Students Will Understand That

Date:
Time: 7:20 - 2:00

Grade Level & Section: Grade 10 A, B, C and D (HEALTH I)
Time Frame: 1 hour
I. Essential Understanding
Students will understand that…
There are many health career pathways available.
II. Essential Questions
Students will keep considering the following question
 Why choose a health-related career?
III. Learning Objectives
Through various learning activities, the students should be able to:
a. differentiate a job from a career ;
b. list key decision points/ components that impact a satisfying and a rewarding career path with
integrity; and
c. increase awareness of occupations matching their personal interests.
IV. Learning Content
a. Topic: Health Career Pathways
b. References: Kto12 Curriculum textbook in MAPEH
c. Materials: Laptop, Reference book and chalk
V. Learning Experiences
1. Preliminary Matters
a. Recitation of the VMG
b. Greetings: Peace and All-Good
c. Checking of Attendance
d. Checking of Cleanliness
e. Reminders:
2. Introduction
a. Review:
Conduct an Activity entitled “Share It”. Let the students give questions to be answer
with the other student.
b. Motivation
 Ask the students to take out a blank sheet of paper. Tell the class to write
what they want to be in the future.
 On the board, classify which careers that they wrote are and re not
health-related.
 Ask the class to differentiate a job from a career.
c. Introduction of Essential Questions/Objectives
Pose the Essential Question:
Why choose a health-related career?
Is a health career right for me?
3. Interaction
a. Activity
 Video analysis: Health Career Pathways
b. Processing
 Solicit ideas from the students from the video.
c. Discussion
 Use the activity as a springboard to introduce the many opportunities in
the health care industry. Stress that there are many options available as
people will continue to seek medical/health care services.
 Show this diagram to the class and ask volunteers what it means.
 Have a self-assessment activity using the graphic organizer.
 Allow students to share their work with a partner.
d. Generalization
 Let the students do The Concrete Finale on page 78 of the textbook.
 Ask them to make a documentation of their work for class sharing after
the presentation.
4. Integration
a. Valuing

Let the students answer Come to Think of It on page 77 of the textbook.
Allow time for sharing.
b. Horizontal Integration
 English 9, The significance of Numbers: decisions and connections
c. Vertical Integration
 Mapeh 9, National laws and policies
d. Synthesis
 Choose the career that interests you or perhaps explore many options if you
are not yet sure which direction to take. Just continue your journey and you
will soon determine which career is the right one for you.
Date:
Time: 7:20- 1:00
Grade Level & Section: Grade 10 A, B, C and D (HEALTH 1)
Time Frame: 2 hours
One can be a wise health consumer when he/she evaluates reliable sources of information,
products, or services before making a decision to purchase or utilize products and/ or services and
avoids products and services that are unsubstantiated and lack scientific rationale.
Students will keep considering the following questions…
 How can I be a wise health consumer?
 Why is the ability to access valid health information, products, or
services a critical skill?

a. recognize the benefits of being a wise consumer;
b. differentiate reliable from unreliable health information, products, and services; and
c. evaluate how persuasive advertising techniques are used in daily media venues to influence
consumer spending, brand awareness, and loyalty.
a. Topic: Guidelines and Criteria in the Selection and Evaluating of Health

Information, Health Products, and Health Services
a. Prayer: Prayer to Blessed Maria Theresia
b. Recitation of the VMG
c. Greetings: Peace and All-Good
d. Checking of Attendance
e. Checking of Cleanliness
f. Reminders: Kindly bring sample sachet or the carton of a any product.
2. Introduction
a. Review:
On the box, there are questions written on the paper strips. The students will pick
from the box and try to answer it.
b. Motivation
Write a big circle on the board with the words “Health Products.” Then call for
volunteers to write examples of health products they use.
(Picture Analysis)
 Flash on the screen sample pictures of different consumers buying some
groceries in the grocery store.
3. Interaction
a. Activity
 Let the students answer the “4pics 1 word” to be flash on the screen
about Health consumer.
b. Processing
 Show either a TV or print advertisement that seems to be true but is
misleading. It must be shocking to the students. Allow them to realize
that what advertisers say influence a consumer’s decision regarding
health practices and products. Ask the students if they themselves of
their family members have fallen prey to such false advertisement.
c. Discussion
 Present to the class the Essential Questions:
How can I be a wise health consumer?
Why is the ability to access valid health information, products, or
 From the list on the board let them evaluate the health products and
services purchased or used by themselves or members of their family.
The discussion could cover the potential risks and benefits, whether the
items were appropriately chosen, whether the items were appropriately
priced, and the information sources relied upon. Ask the students the
useful information they may get from product packaging.
 As a group, let them recall and list as many print or TV and internet ads
which have influenced them in any way. Answer the following
questions for each advertisement:
What is the ad trying to do?
Who is the intended audience?
What are the strategies used to sell the products?
What influenced you to buy the product?
How much do you spend or this product every month?
 Stress the importance of reading the labels for product safety and that
endorsement does not guarantee reliability.
 Discuss the importance of developing the skill on accessing and
evaluating health information and products, and the benefits of being a
wise health consumer.
 Let them answer Health Check on page 6 of the textbook.
d. Generalization
The 60 Second Clock is Yours: Select 2-3 students to summarize the lesson for
the day within 60 seconds.
4. Integration
a. Valuing
Choosing to take care of your body helps you reach wellness. It is one of your
responsibilities as an individual. Choosing to take care of your body is your
responsibility to yourself. You have to choose wisely and make intelligent
decisions.
TLE
 The food pyramid and My Nutritional Plate serves as guide for us in
choosing the right food to intake.
 In Grade 7 Mapeh, Nutritional guidelines for Filipinos appropriate during
puberty.
d. Synthesis
 Choosing to take care of your body helps you reach wellness. It is one of
your responsibilities as an individual. Choosing to take care of your body is
your responsibilities to yourself.
Date:
Time: 7:20 - 1:00
Grade Level & Section: Grade 10 A, B, C and D (HEALTH II)
Time Frame: 2 hours
Accessing and evaluating health information, products, and services improve a person’s ability to
make healthy decisions and enhance one’s quality of life.
Why is the ability to access valid health information, products, or services a critical skill?
a. identify the different health professionals;
b. describe health care facilities available in one’s locality; and
c. evaluate different health care plans and financing schemes.
a. Topic: Health Service Providers
f. Reminders: Presentation of their chosen product
2. Introduction
a. Review:
b. Motivation
 Come to class in a health care professional’s uniform and introduce
yourself as a representative of a new health care facility in a particular
locality. Ask the class to list on the board the other health care
professionals who take of their well-being and health. Inspire the
students to take health-related careers.
3. Interaction
a. Activity
 Video analysis: Health Service Providers
b. Processing
 Solicit ideas from the students.
c. Discussion
Guide the class on the Essential questions:
Stress the importance of choosing the right health care professionals to
attend one’s health needs.
A 1 minute buzz session with a partner will be given to allow them to
list qualities they look for in a health care professionals.
d. Generalization
Let the students answer the Essential Question:
4. Integration
a. Valuing
Have the students answer Health Check Up on page 11 of the textbook.
Science 8
Sound waves and radiations
In Grade 7 Mapeh, the music in Mindanao and its musical instruments.
d. Synthesis Health services are provided to cater the health needs of individuals.
Community health services, agencies, and organizations compose the
subsystems of the health care delivery system.
Date:
Time: 7:20 - 2:00
Grade Level & Section: Grade 10 A, B, C and D (HEALTH III)
Time Frame: 1 hour
1. Essential Understanding
Accessing and evaluating health information, products, and services improve a person’s ability
to make healthy decisions and enhance one’s quality of life.
 Why is the ability to access valid health information, products, or services a critical skill?
a. define quack and quackery ;
b. list and describe ways to recognize a quack; and
c. enumerate ways to avoid being victims of quacks and quackery
a. Topic: Quackery
d. Learning Experiences
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Search for video clip of a quack in action without revealing to students
that the individual is a fake. Introduce demonstrator with an extensive
build-up of his or her experiences and background.
3. Interaction
a. Activity
 Picture analysis: Photograph of the different quackery acts.
b. Processing
 Let the students answer the Photograph flashed on the screen
c. Discussion
 Follow with a discussion of “How to recognize a quack.”
Ask students to: (a) give a definition of quackery, (b) list six
products, services, or practices they consider quackery, and (c)
briefly describe an experience in which they were victimized or
observed someone else being victimized. `
 Present pictures common products and services that are considered
quackery. Emphasize that many Filipinos spend a lot of money on
products and services that are bogus or unsubstantiated, despite
tremendous progress in medical science and health education.
d. Generalization
 Allow the students to construct a mind map of the day’s lesson.
4. Integration
a. Valuing
 Let the students read Time to reflect on page 10 of the textbook and allow
time for sharing.
TLE
Go, Grow and Glow Foods
 In Grade 7, Go, Grow, and Glow foods and Food Pyramids
d. Synthesis
 Allow students to construct a mind map of the day’s lesson.
Date:
Time: 7:20 - 2:00
Grade Level & Section: Grade 10 A, B, C and D (HEALTH IV)
Time Frame: 1 hour
Complementary and alternative health care modalities are available.
 What are my other health care options?
a. define alternative and complementary health care ;
b. cite alternative health care modalities available; and
c. evaluate these modalities as to affectivity
a. Topic: Complementary and Alternative Health Care Modalities
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Bring to class acupuncture needles or ventosa cups. Ask the students if
they are familiar with these tools. If these are not available, ask a student
who has headache or feels stressed. Then, ask a student to give the
volunteer some ear candling technique and ask how it felt after.
3. Interaction
a. Activity
 Picture analysis: Photograph of alternative health care modalities.
b. Processing
 Let the students answer the Photograph flashed on the screen
c. Discussion
 Present to the class the Essential Question:
What are my other health care options?
 Divide the class into their cooperative learning groups. Assign examples
of alternative modality for each group to discuss:
a. Herbal medicine-example of common herbs and their uses and
preparation
b. Acupuncture
c. Naturopathy
d. Reflexology
e. Ventosa
f. Chiropractic
 After 10 minutes, each group shall discuss each modality as to its:
a. Use
b. Materials/equipment needed
c. effectively
d. Generalization
 Allow the students to construct a mind map of the day’s lesson.
4. Integration
a. Valuing
 Let the students read Time to reflect on page 10 of the textbook and allow
time for sharing.
TLE
Go, Grow and Glow Foods
 In Grade 7, Go, Grow, and Glow foods and Food Pyramids
d. Synthesis
Holistic personal health care aims to develop every aspect of wee-being of an
individual. It is multidimensional in approach. The essential ingredient for
quality health care is the relationship between the healer and the patient.
Date:
Time: 7:20 - 2:00
Time Frame: 1 hour
There are national Laws and regulations that protect and ensure the safety and health of its
citizens.
 How does the government ensure the safety and health of the Filipinos?
a. cite ways by which one can safeguard reproductive health;
b. correlate responsible parenthood and reproductive health; and
c. interpret and criticize the Responsible Parenthood and Reproductive Health Act
a. Topic: Existing National Laws Related to health Trends, Issues, and Concerns
e. Reminders:
2. Introduction
a. Review:
a. Motivation
 Show to the class pictures of a big family of 12 and another family of 4.
Solicit their reactions on the pros and cons of a big and a small family.
b. Introduction of Essential Questions/Objectives
 Pose the Essential Question:
How does the government ensure the safety and health of the
Filipinos?
3. Interaction
a. Activity
 Picture analysis: A big family and a small family
b. Processing
 Introduce responsible parenthood as a springboard to the lesson. Ask the
class who among them belong to big families? Small families?
 Distribute the graphic organizer, and in pairs tell the students to write
the similarities of big and small families in the middle and disadvantage
of each circle.
c. Discussion
 Present the salient points of the responsible parenthood and
reproductive health act.
 Guide the students on the stand of the church as well as the
government’s with respect to the act.
 Emphasize the value of the life and man’s role to protect it.
 Show pictures of young people smoking. Gather their reactions.
d. Generalization
 Let the students complete this statement on the board:
“Today, I realized that …”
4. Integration
a. Valuing
 Ask the students to answer this question:
How do you see yourself ten years from now? How will these two
acts affect your life?
d. Synthesis
There are national laws, enacted related to health which are essential to ensure the safety,
health, and welfare of all Filipinos.
Date:
Time: 7:20 - 2:00
Grade Level & Section: Grade 10 A, B, C and D (HEALTH II)
Time Frame: 1 hour
Leadership and advocacy promote personal and community health and wellness can make a
great impact.
 How can I inspire others to address health issues?
a. discuss the existing health laws ;
b. explain the significance of the existing health related laws in safeguarding people’s health
; and
c. following existing health related laws
a. Topic: Ways of Management Health Issues and Concerns
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Show this to the class. Ask the students where this is usually seen.
No Return
Exchange
 Pose the Essential Question:
How can I inspire others to address health issues?
3. Interaction
a. Activity
 Picture analysis: Ways of Managing Health Issues and Concerns
b. Processing
c. Discussion
 Ask the students if they have an experience of returning items to a
grocery store, fast food, restaurant, or mall.
 Guide Questions:
What items did you return?
Why did you return the item?
Did the store accept returns? Why or why not?
 Point out the Essential Questions:
d. Generalization
 Let the students complete this statement on the board:
“Today, I realized that …”
4. Integration
a. Valuing
 Ask the students to answer this question:
How do you see yourself ten years from now? How will these two
acts affect your life?
d. Synthesis
 The laws, programs, and regulations are developed and implemented to
protect the health and safety of every individual. In that case, we must also
take responsibility in comforting with these laws to ensure a harmonious
and healthy society.
Date:
Time: 7:20 - 2:00
Time Frame: 1 hour
There are global health programs, strategies, and initiatives aimed at improving the health and
well –being of people around the world.
 How does the international community address global health issues?
a. identify the millennium Development Goals;
b. cite ways by which these goals may be achieved

a. Topic: Existing Global Health Initiatives
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Show a short video clip on how widespread poverty and hunger are all over
the world.
 Ask the class what they think are current health issues worldwide.
 Ask the students to write their answers on the board.
 Ask the students:
How does the international community address global health issues?
3. Interaction
a. Activity
 Picture analysis: Existing Global Health problems
b. Processing
 Solicit ideas from the students based on the picture shown on the screen.
c. Discussion
 Present the millennium development goals:
Eradicating extreme poverty and hunger
Achieving universal primary education
Promoting gender equality
Reducing child mortality
Improving maternal health
 Class discussion
d. Generalization
 Hand out a short quiz or a few simple questions, and have the students
give them to you as they leave your class.
Things I learned today
Things I found interesting
Questions I still have
4. Integration
a. Valuing
 Let the students read Time to Reflect on the textbook, and answer Come to
Think of It on the textbook.
Grade 7 Mapeh, coping up with the stress
Science, The Anatomical System of the Human body.
d. Synthesis
 Health is an important part of one’s life. A person who takes care of his or
her health can better achieve his or her personal goals.
 Prevention is the primary goal of health education.
Date:
Time: 7:20 - 2:00
Grade Level & Section: Grade 10 A, B, C and (HEALTH II)
Time Frame: 1 hour
Global health initiatives may be adopted when developing local and national policies and
programs.
 How can these global health initiatives be valuable in Philippine setting?
a. state and describe the ways of adopting global health initiatives ;
b. be compassionate in citing ways of adopting global health initiatives in the Philippines;
and
c. develop specific plans or programs based on global health initiatives.

a. Topic: Ways of Adopting Global Health Initiatives
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Show a short video from the movie Outbreak (how medical teams addressed
the viral outbreak). Ask the class if they are aware of SARS, Ebola, MERS-
CoV, or ZIKA virus.
How can these global health initiatives be valuable in the Philippine
setting?
3. Interaction
a. Activity
 Picture analysis: Ways of Adopting Global Health Initiatives
b. Processing
c. Discussion
 Ask the students how the Philippine Government addressed current world outbreak
of MERS-CoV or ZIKA.
 Give detailed instructions on the Performance Task.
 The groups will be given ample time for research. The audience will vote for their
candidate based on how well the health initiatives in local setting have been
carefully laid down and planned for its constituents.
d. Generalization
 To evaluate the students’ understanding of the lesson, let them do The
Concrete Finale on page 63of the textbook.
4. Integration
a. Valuing
 Have the students read Time to Reflect on page 61 of the textbook, and
allow time for sharing.
d. Synthesis
 Global health initiatives can be adopted in the local and national context in
different ways. Indeed, the Philippines supports global health and
development initiatives as their guiding principles in developing local
policies and programs.
Date:
Time: 7:20 - 2:00
Time Frame: 1 hour
There are many health career pathways available.
a. differentiate a job from a career;
b. increase awareness of occupations matching their personal interests; and
c. enumerate health care career pathways.
a. Topic: Health Career Pathways
e. Reminders:
2. Introduction
a. Review:
b. Motivation
 Ask the students to take out a blank sheet of paper. Tell the class to write
what they want to be in the future.
 On the board, classify which careers that they wrote are and are not
health-related.
 Ask the class to differentiate a job from a career.
 Is a health career right for me?
 Interaction
a. Activity
 Photo analysis about Health Career Pathways
b. Processing
 Solicit ideas from the students to the photo flash on the screen.
c. Discussion
 Use the activity as a springboard to introduce the many opportunities in
the health care industry. Stress that here are many options available as
people will continue to seek medical/health care services.
 Show a diagram to the class and ask volunteers what it means.
 Class discussion
d. Generalization
 Let the students be reminded of the Essential question.
4. Integration
a. Valuing

Have the students complete the following statements:
I realized that a career …
I realized that a job…
 English 9, The significance of Numbers: decisions and connections
 Mapeh 8, Fundamental Dance position of the arms and feet.
d. Synthesis
 The teenage period highlights social interactions as young people like you
enjoy sports events, parties, electronic games, and other forms of
entertainment. Likewise, maturity for most teenagers also brings an
interests in working for money to finance social entertainment.
STAGE 1
ESTABLISHED GOAL
K to 12 Curriculum Guide
(Health 10)
Department of Education
TOPIC: Consumer Health
CONTENT STANDARD
 The Student understands the guidelines and criteria in the selection and
evaluation of health information, products, and services.
PERFORMANCE STANDARD
 The learner demonstrates critical thinking and Decision-making skills in
the selection, evaluation and utilization of health information, products
and services.
TIME FRAME: 6 hours

First Grading
A. Essential Understanding
 One can be a wise health consumer when he/she evaluates reliable sources
of information, products, or services before making a decision to purchase
or utilize products and/ or services and avoids products and services that
are unsubstantiated and lack scientific rationale.
B. Essential Questions:
 What are my consumer rights
 Why is the ability to access valid health information, products, or services
a critical skill?
 How can I spot quacks and quackery?
C. Prior Knowledge
The students will be able to:
 Define health consumer
 Describe a healthy consumer
 Explain how health consumer programs work
LEARNING PACKAGE IN MAPEH GRADE 8
Topic I: Music of Southeast Asia
Stage 1: DESIRED RESULTS/OUTCOMES
Content Standard:
The learner demonstrates understanding of musical of salient features of

Southeast Asian music by correlating musical elements and processes to our
native forms.
Performance Standard:
The learner correlates music to the Southeast Asian culture and performs
examples of Southeast Asian music alone and with others, in appropriate tone,
pitch, rhythm, expression, and style.
Time Frame:
First Grading
A. Essential Understanding
The music of Southeast Asia reflects different aspects of Asian culture

through the different musical elements.
B. Essential Questions
1. How is culture reflected in Southeast Asian music?
2. How do the music of Malaysia and Singapore affect their culture and tradition?
3. What makes Indonesian use various style of music and relate it to their
religion?
C. Prior Knowledge
The students maybe thinking that:

1. To study other country’s culture will add no interest in their life.
2. Other country is another waste of time and boredom.
3. Music of other country is still the same with ours.
D. Objectives
Knowledge
1. The students will know
a. about elements of music
b. history, culture, and music of Malaysia and Singapore
c. characteristics of music and musical instruments of Southeast Asian
countries
d. forms and styles of music in Indonesia
e. gamelan music and instruments
Skill
2. The students will be able to:
a. differentiate history and culture of Malaysia and Singapore
b. improvise musical instruments and perform with expression
c. illustrate slendro and pelog
d. perform folk songs with others with style and expression
e. analyze music through listening
Attitudes
3. The students must be able to:
a. develop appreciation on the culture and tradition of Southeast Asian
countries
b. recognize the importance of one’s culture and tradition
c. develop sensitivity in giving importance of our own culture.
STAGE 2: ASSESSMENT
I. Performance Task
A. Task Overview
A group of performing artists will be celebrating its 20th anniversary. In line
with this, they are planning to have a cultural presentation which will feature the
culture and music of Southeast Asia. As part of the organization, you are tasked
to produce a presentation that is theme conveying, creative, presentation with
confidence and grace, and of course, mastery.
Rubric on Cultural Presentation
Theme Conveying Creativity Confidence and Mastery

Grace
(20) (30) (30)
(20)
Performers
The presentation Order of the perform in grace Presentation
fits with the theme presentation is and confidence. shows mastery of
correctly. excellent and the different
props and other presentation
costumes show projected.
creativity.
Other evidences:
II. Tests and Quizzes

a. Identifying and classifying different musical instruments
b. Essay
III. Students Work Samples

a. Activity sheets
b. Drawings
c. Homework
IV. Informal Checks for Understanding

a. Journal
V. Others
a. Recitation
b. Group Work
Date:
Time: 3:00 - 5:00
Grade Level & Section: Grade 9 A and C (HEALTH I)
Time Frame: 1 hour
A healthy community consists of people who are partners in health care and are living in a clean
and green environment that sustains the promotion of health and safety of the whole community.
What is a healthy community?
How does a healthy environment impact the health of the people and the community?
a. define community and environmental health ;
b. describe a healthy community; and
c. explain how healthy environment positively impacts the health of people and communities.

a. Topic: Characteristics of a Healthy Community
a. References: Kto12 Curriculum textbook in MAPEH
b. Materials: Laptop, Reference book and chalk
f. Reminders:
2. Introduction
a. Review:
b. Motivation
Where do you live?
Are you familiar with the barangay where your residence belongs?
Can you briefly describe the place where you live?
Can you call this place a community?
 Pose the Essential Questions
What is a healthy community?
How does a healthy environment impact the health of the people and
the community?
3. Interaction
a. Activity
Picture analysis: Characteristics of a Healthy Community
b. Processing
 Have the students answer the picture Analysis on the screen.
c. Discussion
 Solicit ideas from the students about the term “community”.
 After ideas are shared by the class, you may sum up and emphasize that
a community is a group of people who live in the same area (such as a
city, town, or neighbourhood) who share common characteristics,
knowledge, interest, beliefs, habits, customs, morals, laws, and live and
work harmoniously together.
 Instruct the students to look at the picture of a healthy community.
 Elicit the students’ ideas about a healthy community.
d. Generalization
Check students’ understanding by instructing them to do the following:
Formative Assessment
Instruct the students to answer Health Check-Up on page 5 of the textbook.
4. Integration
a. Valuing
God commissioned man to be the caretaker of all His creations.
How are you doing your part as a steward of the environment? Cite
concrete ways on how you would address the appeal of Pope Francis to live simply
and the practices you do to care for your common home.
TLE 10, Healthful Cooking
In Grade 10, Health service Providers
d. Synthesis
A person’s health is a product of their environment, which in turn affects
the growth and development of the community. People living in a healthy
community shall be in a place wherein they can have safe, healthy, and liveable
homes, have access to quality education, suitable and adequate employment,
effective transportation, safe physical activity, and good nutrition, as
prerequisite for health.
Date:
Time: 3:00 - 5:00
Grade Level & Section: Grade 9 A and C (HEALTH II)
Time Frame: 1 hour
A healthy and pleasant community has resources and facilities that help promote and protect the
people’s well-being. This community ensures good health to its member by means of achieving a
better quality of life.
What environmental issues surround people in the community?
How do environmental issues affect people’s health?
a. discuss the nature of environmental issues;
b. analyze the effects of environmental issues on people’s health; and

a. Topic: Nature and Health Effects of Environmental Issues
f. Reminders:
2. Introduction
a. Review:
b. Motivation
Are you aware or are familiar with campaigns like Earth Hour,
Greenpeace, and WWF?
Note: use a logos and present them through PowerPoint.
 What are the causes or advocacies they share or campaign for?
 Why do they initiate and push for these advocacies?
What environmental issues surround people in the community?
How do environmental issues affect people’s health?
3. Interaction
a. Activity
Picture analysis: Nature and Health Effects of Environmental Issues
b. Processing
c. Discussion
 Lead the students to look at the health disturbances caused by indoor
pollutants in Perk It Up on page 6 of the textbook.
 Solicit ideas from the students about the term “indoor pollutants”.
What materials used inside the house that can cause health
disturbances?
 Explain to the students that indoor pollutants may have short or long-
term effects to the health of the people.
d. Generalization
Using word splash strategy, instruct students to summarize the insights they have
gained by:
 Citing 3 keywords from the discussion
 Use these keywords in a complete sentence
4. Integration
a. Valuing
Present to the class the Prayer “Oratio Imperata” Let them read it. Instruct
the students to choose a line or two that has an impact on them.
TLE 10, Kitchen Safety
d. Synthesis
Health effects from indoor air pollutants may be short-term or long term.
Hort-term effects suc as headache, dizziness, and runny nose, may be
experienced even after a single exposure.
Date:
Time: 3:00 - 5:00
Grade Level & Section: Grade 9 A and C (HEALTH III)
Time Frame: 1 hour
Environmental issues surround people in the community. These may be water contamination and
shortage, water disposal, and air pollution.
How can we become good stewards of the Earth?
Why do we have to prevent and manage environmental health issues?
a. suggest ways to prevent and manage environmental health issues ;
b. name and describe environmental policies and laws that govern environmental issues; and

a. Topic: Prevention and Management Of Environmental Health Issues
f. Reminders:
2. Introduction
a. Review:
b. Motivation
 Using the Semantic Mapping strategy, show the poster of the 3Rs to the
class. Post it on the board.
 Encourage volunteers to write down keywords, phrases, concepts, or
ideas around it.
How can the 3Rs help in the prevention and management of
environmental health issues?
Why do we have to prevent and manage environmental health
issues?
3. Interaction
a. Activity
b. Processing
c. Discussion
 Present an animated video of Pope Francis’ letter relating to the care of
or common home.
 Instruct the students to take note of a part that relates to the practice of
the 3Rs. Encourage volunteers to explain how.
 Ask the students to state what value people uphold when practicing the
3Rs.
d. Generalization
Use footprints strategy. Students are given a footprint cut-out on which they will write
what knew knowledge or understanding they are “walking away” from the lesson with.
4. Integration
a. Valuing
Ask the students:
How can you relate the values of personal responsibility and social
consciousness to managing and preventing environmental health issues?
d. Synthesis
With all the negative effects on environmental issues on health, there is a need
to change our hazardous lifestyle. All of us must protect the environment by
becoming good stewards of the earth.
Date:
Time: 3:00 - 5:00
Grade Level & Section: Grade 9 A and C (MUSIC I)
Time Frame: 2 hour
Classical music is basically homophonic, has singable melodies, has simple harmonies, uses
gradual dynamic change, has clearly defined musical forms, and is clearly specified in the score.
How were musical elements used in Classical music?
a. explain the transition period from Baroque period to classical period ;
b. name and describe environmental policies and laws that govern environmental issues; and
d. Learning Content
d. Topic: Prevention and Management Of Environmental Health Issues
e. References: Kto12 Curriculum textbook in MAPEH
f. Materials: Laptop, Reference book and chalk
e. Learning Experiences
I. Preliminary Matters
g. Prayer: Prayer to Blessed Maria Theresia
h. Recitation of the VMG
i. Greetings: Peace and All-Good
j. Checking of Attendance
k. Checking of Cleanliness
l. Reminders:
II. Introduction
d. Review:
e. Motivation
 Using the Semantic Mapping strategy, show the poster of the 3Rs to the
class. Post it on the board.
 Encourage volunteers to write down keywords, phrases, concepts, or
ideas around it.
How can the 3Rs help in the prevention and management of
environmental health issues?
f. Introduction of Essential Questions/Objectives
Why do we have to prevent and manage environmental health
issues?
III. Interaction
e. Activity
f. Processing
g. Discussion
 Present an animated video of Pope Francis’ letter relating to the care of
or common home.
 Instruct the students to take note of a part that relates to the practice of
the 3Rs. Encourage volunteers to explain how.
 Ask the students to state what value people uphold when practicing the
3Rs.
h. Generalization
Use footprints strategy. Students are given a footprint cut-out on which they will write
what knew knowledge or understanding they are “walking away” from the lesson with.
IV. Integration
e. Valuing
Ask the students:
How can you relate the values of personal responsibility and social
consciousness to managing and preventing environmental health issues?
f. Horizontal Integration
g. Vertical Integration
h. Synthesis
With all the negative effects on environmental issues on health, there is a need
to change our hazardous lifestyle. All of us must protect the environment by
becoming good stewards of the earth.

Students Will Understand That

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Date:

Time: 7:20 - 2:00

III. Learning Objectives

a. Topic: Guidelines and Criteria in the Selection and Evaluating of Health

IV. Learning Content

IV. Learning Content

TIME FRAME: 6 hours

Topic I: Music of Southeast Asia

Stage 1: DESIRED RESULTS/OUTCOMES

The learner demonstrates understanding of musical of salient features of

The music of Southeast Asia reflects different aspects of Asian culture

The students maybe thinking that:

Rubric on Cultural Presentation

Theme Conveying Creativity Confidence and Mastery

II. Tests and Quizzes

III. Students Work Samples

IV. Informal Checks for Understanding

IV. Learning Content

IV. Learning Content

IV. Learning Content

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