
may mataas na temperatura.
Bumili ng gamot sa mapagkakatiwalaang botika.
Upang maiwasang makabili ng mga palsipikadong gamot o peke,
iwasang bumili ng gamot sa palengke o tindahan. Kailangang bumili sa
mapagkakatiwalaang botika upang mabigyan ng tamang gamot ayon sa
preskripsiyon ng doktor .
Sanggunian:
Galvez Tan, J.Z. (2009) The Health Curriculum in Philippine Basic Education.
Manila: UNACOM
Meeks L. (2011) Comprehensive School Health Education 7th Edition.
(2011). Guide to Proper Medication Use and Storage. Retrieved from
http://www.maximhome.com
Kagamitan: aktuwal na lagayan ng gamot, tsart, cartolina, LM
182
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Pamamaraan
A. Pag-usapan Natin
Tumawag ng mga bata upang sagutin ang sumusunod na tanong sa LM.
Tanong: Saan ka bumibili ng gamot? Ano ang isinasaalang-alang sa
pagpili ng pagbibilhan ng gamot? Bakit?
B. Pag-aralan Natin
1. Ipagawa ang Kalusugan Iingatan. Ipabasa ang tula at ipasagot ang
mga tanong sa LM.
PY
2. Itanong:
C
O
EP
E
Ipagawa ang gawain sa Pabili Po! Pangkatin sa lima o anim ang buong
klase.
Magpasulat ng patalastas sa cartolina tungkol sa tamang bilihan ng
mga gamot sa LM.
D. Pagyamanin Natin
E. Pagnilayan
Ipagawa ang Medicine Organizer sa LM.
F. Takdang-aralin
Lumikha ng isang awitin na nagpapahayag ng kahalagahan ng tamang
paggamit ng gamot.
183
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Panghuling Pagtataya
I.
Maramihang Pagpili
Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa iyong
papel.
PY
C
O
EP
E
184
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C
O
PY
Tama o Mali
EP
E
II.
185
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PY
EP
E
I. Maramihang Pagpili
1. D
2. D
3. A
4. D
5. A
6. D
7. A
8. A
9. D
10. A
C
O
Susi sa Pagwawasto:
1. TAMA
2. MALI
3. MALI
4. MALI
5. MALI
6. TAMA
7. MALI
8. TAMA
9. TAMA
10. TAMA
11.
12.
13.
14.
15.
MALI
TAMA
MALI
MALI
TAMA
186
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EP
E
C
O
PY
HEALTH GRADE 4
PATNUBAY NG GURO
YUNIT IV
187
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PY
C
O
D
EP
E
D
188
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Yunit IV
SAKUNA AT KALAMIDAD, ATING PAGHANDAAN,
BUHAY AY MAHALAGA, ATING PAG-INGATAN
BATAYANG KASANAYAN
PY
Pamantayang Pagganap
Ang mga mag-aaral ay
inaasahang maisagawa ang
mga wastong paraan sa
batayang pangkaligtasan at
pagbibigay ng pangunang
lunas sa oras ng kalamidad,
sakuna, at kagipitan o mga
hindi inaasahang pangyayari
(emergency).
C
O
Pamantayang Pangnilalaman
Ang mga mag-aaral ay
inaasahang maipamalas ang
pagkaunawa tungkol sa mga
kaligtasan at pangunang lunas
sa oras ng kalamidad, sakuna, at
kagipitan o mga hindi inaasahang
pangyayari (emergency).
EP
E
189
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Subukin Natin
I. Tama o Mali. Isulat sa sagutang papel ang tsek (/) kung ang GAWAIN ay
Tama at ekis ( X ) naman kung Mali.
PY
C
O
EP
E
Basahing mabuti ang mga tanong at piliin ang tamang sagot. Gumamit ng
malaking titik lamang.
190
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PY
C
O
EP
E
______ 15. Sina Mang Raul ay nakatira malapit sa Bulkang Mayon. Ano ang
dapat niyang gawin?
A. Mamasyal sa paligid
B. Gumawa ng malaking bahay
C. Makipag-usap sa kapitbahay
D. Alamin ang ligtas na lugar para sa paglikas
191
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C
O
PY
______18. Ano ang maaaring gamitin upang mailigtas ang ating buhay sa
pagbaha?
A. Karton
B. Payong
C. Malaking bag
D. Malaking gallon
______19. May naaamoy kang tagas ng gasul sa bahay. Ano ang nararapat
mong gawin?
A. Sindihan ang kalan
B. Isara ang mga bintana
C. Isawalang bahala lamang
D. Buksan ang bintana at pinto
EP
E
______20. May nag-aaway na mga lasing na may mga armas o patalim. Ano
ang iyong gagawin?
A. Awatin sila
B. Kunan ng litrato
C. Lumayo sa kanila
D. Tawagin ang kapitbahay
______21. Aksidenteng naputukan ng labentador ang kamay ng iyong
kalaro. Anong paunang lunas na dapat mong gagawin?
A. Balutin
B. Hugasan
C. Magtago
D. Sumigaw
192
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C
O
PY
______23. Ang bagyo ay nasa Signal No.1, anong antas ng mag-aaral ang
otomatikong walang pasok sa paaralan?
A. Preschool
B. Kolehiyo
C. Mataas na paaralan
D. Mababang paaralan
EP
E
193
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Susi sa Pagwawasto
C
O
EP
E
PY
I. Tama o Mali
1. X
2.
3. X
4.
5. /
6. X
7. /
8. /
9. /
10. X
194
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PY
C
O
D
EP
E
Ang mga kalamidad at sakuna tulad ng lindol, bagyo, at pagputok ng
bulkan ay maaring magdulot ng malaking pinsala sa mga ari-arian at maging sa
buhay ng tao. Upang maiwasan ang hindi mabuting epekto at bunga nito, tayo
ay dapat maging handa sa lahat ng oras. Kinakailangang matutuhan natin ang
ibat ibang paraan ng angkop na pagtugon sa oras ng kagipitan. Ang pagsunod
sa mga alituntunin at batayang pangkaligtasan ay pagtitiyak sa pagpapanatili
at pangangalaga sa ating buhay at ari-arian.
Sa mga nakalipas na taon, maraming ari-arian at buhay na ang nasira
at nawala dahil sa walang kahandaan sa sakuna at kalamidad. Nararapat na
ito ay hindi na maulit pa sa pamamagitan ng pag-aaral ukol sa paghahanda sa
mga inaasahan at di-inaasahang sakuna at kalamidad na makapagdudulot ng
pinsala sa ating buhay at ari-arian.
195
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PY
C
O
EP
E
BAGYO
loob ng isang taon. Maaaring ang isang lugar ay madalas na daanan ng mga
bagyong ito. Ang bugso ng hangin, lakas ng pagbuhos ng ulan, at maging ang
dami nito ay lubhang nakapamiminsala. Madalas ang dulot nito ay ang pagtaas
Mayroon itong dalawang bahagi: ang eye wall at ang mata ng bagyo. Ang
Philippine Atmospheric Geophysical Astromical Services Administration o
PAGASA ay nagbigay ng signal upang malaman ang lakas o bugso ng hangin
na dulot ng bagyo.
196
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Signal
Bugso ng hangin
Signal No. 1 :
30-60 kph
Signal No. 2 :
61-100 kph
Signal No. 3 :
101-185 kph
Signal No. 4 :
186 pataas
PY
isang lugar.
file:///C:/Users/Acer/Downloads/Typhoons%20in%20the%20Philippines%20(1).pdf
C
O
LINDOL
file:///C:/Users/Acer/Downloads/Earthquake-Final.pdf
EP
E
PAGSABOG NG BULKAN
May dalawang uri ang bulkan: aktibo at hindi aktibong bulkan. Ang akti-
bong bulkan ay pumutok o sumabog sa huling 600 na taon. Ang hindi aktibong
bulkan ay natutulog o walang anumang pagsabog o pagbuga ng usok sa loob
ng mahabang panahon subalit hindi ito ngangangahulugang hindi na ito sasab-
og muli. Kung kayat mas makabubuting alamin ang panganib na dulot nito
upang maiwasan ang anumang sakunang dulot nito.
file:///C:/Users/Acer/Downloads/BEING%20PREPARED%20MODULE%20(1).pdf
197
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Pamamaraan
A. Pag-usapan Natin
1. Ipaskil ang larawan sa pisara.
2. Pangkatin ang mga mag-aaral at bumuo ng grupo sa na may
apat hanggang limang miyembro.
3. Gamitin ang gawain sa Pag-usapan Natinsa LM.
buong klase.
PY
C
O
EP
E
f.
paglalahad?
B. Pag-aralan Natin
1. Bumuo ng tatlong pangkat, magtakda ng isang uri ng
kalamidad o sakuna.
1- bagyo, 2-lindol, 3- pagputok ng bulkan
2. Bigyan ng bilang ang bawat miyembro ng grupo.
3. Gamitin ang gawain sa Pag-aralan Natin sa LM.
4. Tawagin ang bilang ng pangkat na magbabahagi ng sagot sa
klase.
198
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C. Pagsikapan Natin
1. Hikayatin ang bawat grupo na ibahagi ang gawain sa Pagaralan Natin sa pamamagitan ng sumusunod:
Dula o role-play
Skit
News report
Awitin o sayaw
PY
Pagsasalarawan
D. Pagyamanin Natin
C
O
4. Lindol
2. Landslide
5. Pagputok ng Bulkan
3. Baha
EP
E
F. Takdang-aralin
1. Para sa susunod na pagkikita.
2. Pagsaliksikin at pagbasahin ang mga mag-aaral tungkol sa mga
dapat gawin bago, tuwing at pagkatapos ng kalamidad o sakuna
na naiulat sa klase ng bawat grupo.
199
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PY
C
O
gawin upang paghandaan ang dulot na epekto ng ibat ibang uri ng kalamidad.
EP
E
BAGYO
papeles.
200
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Sa panahon ng bagyo:
Signal No.1
Makinig sa balita sa radyo o TV ukol sa bagyo.
Walang pasok ang pre-school sa paaralan.
Magdala ng payong, kapote, at bota kung lalabas.
PY
Signal No. 2
C
O
EP
E
Signal No. 3
ligtas na lugar.
ligtas na lugar.
Signal No. 4
Ipagpaliban ang anumang gawain at manatili sa loob ng bahay.
Lumikas sa mas mataas na lugar sa posibleng pagbaha o landslide.
Patibayin ang mga bahagi ng bahay na maaaring maapektuhan.
201
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PY
C
O
EP
E
LINDOL
file:///C:/Users/Acer/Downloads/Preparing%20for%20Typhoons.pdf
Hindi tulad ng bagyo, ang lindol ay hindi maaaring masabi kung kailan
na.
202
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PY
C
O
Sa panahon ng lindol
EP
E
Pagkatapos ng lindol
file:///C:/Users/Acer/Downloads/Earthquake-Final%20(1).pdf
203
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PAGPUTOK NG BULKAN
PY
C
O
paglikas.
EP
E
file:///C:/Users/Acer/Downloads/BEING%20PREPARED%20MODULE%20(1).pdf
204
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Pamamaraan
A. Pag-usapan Natin
1. Magpakita ng halimbawa ng emergency kit sa klase.
2. Itanong sa klase ang sumusunod:
PY
C
O
EP
E
PY
C
O
EP
E
B. Pag-aralan Natin
C. Pagsikapan Natin
1. Ipasagot sa bawat mag-aaral ang Gawin Natin Ang Tama sa
LM.
2. Ipasagot ang gawain sa Ikaw, Sila,Tayo: Anong Dapat Gawin.
206
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D. Pagyamanin Natin
E. Pagnilayan Natin
PY
C
O
F. Takdang-aralin
EP
E
207
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PY
C
O
EP
E
sa pagiging handa.
A. Pag-usapan Natin
Ipasagot sa klase ang Pag-usapan Natin sa LM.
208
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B. Pag-aralan Natin
1. Tipunin ang mga miyembro ng bawat ERT. Magtalaga ng tagapagsalita sa bawat pangkat. Bigyan ng panahon na magbahagi ang
bawat pangkat ng kanilang pagninilay ang artikulo sa Pag-aralan
Natin, Maging Mapanuri, Mapagmatyag.
2. Ipasagot sa bawat pangkat sa manila paper ang gawain sa
PY
Mag-ingat Tayo.
3. Itanong: Paano maiiwasan ang dulot ng ganitong klaseng kalamidad?
C. Pagsikapan Natin
C
O
EP
E
D. Pagyamanin Natin
E. Pagnilayan Natin
209
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F. Takdang-aralin
Sasagutin ang mga tanong. (Magpagabay sa magulang)
1. Ano-ano ang mga paghahandang ginagawa ng inyong mag-anak
sa panahon ng kalamidad?
2. Anong paghahanda ang ginagawa ng inyong paaralan sa panahon
ng sakuna?
PY
C
O
EP
E
210
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Pamamaraan
A. Pag-usapan Natin
1. Itanong sa klase: Anong okasyon ang ipinagdiriwang sa larawan?
Paano nila pinagdiriwang ang mga ito?
2. Pangkatin ang klase sa tatlo. Sa bawat pangkat, bigyan ng oras
C
O
Pangkat 3: Kaarawan
PY
B. Pag-aralan Natin
EP
E
211
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C. Pagsikapan Natin
1. Sagutin ang mga tanong sa Tayoy Magsaya Huwag Mamroblema
2. Itanong sa klase ang mga sumusunod:
a. Bakit kailangang iwasan ang pag-inom ng alak?
b. Bakit kailangang iwasan ang paggamit ng paputok o pagpapaputok ng armas sa Bagong Taon?
c. Ano ang mas makabubuting gawin sa ganitong okasyon?
PY
C
O
EP
E
E. Pagnilayan Natin
212
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Panghuling Pagtataya
I. Tama o Mali. Isulat sa sagutang papel ang tsek () kung ang GAWAIN ay
Tama at ekis ( X ) naman kung Mali.
1. Hindi pumasok sa paaralan si Arnel dahil nasa Storm Signal No. 4
ang bagyo.
2. Umakyat sa mataas na lugar ang mag-anak dahil tumataas ang
PY
tubig-baha.
3. Naligo ang mga bata sa malakas na buhos ng ulan.
C
O
nakasulat na nabubulok.
EP
E
213
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C
O
A. Kanal
B. Landslide
C. Sink hole
D. Storm surge
PY
A. Awayin sila.
B. Balewalain sila.
C. Sumama sa kanila pero di masyadong lalayo.
D. Pagsabihan sila na huwag tumuloy dahil mapanganib.
12. Ito ang pagguho ng lupa dahilan sa pagbaha o pagyanig nito.
EP
E
A. DILG
B. MMDA
C. PAGASA
D. PHILVOCS
14. Ayon sa balita, may namumuong bagyo sa Pilipinas, ano ang dapat
gawin?
A. Ipagwalang bahala
B. Yayain si Inay na mag-shopping
C. Antabayanan ang susunod na balita tungkol sa bagyo
D. Pumunta sa tabing dagat at matyagan ang galaw ng
alon
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16. Sina Mang Raul ay nakatira malapit sa Bulkang Mayon. Ano ang
dapat nilang gawin ?
A. Mamasyal sa paligid
B. Gumawa ng malaking bahay
C. Makipag-usap sa kapitbahay
D. Tukuyin ang lugar para sa paglikas
PY
17. May sunog malapit sa inyong bahay, ano ang una mong gagawin?
C
O
18. May naaamoy kang tagas ng gasul sa loob ng bahay. Ano ang
HINDI mo dapat gawin?
EP
E
A. Kawayang kanyon
B. Malaking torotot
C. Maliit na baril
D. Sirang batya
21. May nag-aaway na mga lasing na may mga patalim. Ano ang una
mong gagawin?
A. Awatin sila
B. Kunan ng litrato
C. Lumayo sa kanila
D. Tawagin ang kapitbahay
22. Aksidenteng naputukan ang kamay ng inyong kalaro. Ano ang dapat
A. Tumakbo at magtago
B. Tumawag ng kapitbahay
C. Balutin ng t-shirt ang sugat.
D. Buhusan ng tubig ang sugat.
PY
mong gawin?
C
O
23.Napansin mong lasing ang nagmamaneho ng dyip na inyong sinasakyan. Ano ang una mong gagawin?
A. Agawin ang manibela
B. Bababa ng sasakyan
EP
E
A. Biglaang pag-ulan.
B. Malakas na hangn.
C. Pagtaas ng tubig.
D. Pagyanig ng lupa.
Susi sa Pagwawasto:
I Tama o Mali
PY
1.
2.
3. X
4.
5. X
6.
7.
8. X
9. X
10.
D
B
D
C
C
D
A
A
C
C
C
D
B
D
C
EP
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
O
217
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PY
C
O
D
EP
E
D
218
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PY
C
O
D
EP
E
D
219
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PY
Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
C
O
Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.
com ang mga may-akda at tagapaglathala.
EP
E
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Tao, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette
Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Pambungad
Edukasyong Pangkatawan
PY
C
O
Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
EP
E
Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.
Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.
Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.
Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
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YUNIT IV
Pahina
Mga Uri ng Kalamidad
sa Aking Komunidad...............................................................195
Aralin 2
Sa Panahon ng Kalamidad,
Sakuna at Kagipitan................................................................199
Aralin 3
Aralin 4
EP
E
C
O
PY
Aralin 1
vii
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C
O
PY
ED
K to 12 Curriculum Guide
D
EP
HEALTH
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
PY
The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
C
O
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
D
EP
ED
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
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Page 2 of 66
Holistic
Values-based
Preventive
C
O
Growth and
Development
Community and
Environmental
Health
Consumer
Health
D
EP
Injury
Prevention and
Safety
Cultureresponsive
Achieve,
Sustain and
Promote
Lifelong
Wellness
Disease
Prevention and
Conrtol
Standards and
Outcomes-based
Personal Health
Nutrition
ED
Health and
Life Skillsbased
PY
Learnercentered
Substance Use
and Abuse
Family Health
Rights-based
Epidemiological
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Page 3 of 66
PY
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
C
O
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
ED
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
D
EP
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.
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Page 4 of 66
PY
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
C
O
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
ED
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
D
EP
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.
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Page 5 of 66
46
D
EP
ED
7 10
C
O
K3
PY
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Page 6 of 66
STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
Grade 2
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
Grade 3
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
Grade 4
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
Grade 5
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental health, which helps to achieve optimum health and well-being.
Grade 6
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being.
Grade 7
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
to achieve, sustain, and promote personal health and wellness.
Grade 8
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and noncommunicable to achieve, sustain, and promote family health and wellness.
Grade 9
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
substance use and abuse to achieve, sustain, and promote community health and wellness
Grade 10
D
EP
ED
C
O
PY
Grade 1
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
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Page 7 of 66
Third
Quarter
Fourth
Quarter
Nutrition
Personal
Health
Personal
Health
Personal
Health
Injury
Prevention,
Safety and
First Aid
Prevention and
Control of
Diseases &
Disorders
Family Health
Prevention and
Control of
Diseases &
Disorders
Consumer
Health
Grade 4
Grade 5
Nutrition
Personal
Health
Prevention and
Control of
Diseases &
Disorders
Substance Use
and Abuse
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety & First
Aid
/Community &
Environmental
Health
Injury
Prevention,
Safety & First
Aid
Grade 6
Personal
Health/ Growth
& Development
Substance Use
and Abuse
Injury
Prevention,
Safety & First
Aid/Community
and
Environmental
Health
Grade 7
PY
Nutrition
Personal
Health/
Nutrition
Personal
Health
Grade 3
Personal
Health
C
O
Second
Quarter
Grade 2
ED
First
Quarter
Grade 1
D
EP
Grading
Period
Prevention and
Control of
Diseases &
Disorders
Consumer
Health/
Environmental
Health
Injury
Prevention,
Safety & First
Aid/
Consumer
Health
Growth and
Development
Nutrition
Personal
Health
Grade 8
Grade 9
Grade 10
Family Health I
Community
and
Environmental
Health
Consumer
Health
Family Health
II
Injury
Prevention,
Safety and
First Aid
(Unintentional
Injuries)
Health Trends,
Issues and
Concerns
(National
Level)
Prevention and
Control of
Diseases and
Disorders
(Communicable)
Injury
Prevention,
Safety and
First Aid
(Intentional
Injuries)
Prevention and
Control of
Diseases and
Disorders (NonCommunicable)
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Substance Use
and Abuse
(Drug
scenario)
Substance Use
and Abuse
(Gateway
drugs)
Health Trends,
Issues and
Concerns
(Global Level)
Planning for a
Health Career
Page 8 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
CODE
H1N-Ia-b-1
LEARNING
MATERIALS
The learner
practices healthful eating
habits daily
The learner
C
O
1.
ED
LEARNING COMPETENCY
PY
The learner
D
EP
4.
H1N-Ic-d-2
H1N-Ie-f-3
H1N-Ig-j-4
H1PH-IIa-b-1
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-4
H1PH-IIj-5
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Page 9 of 66
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
The learner
The learner
consistently demonstrates
healthful practices for
a healthful home
environment.
1.
H1FH-IIIa-1
2.
H1FH-IIIb-2
3.
H1FH-IIIc-3
4.
H1FH-IIIde-4
5.
H1FH-IIIfg-5
D
EP
with a clean
handkerchief
6. Covering cough and
sneeze with clean
handkerchief or tissue
paper when coughing
or sneezing
7. Coughing or sneezing
into the crook of the
elbow rather than the
hand
8. Wearing clean clothes
appropriate to the
activity
9. Having enough rest and
sleep
10. Maintaining good
posture
11. Engaging in physical
activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
The learner
A. Characteristics of a
healthful home environment
understands the
1. Clean water
importance of keeping
2. Clean indoor air
the home environment
healthful.
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
ED
CONTENT
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Page 10 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6.
7.
8.
H1FH-IIIfg-6
H1FH-IIIfg-7
C
O
9.
ED
10.
D
EP
Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal
The learner
The learner
The learner
information
and ways to ask for help
demonstrates
appropriately
1. identifies situations when it is
understanding of safe
demonstrates safety
appropriate to ask for assistance
and responsible behavior
behaviors in daily
from strangers
to lessen risk and prevent activities to prevent
injuries in day-to-day
injuries
2. gives personal information, such as
living
name and address to appropriate
persons
B. Preventing childhood
Injuries
K to 12 Health Curriculum Guide December 2013
CODE
PY
CONTENT
LEARNING
MATERIALS
H1FH-IIIhi-8
H1FH-IIIhi-9
H1FH-IIIj-10
H1IS-IVa-1
H1IS-IVb-2
H1IS-IVc-3
H1IS-IVc-4
H1IS-IVd-5
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Page 11 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
H1IS-IVe-6
H1IS-IVf-7
H1IS-IVg-8
H1IS-IVh-9
H1IS-IVi-10
LEARNING
MATERIALS
H1IS-IVj-11
D
EP
ED
C
O
CODE
PY
LEARNING COMPETENCY
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Page 12 of 66
CONTENT STANDARDS
1. demonstrates good
decision-making
skills in choosing
food to eat to have a
balanced diet.
2. consistently practices
good health habits
and hygiene for the
sense organs
D
EP
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
ED
diet
1. Food Pyramid for
Filipino children (7-12
years old)
2. Food Plate for Filipino
children (7-12 years old)
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
2.
H2N-Ia-5
H2N-Ib-6
H2N-Icd-7
H2N-Ie-8
H2N-Ifh-9
H2N-Iij-10
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Page 13 of 66
The learner
consistently practices good
health habits and hygiene
for the sense organs
CODE
LEARNING
MATERIALS
H2PH-IIa-e-6
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
The learner
consistently adopts
healthy family
The learner
3. displays self-management
skills in caring for the sense
organs
H2PH-IIfh-7
H2PH-IIij-8
The learner
1. describes healthy habits of the
family
2. demonstrates good family health
habits and practices
H2FH-IIIab11
H2FH-IIIcd12
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Page 14 of 66
B. Positive Expressions of
Feelings
CONTENT STANDARDS
PERFORMANCE
STANDARDS
The learner...
The learner...
demonstrates an
understanding of
managing ones feelings
and respecting
differences
demonstrates positive
expression of feelings
toward family members
and ways of coping with
negative feelings
LEARNING COMPETENCY
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
PY
CONTENT
C
O
D
EP
B. Home Safety
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously
especially when
using the stairs
2.2. Be aware of rough
edges around the
house
2.3. Be extra careful
when using the
bathroom to avoid
falls
2.4. Do not play with
ED
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and
The learner
The learner
The learner
Responsibilities
demonstrates an
demonstrates consistency 1. discusses ones right and
understanding of rules to
in following safety rules
responsibilities for safety
ensure safety at home
at home and in school.
and in school.
CODE
LEARNING
MATERIALS
H2FH-IIIef-13
H2FH-IIIgh14
H2FH-IIIij-15
H2FH-IIIj-16
H2IS-IVa-12
H2IS-IVbc-13
H2IS-IVde-14
H2IS-IVf-15
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Page 15 of 66
LEARNING COMPETENCY
PY
C
O
7.
CODE
LEARNING
MATERIALS
H2IS-IVg-16
H2IS-IVh-17
H2IS-IVi-18
ED
matches, knives,
pointed materials,
electrical equipment
and household
chemicals)
2.5. Never touch a hot
oven/cooking
material
C. School Safety
1. Hazards in the school
2. Safety Rules
2.1. Always wear your
school identification
card
2.2. Observe proper
behavior in the
corridor and when
using the stairs (no
pushing/shoving)
2.3. Report observed
hazards such as
damaged
equipment, slippery
floor, or dangerous
material to the
teacher or school
personnel
2.4. Observe playground
safety rules (do not
climb or jump on
high bars; avoid
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
CONTENT STANDARDS
D
EP
CONTENT
H2IS-IVj-19
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Page 16 of 66
consistently
demonstrates good
decision-making skills in
making food choices
1.
2.
PY
The learner
D
EP
LEARNING COMPETENCY
The learner
ED
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
3.
4.
5.
CODE
H3N-Iab-11
H3N-Iab-12
H3N-Icd-13
H3N-Ief-14
H3N-Ief-15
6.
H3N-Igh-16
7.
H3N-Ii-17
H3N-Ij-18
8.
9.
LEARNING
MATERIALS
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H3N-Ij-19
Page 17 of 66
CODE
H3N-Ij-20
H3N-Ij-21
ED
C
O
LEARNING
MATERIALS
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
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Page 18 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness
The learner
The learner
The learner
1. describes a healthy and an
unhealthy person
ED
D
EP
H3PH-IIa-9
H3DD-IIbcd1
3.
H3DD-IIbcd2
H3DD-IIbcd3
H3DD-IIbcd4
6.
H3DD-IIbcd5
7.
8.
C
O
consistently practices
healthy habits to prevent
and control diseases
PY
demonstrates an
understanding of the
nature of and the
prevention of diseases
9.
H3DD-IIefg6
H3DD-IIh-7
H3DD-IIij-8
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Page 19 of 66
The learner
demonstrates critical
thinking skills as a wise
consumer
D. Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
LEARNING COMPETENCY
The learner
1. defines a consumer
2.
C
O
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
LEARNING
MATERIALS
H3CH-IIIab1
H3CH-IIIab2
H3CH-IIIbc3
H3CH-IIIbc4
H3CH-IIIde5
6. demonstrates consumer
skills for given simple
situations
H3CH-IIIde6
CODE
H3CH-IIIfg-7
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Page 20 of 66
CONTENT
PERFORMANCE
STANDARDS
H3CH-IIIfg-8
ED
C
O
9. identify consumer
responsibilities
D
EP
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use
and prices of goods and
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of
consumption)
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
1. Government agencies such as
Department of Health,
Department of Education,
Department of Trade and
Industry
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
CODE
PY
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy
environment
LEARNING COMPETENCY
LEARNING
MATERIALS
H3CH-IIIh9
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H3CH-IIIi10
H3CH-IIIj11
Page 21 of 66
1.
ED
LEARNING
MATERIALS
H3IS-IVab19
3.
4.
D
EP
CODE
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
5.
H3IS-IVab20
H3IS-IVcd21
H3IS-IVcd22
H3IS-IVe-23
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Page 22 of 66
CONTENT
PERFORMANCE
STANDARDS
describes dangerous,
destructive, and disturbing
road situations that need to be
reported to authorities
ED
8.
9.
LEARNING
MATERIALS
H3IS-IVf-24
displays self-management
skills for road safety.
C
O
7.
D
EP
B. Community safety
1. Hazards in the community
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not talk to
strangers; do not invite a
stranger to the house; do
not accept anything from
a stranger)
2.3. Report to a trusted adult
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community
6.
CODE
PY
LEARNING COMPETENCY
H3IS-IVg25
H3IS-IVh-26
H3IS-IVi-27
H3IS-IVj-28
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Page 23 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 24 of 66
The learner...
1. Understands the
significance of reading
and interpreting food
label in selecting healthier
and safer food
2. practices daily
appropriate food safety
habits to prevent foodborne disease
D
EP
LEARNING COMPETENCY
The learner...
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
CODE
LEARNING
MATERIALS
H4N-Ia-22
H4N-Ib-23
H4N-Icde-24
H4N-Ifg-25
H4N-Ifg-26
H4N-Ihi-27
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Page 25 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H4N-Ij-26
LEARNING
MATERIALS
D
EP
ED
C
O
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases
6. Food poisoning
7. Hepatitis A
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases
The learner
The learner
The learner
1. Characteristics of
1. describes communicable diseases
Communicable Disease
understands the nature
consistently practices
2. identifies the various disease
2. Germs or Disease
and prevention of
personal and
agents of communicable diseases
Agents(pathogen)
common communicable
environmental measures
2.1. Bacteria
diseases
to prevent and control
2.2. Virus
common communicable
2.3. Fungi
diseases
2.4. Parasites
3. Elements of the Chain of
3. enumerates the different
Infection
elements in the chain of infection
3.2. Disease Agent
(pathogen)
3.3. Reservoir
3.4. Portal of Exit
3.5. Mode of
Transmission
3.6. Portal of Entry
3.7. Susceptible Host
4. describes how communicable
4. Transmission of
diseases can be transmitted from
Communicable
one person to another.
diseases(routes for
spread of infectious
K to 12 Health Curriculum Guide December 2013
H4N-Ij-27
H4DD-IIa-7
H4DD-IIb-9
H4DD-IIcd-10
H4DD-IIef-11
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Page 26 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
C
O
H4DD-IIgh-12
ED
5.
D
EP
B. Common Communicable
Diseases
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflavaan-an)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of
Common Communicable
Diseases (Breaking the Chain
of Infection at respective
points)
PY
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
H4DD-IIij-13
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Page 27 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
5.
ED
6.
PY
3.
sterilization,
disinfection)
Reservoir (ex.
environmental
sanitation)
Portal of Exit (ex.
cough etiquette)
Mode of Transmission
(ex. proper hygiene)
Portal of Entry (ex.
protective clothing)
Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
D
EP
CODE
LEARNING
MATERIALS
H4DD-IIij-14
H4DDIIij-15
C
O
2.
LEARNING COMPETENCY
The learner
1. Describes uses of medicines
H4S-IIIa-1
non-prescription medicines
H4S-IIIb-2
H4S-IIIcd-3
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Page 28 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. describes the potential dangers
associated with medicine misuse
and abuse
C
O
PY
ED
6.
D
EP
CODE
LEARNING
MATERIALS
H4S-IIIde-4
H4S-IIIfg-5
H4S-IIIij-6
H4IS-IVa-28
H4IS-IVb-d29
H4IS-IVe-30
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Page 29 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
PY
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H4IS-IVfg-31
H4IS-IVhij-32
H4IS-IVhij-33
D
EP
ED
CODE
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Page 30 of 66
The learner
The learner
practices skills in
managing mental,
emotional and social
health concerns
1.
describes a mentally,
emotionally and socially healthy
person
2.
ED
D
EP
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H5PH-Iab-10
H5PH-Ic-11
H5PH-Id-12
H5PH-Ie-13
unhealthy relationships
H5PH-If-14
H5PH-Ig-15
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Page 31 of 66
CONTENT
PERFORMANCE
STANDARDS
PY
2. Mood swings
3. Teasing
4. Bullying, including cyber
bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
ED
D
EP
LEARNING
MATERIALS
H5PH-Ih-16
H5PH-Ii-17
H5PH-Ij-18
CODE
8. demonstrates skills in
preventing or managing teasing,
bullying, harassment or abuse
C
O
LEARNING COMPETENCY
H5GD-Iab-1
H5GD-Iab-2
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Page 32 of 66
CONTENT
PERFORMANCE
STANDARDS
3. describes common
misconceptions related on
puberty
Nutritional issues
Mood swings
Body odor
Oral health concerns
Pimples/Acne
Poor Posture
Menstruation-related Concerns
(Pre-menstrual Syndrome,
Dysmenorrhea, and other
abnormal conditions)
C
O
D
EP
1.
2.
3.
4.
5.
6.
7.
ED
Pregnancy
9. Sexual Harassment
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
H5GD-Icd-3
PY
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash
2. On Nocturnal Emissions
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
LEARNING COMPETENCY
5.
6.
7.
8.
H5GD-Icd-4
H5GD-Ief-5
H5GD-Ief-6
H5GD-Igh-7
H5GD-Igh-8
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Page 33 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
9.
1. Self-management
PY
Skills/Responsibility for
personal health(proper diet,
proper hygiene, oral care, care
during
menstruation/circumcision,
breast self-examination)
D
EP
LEARNING
MATERIALS
H5GD-Ii-9
H5GD-Ii-10
H5GD-Ii-11
H5GD-Ij-12
H5GD-Ij-13
H5GD-Ij-14
H5GD-Ij-15
12.
ED
C
O
11.
CODE
The learner
1. explains the concept of
gateway drugs
H5SU-IIIa-7
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Page 34 of 66
CONTENT
3. Alcohol
PERFORMANCE
STANDARDS
by refusing to use or
abuse gateway drugs.
LEARNING COMPETENCY
2. identifies products with
caffeine
PY
C
O
ED
D
EP
(resistance, decision-making,
communication, assertiveness)
2. Observance of Policies and
Laws such as school policies
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
demonstrates
understanding of basic
first aid principles and
procedures for common
practices appropriate
first aid principles and
procedures for common
injuries
CODE
LEARNING
MATERIALS
H5SU-IIIb-8
H5SU-IIIc-9
H5SU-IIIde10
H5SU-IIIfg11
H5SU-IIIh12
H5SU-IIIij13
The learner
1. explains the nature and
objectives of first aid
H5IS-IVa-34
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Page 35 of 66
CONTENT
PERFORMANCE
STANDARDS
things first.
5. Get help.
LEARNING
MATERIALS
H5IS-IVb-35
H5IS-IV-c-j36
ED
C
O
D
EP
CODE
PY
injuries
LEARNING COMPETENCY
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Page 36 of 66
LEARNING COMPETENCY
The learner
The learner
CODE
LEARNING
MATERIALS
H6PH-Iab-18
D
EP
ED
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
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Page 37 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
B. Prevention and
2. demonstrates self-management
skills
Management of Personal
Health Issues and Concerns
1. Developing
Self-
CODE
LEARNING
MATERIALS
H6PH-Iab-19
C
O
PY
management Skills
ED
D
EP
LEARNING COMPETENCY
H6PH-Ic-20
H6PH-Id-f-21
H6PH-Id-f-22
H6PH-Igh-23
H6PH-Igh-24
H6PH-Igh-25
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Page 38 of 66
PERFORMANCE
STANDARDS
ED
D
EP
CODE
LEARNING
MATERIALS
The learner
1. describes healthy school and
community environments
C
O
LEARNING COMPETENCY
PY
CONTENT
H6CMH-IIa-1
H6CMH-IIb-2
3.
H6CMH-IIc-d3
H6CMH-IIe-4
4.
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Page 39 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H6CMH-IIe-5
LEARNING
MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings-
5.
ED
D
EP
C
O
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste
Management
H6CMH-IIf-6
H6CMH-IIg-7
H6CMH-IIh-8
H6CMH-IIij-9
The learner
H6EH-IIIa-1
1.
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Page 40 of 66
2. Skin Diseases
3. Gastrointestinal
CONTENT STANDARDS
PERFORMANCE
STANDARDS
poor environmental
sanitation
2.
C
O
3.
ED
D
EP
CODE
LEARNING
MATERIALS
sanitation
Diseases
4. Neurological
Impairment (lead and
mercury poisoning)
B. Environmental Sanitation
1. Clean water: access to
potable water, making
water safer
2. Clean air: prevention of
air pollution, tobacco
control, anti-smoke
belching drives
3. Control of noise
pollution Control of
LEARNING COMPETENCY
PY
CONTENT
H6EH-IIIb-2
H6EH-IIIc-3
H6EH-IIId-4
5.
H6EH-IIIe-5
6.
H6EH-IIIfg-6
7.
H6EH-IIIhi-7
8.
H6EH-IIIhi-8
9.
H6EH-IIIj-9
The learner
1.
H6CH-IVa-13
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Page 41 of 66
products or availing
services
2. Protection from fraud
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
CONTENT STANDARDS
and using consumer
health products.
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C
O
B. Components of Consumer
health
1. Health information (
sources include books,
print ads, radio,
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products)
3. Health services (health
professionals, health
units, health care plans
and programs)
ED
D
EP
PERFORMANCE
STANDARDS
PY
CONTENT
H6CH-IVbc-14
H6CH-IVcd-15
H6CH-IVcd-16
H6CH-IVe-17
H6CH-IVf-18
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Page 42 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
6.
PY
C
O
CODE
LEARNING
MATERIALS
H6CH-IVg-19
H6CH-IVg-20
H6CH-IVh-21
D
EP
ED
LEARNING COMPETENCY
H6CH-IVh-22
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Page 43 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
10. discusses ways to protect oneself
from fraudulent health products
LEARNING
MATERIALS
H6CH-IVij-23
D
EP
ED
C
O
PY
Health Products
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
CODE
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Page 44 of 66
PERFORMANCE
STANDARDS
D
EP
ED
D. Management of health
concerns during
adolescence
K to 12 Health Curriculum Guide December 2013
CODE
LEARNING
MATERIALS
The learner
C
O
LEARNING COMPETENCY
PY
CONTENT
H7GD-Ia-12
OHSP in Health
2010 SEC
H7GD-Ib-13
OHSP in Health
2010 SEC
H7GD-Ib-14
OHSP in Health
2010 SEC
H7GD-Ic-15
OHSP in Health
2010 SEC
H7GD-Id-e-16
OHSP in Health
2010 SEC
H7GD-Id-e-17
OHSP in Health
2010 SEC
H7GD-Id-e-18
OHSP in Health
2010 SEC
H7GD-If-h-19
OHSP in Health
2010 SEC
H7GD-If-h-20
H7GD-Ii-j-21
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Page 45 of 66
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
The learner
makes informed
decisions in the
choice of food to eat
during adolescence
D
EP
B. Nutritional guidelines
demonstrates
understanding of
nutrition for a
healthy life during
adolescence
ED
CODE
H7GD-Ii-j-22
C
O
LEARNING COMPETENCY
PY
C. Nutrition problems of
adolescents
1. Malnutrition and
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7GD-Ii-j-23
H7GD-Ii-j-24
H7GD-Ii-j-25
The learner
15. identifies the right foods during
adolescence
16. follows the appropriate nutritional
guidelines for adolescents for
healthful eating
16.1 explains the need to select
food based on the nutritional
needs during adolescence
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
17. identifies the nutritional problems
of adolescents
H7N-IIa-20
H7N-IIb-c-21
H7N-IId-f-22
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2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
Page 46 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
D. Decision-making skills
ED
The learner
consistently
demonstrates skills
that promote mental
health
D
EP
C
O
PY
micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating
disorder
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
H7N-IId-f-23
2010 SEC I
EASE Health Educ
H7N-IId-f-24
2010 SEC I
EASE Health Educ
H7N-IId-f-25
H7N-IId-f-26
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
H7N-IIg-h-27
2010 SEC I
EASE Health Educ
H7PH-IIIa-b28
OHSP Health
H7PH-IIIa-b29
H7PH-IIIa-b30
H7PH-IIIa-b31
H7PH-IIIc-32
H7PH-IIIc-33
H7PH-IIIc-34
H7PH-IIId-e35
H7PH-IIId-e36
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Page 47 of 66
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
H7PH-IIId-e37
H7PH-IIId-e38
H7PH-IIIf-h39
C
O
ED
E.
CODE
PY
LEARNING COMPETENCY
D
EP
GRADE 7 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H7IS)
The learner
The learner
The learner
A. Concept of intentional
injuries
demonstrates
consistently
36. differentiates intentional injuries
understanding of the
demonstrates
from unintentional injuries
B. Types of intentional injuries
concepts and
resilience, vigilance
1. Bullying (cyber bullying)
principles of safety
and proactive
2. Stalking
education in the
behaviors to prevent
3. Extortion
prevention of
intentional injuries
4. Gang and youth
intentional injuries
violence
37. describes the types of intentional
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
K to 12 Health Curriculum Guide December 2013
LEARNING
MATERIALS
H7PH-IIIf-h40
H7IS-IVa-d-31
H7IS-IVa-d-32
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Page 48 of 66
CONTENT
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
7.
8.
9.
10.
PY
Acts of terror
Domestic violence
Suicide
Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention
and
management of intentional
injuries
self-protection
preventing self-harm
promoting a culture of
non-violence
through
healthful behaviors
reporting
cases
of
violence
to
proper
authorities
seeking
help
from
trusted individuals and
health professionals
PERFORMANCE
STANDARDS
H7IS-IVe-h-33
39. identifies
protective
factors
related to intentional injuries
H7IS-IVe-h-34
H7IS-IVe-h-35
D
EP
ED
C
O
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Page 49 of 66
CONTENT STANDARDS
1st Quarter (H8FH)
The learner
demonstrates
understanding of human
sexuality and managing
sexuality related issues
for a healthy life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
The learner
appropriately manages
sexually-related issues
through responsible and
informed decisions
2.
3.
C
O
4.
PY
CONTENT
D
EP
B. Teenage concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage pregnancies,
and abortion
C. Development of decisionskills in managing sexuality
related issues
GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)
The learner
A. Dating, courtship, and
marriage
demonstrates an
understanding of
responsible
parenthood for a
ED
5.
The learner
makes informed and
values-based
decisions in
preparation for
6.
CODE
LEARNING
MATERIALS
H8FH-Ia-16
H8FH-Ia-17
H8FH-Ia-18
H8FH-Ib-19
H8FH-Ic-d-20
H8FH-Ic-d-21
issues/concerns of teenagers
(i.e., identity crisis) and the need
for support and understanding of
the family
courtship, marriage)
10. explains the importance of
courtship and dating in choosing
a lifelong partner
H8FH-Ie-g-22
H8FH-Ih-23
H8FH-IIa-24
H8FH-IIa-25
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Page 50 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
responsible
parenthood
D
EP
ED
C
O
PY
C. Responsible parenthood
CODE
LEARNING
MATERIALS
H8FH-IIa-26
H8FH-IIa-27
H8FH-IIb-28
H8FH-IIc-d-29
H8FH-IIc-d-30
H8FH-IIe-f-31
H8FH-IIe-f-32
H8FH-IIe-f-33
H8FH-IIe-f-34
H8FH-IIe-f-35
H8FH-IIe-f-36
H8FH-IIg-h-37
H8FH-IIg-h-38
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Page 51 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
D
EP
ED
C
O
PY
CODE
LEARNING
MATERIALS
H8FH-IIg-h-39
H8FH-IIg-h-40
H8FH-Iig-h-41
H8DD-IIIa-15
H8DD-IIIa-16
H8DD-IIIb-c17
H8DD-IIIb-c18
H8DD-IIIb-c19
H8DD-IIId-e20
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Page 52 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal
33. demonstrates self-monitoring
life skills to prevent and
H8DD-IIIf-hskills to prevent communicable
control communicable
21
diseases
diseases
F. Programs and policies on
34. promotes programs and policies
H8DD-IIIf-hcommunicable disease
to prevent and control
22
prevention and control
communicable diseases
G. Agencies responsible for
35. identifies agencies responsible
H8DD-IIIf-hcommunicable disease
for communicable disease
23
prevention and control
prevention and control
th
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4 Quarter (H8DD)
The learner
The learner
36. discusses the nature of nonA. Introduction to nonH8DD-IVa-24
communicable diseases
communicable diseases
demonstrates
consistently demonstrates
(NCDs)
understanding of nonpersonal responsibility
37. explains non-communicable
communicable diseases
and healthful practices in
diseases based on cause and
for a healthy life
the prevention and
B. Common nonH8DD-IVb-d-25
effect, signs and symptoms, risk
control of noncommunicable diseases
factors and protective factors
communicable diseases
1. Allergy
and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
38. corrects myth and fallacies about
5. Diabetes
H8DD-IVe-26
non-communicable diseases
6. Arthritis
7. Renal failure
D. Self-monitoring skills to
prevent non-communicable
diseases (physical
K to 12 Health Curriculum Guide December 2013
control non-communicable
diseases
40. demonstrates self-monitoring to
prevent non-communicable
diseases
H8DD-IVf-27
H8DD-IVg-h-28
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Page 53 of 66
CONTENT STANDARDS
PERFORMANCE
STANDARDS
PY
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
LEARNING COMPETENCY
C
O
LEARNING
MATERIALS
H8DD-IVg-h-29
H8DD-IVg-h-30
D
EP
ED
CODE
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Page 54 of 66
ED
D
EP
LEARNING
MATERIALS
G7-LM
EASE Health Educ
H9CE-Ia-8
H9CE-Ia-9
H9CE-Ib-d10
H9CE-Ib-d11
G7-LM
EASE Health Educ
H9CE-Ib-d12
G7-LM
EASE Health Educ
H9CE-Ie-f13
7. participates in implementing an
environmental project such as
building and maintaining a school
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)
A. First Aid Basics
The learner
The learner
8. discusses basic information about
first aid (principles, roles,
demonstrates
performs first aid
responsibilities, and characteristics
understanding of first procedures with
of a good aider)
aid principles and
accuracy
C. Collective Action for the
Environment
CODE
C
O
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
H9CE-Ig-h14
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H9IS-IIa36
G7-LM
EASE Health Educ
G7-LM
EASE Health Educ
2010 SEC
OHSP Health
Page 55 of 66
CONTENT
procedures
LEARNING COMPETENCY
CODE
H9IS-IIb37
PY
PERFORMANCE
STANDARDS
ED
D
EP
C
O
H9IS-IIc.d39
H9IS-IIc.d40
H9IS-IIc.d41
2010 SEC
OHSP Health
H9IS-IIb38
LEARNING
MATERIALS
H9IS-IIe.f42
H9IS-IIg.h43
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2010 SEC
OHSP Health
2010 SEC
2010 SEC
OHSP Health
2010 SEC
OHSP Health
Page 56 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
C
O
PY
CODE
H9S-IIIa14
D
EP
ED
H9S-IIIa15
H9S-IIIb16
H9S-IIIb17
H9S-IIIc-18
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H9S-IIId19
H9S-IIId20
Page 57 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
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Page 58 of 66
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
32. analyzes the negative health impact
of drinking alcohol
32.1 describes the harmful shortand long-term effects of
drinking alcohol
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
alcohol on the family, and
community
34. discusses strategies in the
prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
situations related to cigarette
and alcohol use
34.2 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
35. suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
C
O
PY
CONTENT
D
EP
ED
CODE
LEARNING
MATERIALS
H9S-IVe-f31
H9S-IVg-h32
H9S-IVg-h33
H9S-IVg-h34
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Page 59 of 66
demonstrates critical
thinking and decisionmaking skills in the
selection, evaluation
and utilization of
health information,
products and services.
D
EP
The learner
ED
LEARNING COMPETENCY
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
CODE
LEARNING
MATERIALS
H10CH-Iab-19
H10CH-Iab-20
H10CH-Iab-21
H10CH-Ic22
H10CH-Ic23
H10CH-Ic24
H10CH-Id25
H10CH-Id26
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Page 60 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
H10CH-Ief-27
H10CH-Igh-28
H10HC-IIa1
H10HC-IIb2
H10HC-IIcd-3
H10HC-IIcd-4
D
EP
ED
C
O
PY
CODE
H10HC-IIeg-5
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Page 61 of 66
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health Initiatives
The learner
The learner
16. discusses the significance of global
1. Millennium Development
health initiatives;
Goals (MDGs)
demonstrates
demonstrates
17. describes how global health
2. WHO Framework Convention awareness of global
competence in
initiatives positively impact peoples
on Tobacco Control
health initiatives
applying knowledge of
health in various countries;
3. Global Mental Health Action
global health to local
18. analyzes the issues in the
Plan
or national context
implementation of global health
4. Global Strategy to Reduce
global initiatives
initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines
global health initiatives to local or
and Immunizations
national context
H10HCIIIa-1
H10HCIIIb-c-2
PY
C
O
D
EP
ED
LEARNING
MATERIALS
H10HCIIIb-c-3
H10HCIIId-e-4
H10PC-Ivab-1
H10PC-Ivab-2
H10PC-IVcd-3
H10PC-IVcd-4
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Page 62 of 66
Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
health
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
Cultureresponsive
Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
and effective for them (Gay, 2000)
Epidemiological
Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
Family Health
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and
Development
Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
self-management skills to cope with lifes changes.
Holistic
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
health (physical, mental, social, emotional, moral/spiritual)
D
EP
ED
C
O
PY
Community and
Environmental
Health
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Page 63 of 66
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
education
Learnercentered
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
Nutrition
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Personal Health
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
and prevention and management of personal health problems
Prevention and
Control of
Diseases and
Disorders
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
habits and practices and health programs supported by legislation and provision of health services in the school and the
community
Preventive
Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Rights-based
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
human rights instruments
Standards and
outcomes-based
Requires students to demonstrate that they have learned the academic standards set on required skills and content
D
EP
ED
C
O
PY
Injury
Prevention,
Safety and First
Aid
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Page 64 of 66
The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
society and the nation
Values-based
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
values as the bases of good educational practice
D
EP
ED
C
O
PY
Substance Use
and Abuse
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Page 65 of 66
SAMPLE
Learning Area and
Strand/ Subject or
Specialization
Health
Grade Level
Grade 9
Domain/Content/
Component/ Topic
Prevention of Substance
Use and Abuse
PY
H9
Roman Numeral
Quarter
Arabic Number
Week
Fourth Quarter
D
EP
ED
Competency
Suggests healthy
alternatives to cigarettes
and alcohol to promote
healthy lifestyle (self,
family, community)
IV
g-h
34
CODE
GD
Nutrition
Personal Health
PH
IS
Family Health
FH
DD
CE
C
O
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
Consumer Health
CH
HC
PC
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Page 66 of 66
EP
E
C
O
PY
Edukasyong
Pangkalusugan
89
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EP
E
C
O
PY
HEALTH GRADE 4
PATNUBAY NG GURO
YUNIT IV
187
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Yunit IV
SAKUNA AT KALAMIDAD, ATING PAGHANDAAN,
BUHAY AY MAHALAGA, ATING PAG-INGATAN
BATAYANG KASANAYAN
PY
Pamantayang Pagganap
Ang mga mag-aaral ay
inaasahang maisagawa ang
mga wastong paraan sa
batayang pangkaligtasan at
pagbibigay ng pangunang
lunas sa oras ng kalamidad,
sakuna, at kagipitan o mga
hindi inaasahang pangyayari
(emergency).
C
O
Pamantayang Pangnilalaman
Ang mga mag-aaral ay
inaasahang maipamalas ang
pagkaunawa tungkol sa mga
kaligtasan at pangunang lunas
sa oras ng kalamidad, sakuna, at
kagipitan o mga hindi inaasahang
pangyayari (emergency).
EP
E
189
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Subukin Natin
I. Tama o Mali. Isulat sa sagutang papel ang tsek (/) kung ang GAWAIN ay
Tama at ekis ( X ) naman kung Mali.
PY
C
O
EP
E
Basahing mabuti ang mga tanong at piliin ang tamang sagot. Gumamit ng
malaking titik lamang.
190
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PY
C
O
EP
E
______ 15. Sina Mang Raul ay nakatira malapit sa Bulkang Mayon. Ano ang
dapat niyang gawin?
A. Mamasyal sa paligid
B. Gumawa ng malaking bahay
C. Makipag-usap sa kapitbahay
D. Alamin ang ligtas na lugar para sa paglikas
191
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C
O
PY
______18. Ano ang maaaring gamitin upang mailigtas ang ating buhay sa
pagbaha?
A. Karton
B. Payong
C. Malaking bag
D. Malaking gallon
______19. May naaamoy kang tagas ng gasul sa bahay. Ano ang nararapat
mong gawin?
A. Sindihan ang kalan
B. Isara ang mga bintana
C. Isawalang bahala lamang
D. Buksan ang bintana at pinto
EP
E
______20. May nag-aaway na mga lasing na may mga armas o patalim. Ano
ang iyong gagawin?
A. Awatin sila
B. Kunan ng litrato
C. Lumayo sa kanila
D. Tawagin ang kapitbahay
______21. Aksidenteng naputukan ng labentador ang kamay ng iyong
kalaro. Anong paunang lunas na dapat mong gagawin?
A. Balutin
B. Hugasan
C. Magtago
D. Sumigaw
192
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C
O
PY
______23. Ang bagyo ay nasa Signal No.1, anong antas ng mag-aaral ang
otomatikong walang pasok sa paaralan?
A. Preschool
B. Kolehiyo
C. Mataas na paaralan
D. Mababang paaralan
EP
E
193
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Susi sa Pagwawasto
C
O
EP
E
PY
I. Tama o Mali
1. X
2.
3. X
4.
5. /
6. X
7. /
8. /
9. /
10. X
194
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PY
C
O
D
EP
E
Ang mga kalamidad at sakuna tulad ng lindol, bagyo, at pagputok ng
bulkan ay maaring magdulot ng malaking pinsala sa mga ari-arian at maging sa
buhay ng tao. Upang maiwasan ang hindi mabuting epekto at bunga nito, tayo
ay dapat maging handa sa lahat ng oras. Kinakailangang matutuhan natin ang
ibat ibang paraan ng angkop na pagtugon sa oras ng kagipitan. Ang pagsunod
sa mga alituntunin at batayang pangkaligtasan ay pagtitiyak sa pagpapanatili
at pangangalaga sa ating buhay at ari-arian.
Sa mga nakalipas na taon, maraming ari-arian at buhay na ang nasira
at nawala dahil sa walang kahandaan sa sakuna at kalamidad. Nararapat na
ito ay hindi na maulit pa sa pamamagitan ng pag-aaral ukol sa paghahanda sa
mga inaasahan at di-inaasahang sakuna at kalamidad na makapagdudulot ng
pinsala sa ating buhay at ari-arian.
195
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PY
C
O
EP
E
BAGYO
loob ng isang taon. Maaaring ang isang lugar ay madalas na daanan ng mga
bagyong ito. Ang bugso ng hangin, lakas ng pagbuhos ng ulan, at maging ang
dami nito ay lubhang nakapamiminsala. Madalas ang dulot nito ay ang pagtaas
Mayroon itong dalawang bahagi: ang eye wall at ang mata ng bagyo. Ang
Philippine Atmospheric Geophysical Astromical Services Administration o
PAGASA ay nagbigay ng signal upang malaman ang lakas o bugso ng hangin
na dulot ng bagyo.
196
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Signal
Bugso ng hangin
Signal No. 1 :
30-60 kph
Signal No. 2 :
61-100 kph
Signal No. 3 :
101-185 kph
Signal No. 4 :
186 pataas
PY
isang lugar.
file:///C:/Users/Acer/Downloads/Typhoons%20in%20the%20Philippines%20(1).pdf
C
O
LINDOL
file:///C:/Users/Acer/Downloads/Earthquake-Final.pdf
EP
E
PAGSABOG NG BULKAN
May dalawang uri ang bulkan: aktibo at hindi aktibong bulkan. Ang akti-
bong bulkan ay pumutok o sumabog sa huling 600 na taon. Ang hindi aktibong
bulkan ay natutulog o walang anumang pagsabog o pagbuga ng usok sa loob
ng mahabang panahon subalit hindi ito ngangangahulugang hindi na ito sasab-
og muli. Kung kayat mas makabubuting alamin ang panganib na dulot nito
upang maiwasan ang anumang sakunang dulot nito.
file:///C:/Users/Acer/Downloads/BEING%20PREPARED%20MODULE%20(1).pdf
197
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Pamamaraan
A. Pag-usapan Natin
1. Ipaskil ang larawan sa pisara.
2. Pangkatin ang mga mag-aaral at bumuo ng grupo sa na may
apat hanggang limang miyembro.
3. Gamitin ang gawain sa Pag-usapan Natinsa LM.
buong klase.
PY
C
O
EP
E
f.
paglalahad?
B. Pag-aralan Natin
1. Bumuo ng tatlong pangkat, magtakda ng isang uri ng
kalamidad o sakuna.
1- bagyo, 2-lindol, 3- pagputok ng bulkan
2. Bigyan ng bilang ang bawat miyembro ng grupo.
3. Gamitin ang gawain sa Pag-aralan Natin sa LM.
4. Tawagin ang bilang ng pangkat na magbabahagi ng sagot sa
klase.
198
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C. Pagsikapan Natin
1. Hikayatin ang bawat grupo na ibahagi ang gawain sa Pagaralan Natin sa pamamagitan ng sumusunod:
Dula o role-play
Skit
News report
Awitin o sayaw
PY
Pagsasalarawan
D. Pagyamanin Natin
C
O
4. Lindol
2. Landslide
5. Pagputok ng Bulkan
3. Baha
EP
E
F. Takdang-aralin
1. Para sa susunod na pagkikita.
2. Pagsaliksikin at pagbasahin ang mga mag-aaral tungkol sa mga
dapat gawin bago, tuwing at pagkatapos ng kalamidad o sakuna
na naiulat sa klase ng bawat grupo.
199
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PY
C
O
gawin upang paghandaan ang dulot na epekto ng ibat ibang uri ng kalamidad.
EP
E
BAGYO
papeles.
200
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Sa panahon ng bagyo:
Signal No.1
Makinig sa balita sa radyo o TV ukol sa bagyo.
Walang pasok ang pre-school sa paaralan.
Magdala ng payong, kapote, at bota kung lalabas.
PY
Signal No. 2
C
O
EP
E
Signal No. 3
ligtas na lugar.
ligtas na lugar.
Signal No. 4
Ipagpaliban ang anumang gawain at manatili sa loob ng bahay.
Lumikas sa mas mataas na lugar sa posibleng pagbaha o landslide.
Patibayin ang mga bahagi ng bahay na maaaring maapektuhan.
201
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PY
C
O
EP
E
LINDOL
file:///C:/Users/Acer/Downloads/Preparing%20for%20Typhoons.pdf
Hindi tulad ng bagyo, ang lindol ay hindi maaaring masabi kung kailan
na.
202
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PY
C
O
Sa panahon ng lindol
EP
E
Pagkatapos ng lindol
file:///C:/Users/Acer/Downloads/Earthquake-Final%20(1).pdf
203
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PAGPUTOK NG BULKAN
PY
C
O
paglikas.
EP
E
file:///C:/Users/Acer/Downloads/BEING%20PREPARED%20MODULE%20(1).pdf
204
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Pamamaraan
A. Pag-usapan Natin
1. Magpakita ng halimbawa ng emergency kit sa klase.
2. Itanong sa klase ang sumusunod:
PY
C
O
EP
E
PY
C
O
EP
E
B. Pag-aralan Natin
C. Pagsikapan Natin
1. Ipasagot sa bawat mag-aaral ang Gawin Natin Ang Tama sa
LM.
2. Ipasagot ang gawain sa Ikaw, Sila,Tayo: Anong Dapat Gawin.
206
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D. Pagyamanin Natin
E. Pagnilayan Natin
PY
C
O
F. Takdang-aralin
EP
E
207
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PY
C
O
EP
E
sa pagiging handa.
A. Pag-usapan Natin
Ipasagot sa klase ang Pag-usapan Natin sa LM.
208
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B. Pag-aralan Natin
1. Tipunin ang mga miyembro ng bawat ERT. Magtalaga ng tagapagsalita sa bawat pangkat. Bigyan ng panahon na magbahagi ang
bawat pangkat ng kanilang pagninilay ang artikulo sa Pag-aralan
Natin, Maging Mapanuri, Mapagmatyag.
2. Ipasagot sa bawat pangkat sa manila paper ang gawain sa
PY
Mag-ingat Tayo.
3. Itanong: Paano maiiwasan ang dulot ng ganitong klaseng kalamidad?
C. Pagsikapan Natin
C
O
EP
E
D. Pagyamanin Natin
E. Pagnilayan Natin
209
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F. Takdang-aralin
Sasagutin ang mga tanong. (Magpagabay sa magulang)
1. Ano-ano ang mga paghahandang ginagawa ng inyong mag-anak
sa panahon ng kalamidad?
2. Anong paghahanda ang ginagawa ng inyong paaralan sa panahon
ng sakuna?
PY
C
O
EP
E
210
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Pamamaraan
A. Pag-usapan Natin
1. Itanong sa klase: Anong okasyon ang ipinagdiriwang sa larawan?
Paano nila pinagdiriwang ang mga ito?
2. Pangkatin ang klase sa tatlo. Sa bawat pangkat, bigyan ng oras
C
O
Pangkat 3: Kaarawan
PY
B. Pag-aralan Natin
EP
E
211
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C. Pagsikapan Natin
1. Sagutin ang mga tanong sa Tayoy Magsaya Huwag Mamroblema
2. Itanong sa klase ang mga sumusunod:
a. Bakit kailangang iwasan ang pag-inom ng alak?
b. Bakit kailangang iwasan ang paggamit ng paputok o pagpapaputok ng armas sa Bagong Taon?
c. Ano ang mas makabubuting gawin sa ganitong okasyon?
PY
C
O
EP
E
E. Pagnilayan Natin
212
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Panghuling Pagtataya
I. Tama o Mali. Isulat sa sagutang papel ang tsek () kung ang GAWAIN ay
Tama at ekis ( X ) naman kung Mali.
1. Hindi pumasok sa paaralan si Arnel dahil nasa Storm Signal No. 4
ang bagyo.
2. Umakyat sa mataas na lugar ang mag-anak dahil tumataas ang
PY
tubig-baha.
3. Naligo ang mga bata sa malakas na buhos ng ulan.
C
O
nakasulat na nabubulok.
EP
E
213
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C
O
A. Kanal
B. Landslide
C. Sink hole
D. Storm surge
PY
A. Awayin sila.
B. Balewalain sila.
C. Sumama sa kanila pero di masyadong lalayo.
D. Pagsabihan sila na huwag tumuloy dahil mapanganib.
12. Ito ang pagguho ng lupa dahilan sa pagbaha o pagyanig nito.
EP
E
A. DILG
B. MMDA
C. PAGASA
D. PHILVOCS
14. Ayon sa balita, may namumuong bagyo sa Pilipinas, ano ang dapat
gawin?
A. Ipagwalang bahala
B. Yayain si Inay na mag-shopping
C. Antabayanan ang susunod na balita tungkol sa bagyo
D. Pumunta sa tabing dagat at matyagan ang galaw ng
alon
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16. Sina Mang Raul ay nakatira malapit sa Bulkang Mayon. Ano ang
dapat nilang gawin ?
A. Mamasyal sa paligid
B. Gumawa ng malaking bahay
C. Makipag-usap sa kapitbahay
D. Tukuyin ang lugar para sa paglikas
PY
17. May sunog malapit sa inyong bahay, ano ang una mong gagawin?
C
O
18. May naaamoy kang tagas ng gasul sa loob ng bahay. Ano ang
HINDI mo dapat gawin?
EP
E
A. Kawayang kanyon
B. Malaking torotot
C. Maliit na baril
D. Sirang batya
21. May nag-aaway na mga lasing na may mga patalim. Ano ang una
mong gagawin?
A. Awatin sila
B. Kunan ng litrato
C. Lumayo sa kanila
D. Tawagin ang kapitbahay
22. Aksidenteng naputukan ang kamay ng inyong kalaro. Ano ang dapat
A. Tumakbo at magtago
B. Tumawag ng kapitbahay
C. Balutin ng t-shirt ang sugat.
D. Buhusan ng tubig ang sugat.
PY
mong gawin?
C
O
23.Napansin mong lasing ang nagmamaneho ng dyip na inyong sinasakyan. Ano ang una mong gagawin?
A. Agawin ang manibela
B. Bababa ng sasakyan
EP
E
A. Biglaang pag-ulan.
B. Malakas na hangn.
C. Pagtaas ng tubig.
D. Pagyanig ng lupa.
Susi sa Pagwawasto:
I Tama o Mali
PY
1.
2.
3. X
4.
5. X
6.
7.
8. X
9. X
10.
D
B
D
C
C
D
A
A
C
C
C
D
B
D
C
EP
E
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
C
O
217
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.