Grade 4 TG Health Quarter 1

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Edukasyong Pangkatawan
at
Pangkalusugan
Patnubay ng Guro
Ang aklat na ito ay magkatuwang na inihanda at sinuri ng

mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo,
at / o unibersidad. Hinihikayat namin ang mga guro at ibang
nasa larangan ng edukasyon na mag-email ng kanilang puna at
mungkahi sa Kagawaran ng Edukasyon sa action@deped.gov.ph.
Mahalaga sa amin ang inyong mga puna at mungkahi.
Kagawaran ng Edukasyon
Republika ng Pilipinas
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.
Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na Baitang
Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-
ari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ng
ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mga
maaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.”
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 may-
akda 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.
Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.

com ang mga may-akda at tagapaglathala.
Inilathala ng Kagawaran ng Edukasyon

Kalihim: Br. Armin A. Luistro FSC
Pangalawang Kalihim: Dina S.Ocampo, PhD
Mga Bumuo ng Patnubay ng Guro

Punong Tagapamahala: Jenny Jalandoni Bendal
Konsultant: Salve A. Favila, PhD
Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at
Rachelle U. Peneyra
Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr.,
Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas,
Rhodora B.Peña, at Amphy B. Ampong
Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at
Crisencia G. Saludez
Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles,
Elvin Neal B. Bersamira, at Jason O. Villena
Naglayout: Mark Anthony E. Jalandoni at Mickey C. Acorda
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 Taño, 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
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Pambungad
Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong

Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa
ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong
sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan
ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng
patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na
pamantayan o standards na siyang nakasaad sa kurikulum.
Magandang Buhay mga Guro!
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.
Ang pagkakaroon ng maayos at malusog na pangangatawan ay mai-

tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri-
syon 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 upa-
ng 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
TALAAN NG MGA NILALAMAN
YUNIT I KAHALAGAHAN NG PAGBABASA NG FOOD LABEL
Pahina
Aralin 1 Sustansiyang Sukat at Sapat. ................................................. 98
Aralin 2 Suriin ang Pagkain, Bago Kainin. ......................................... 104
Aralin 3 Basahin Bago Kainin at Inumin. ............................................. 106
Aralin 4 Ating Alamin at Unawain. ....................................................... 108
Aralin 5 Pagkain Tiyaking Tama at

Ligtas Bago Kainin. ................................................................ 111
Aralin 6 Pagkain ay Suriin upang Hindi Maging Sakitin...................... 114
vi
Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
HEALTH
(Grade 1 to Grade 10)
December 2013
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
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 well-
being.
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.
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.
K to 12 Health Curriculum Guide December 2013 Page 2 of 66

Conceptual Framework of Health Education
Holistic
Values-based Preventive
Growth and
Development
Community and
Environmental Personal Health
Health
Health and Achieve,

Learner-
Life Skills-
based
Consumer
Health
Sustain and Nutrition centered
Promote
Lifelong
Injury
Prevention and
Wellness Substance Use
and Abuse
Safety
Culture- Disease
Prevention and Family Health
responsive Conrtol
Rights-based
Standards and Epidemiological

Outcomes-based

HEALTH CONTENT AREAS
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.
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 individual’s development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
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 life’s changes.
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.

CHARACTERISTICS OF THE HEALTH CURRICULUM
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.
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.
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.
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.

Key Stage Standards
K–3 4–6 7 – 10
The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key health
observance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability and
achieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of
C
achieve and sustain optimum health and well- the individual, the family and the larger community.
being.

Grade Level Standards
GRADE LEVEL STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury-
Grade 1
prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
Grade 2
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
Grade 3
consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices.
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
Grade 4
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
Grade 5
community and environmental health, which helps to achieve optimum health and well-being.
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
Grade 6
prevention, safety and first aid to achieve optimum health and well-being.
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
Grade 7
to achieve, sustain, and promote personal health and wellness.
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and non-
Grade 8
communicable to achieve, sustain, and promote family health and wellness.
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
Grade 9
substance use and abuse to achieve, sustain, and promote community health and wellness
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
Grade 10
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.

Health Content Matrix for Grades 1 to 10
Grading
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Period
Community
First Personal
Personal Personal Growth and and Consumer
Quarter Nutrition Health/ Nutrition Nutrition Family Health I
Health Health Development Environmental Health
Nutrition
Health
Personal Personal
Health Health Injury
Health Trends,
Prevention and Prevention and Prevention,
Personal Issues and
Second Personal Control of Control of Family Health Safety and
Prevention and Prevention and Health/ Growth Nutrition Concerns
Quarter Health Diseases &
& Development
Diseases & II First Aid
(National
Control of Control of Disorders Disorders (Unintentional
Diseases & Diseases & Level)
Injuries)
Disorders Disorders
Prevention and Substance Use Health Trends,

Consumer and Abuse Issues and
Control of
Third Personal Consumer Substance Use Substance Use Health/ Personal Concerns
Family Health Diseases and
Quarter Health Health and Abuse and Abuse Environmental Health
Disorders (Drug
Health
(Communicable) scenario) (Global Level)
Injury Injury
Injury Prevention,
Prevention, Injury
Prevention, Safety & First Prevention and
Injury Injury Injury Safety & First Aid/ Prevention, Substance Use
Safety & First Control of
Fourth Prevention, Prevention, Prevention, Aid/Community Safety and and Abuse Planning for a
Aid Diseases and
Quarter Safety and Safety and
/Community &
Safety & First and Consumer
First Aid (Gateway Health Career
Disorders (Non-
First Aid First Aid Aid Environmental (Intentional drugs)
Environmental Health Communicable)
Health Injuries)
Health

GRADE 1
PERFORMANCE LEARNING
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE
STANDARDS MATERIALS
Grade 1 - NUTRITION – 1ST QUARTER (H1N)
A. Healthful and less healthful The learner… The learner…
foods
1. Water and milk vs. soft understands the practices healthful eating
The learner…
drinks importance of good habits daily
2. Fruits and vegetables eating habits and H1N-Ia-b-1
behavior
1. distinguishes healthful from less
vs. sweets, salty and
healthful foods
processed food
B. Consequences of eating less 2. tells the consequences of eating

healthful food less healthful foods H1N-Ic-d-2
C. Good eating habits 3. practices good decision-making

1. Eat regular meals. skill in food choices H1N-Ie-f-3
2. Eat a healthful
breakfast daily.
4. practices good eating habits that
3. Chew food thoroughly. H1N-Ig-j-4
can help one become healthy
Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)
A. Health habits and hygiene The learner… The learner… 1. identifies proper behavior during
H1PH-IIa-b-1
1. Proper behavior during mealtime
mealtime. demonstrates practices good health 2. demonstrates proper hand
H1PH-IIc-d-2
2. Proper hand washing understanding of the habits and hygiene daily washing
2.1 before and after proper ways of taking 3. realizes the importance of
H1PH-IIe-3
eating care of one’s health washing hands
2.2 after using the toilet 4. practices habits of keeping the
body clean & healthy H1PH-IIf-i-4
2.3 when the hands get
dirty
3. Washing the feet when
dirty, before going to
bed, and after wading 5. realizes the importance of
H1PH-IIj-5
in flood waters practicing good health habits
4. Taking a bath every day
5. Wiping hands and face
STANDARDS MATERIALS
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)
A. Characteristics of a The learner… The learner… The learner…
healthful home environment
1. Clean water understands the consistently demonstrates 1. describes the characteristics of a
H1FH-IIIa-1
2. Clean indoor air importance of keeping healthful practices for healthful home environment
the home environment a healthful home
healthful. environment. 2. discusses the effect of clean
H1FH-IIIb-2
water on one’s health
3. discusses how to keep water at

H1FH-IIIc-3
home clean
4. practices water conservation H1FH-IIIde-4
5. explains the effect of indoor air

H1FH-IIIfg-5
on one’s health

STANDARDS MATERIALS
6. identifies sources of indoor air

pollution H1FH-IIIfg-6
7. practices ways to keep indoor air

clean H1FH-IIIfg-7
B. Ways to keep the healthful 8. explains the effect of a home

home environment environment to the health of the H1FH-IIIhi-8
people living in it
9. describes ways on how family

members can share household
chores in keeping a healthful H1FH-IIIhi-9
home environment
10. demonstrates how to keep the

home environment healthful H1FH-IIIj-10
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 H1IS-IVa-1
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
H1IS-IVb-2
persons
3. identifies appropriate persons to

ask for assistance H1IS-IVc-3
4. demonstrates ways to ask for help H1IS-IVc-4
B. Preventing childhood 5. follows rules at home and in

Injuries school. H1IS-IVd-5

STANDARDS MATERIALS
1. Safety rules at home 6. follows rules during fire and other
2. Safety rules in school, disaster drills H1IS-IVe-6
including fire and other
disaster drills 7. observes safety rules with stray or
3. Safety with animals strange animals H1IS-IVf-7
8. describes what may happen if

safety rules are not followed H1IS-IVg-8
C. Ways by which people are 9. describes ways people can be

intentionally intentionally helpful or harmful to H1IS-IVh-9
helpful or harmful one another
1. Good touch and bad 10. distinguishes between good and
touch bad touch H1IS-IVi-10
2. Protection against
11. practices ways to protect oneself
violent or unwanted
behaviors of others against violent or unwanted
H1IS-IVj-11
behaviors of others
DEPE
D
K to 12 Health Curriculum Guide December 2013
Page 12 of 66
GRADE 2
STANDARDS MATERIALS
Grade 2- NUTRITION – 1ST QUARTER (H2N)
A. Healthy Food and the Body The learner… The learner…
1. Provides energy 1. states that children have the right
1.1 Carbohydrates and understands the 1. demonstrates good to nutrition(Right of the child to
Fats importance of eating a decision-making nutrition Article 24 of the UN
2. Promotes growth and balanced diet. skills in choosing H2N-Ia-5
Rights of the Child)
body-building food to eat to have a
2.1 Protein balanced diet.
3. Regulates body functions
3.1 Vitamins and Minerals 2. consistently practices
good health habits
B. Guide in Eating Balanced and hygiene for the 2. discusses the importance of eating H2N-Ib-6
diet sense organs a balanced meal
1. Food Pyramid for
Filipino children (7-12
3. discusses the important functions H2N-Icd-7
years old)
of food
2. Food Plate for Filipino
children (7-12 years old) 4. describes what constitutes a H2N-Ie-8
balanced diet
5. considers Food Pyramid and Food H2N-Ifh-9
Plate in making food choices
6. displays good decision-making H2N-Iij-10

skills in choosing the right kinds of
food to eat

STANDARDS MATERIALS
Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH)
A. Health Habits and hygiene The learner… The learner… The learner…
1. Care of the eyes, ears,
nose demonstrates consistently practices good 1. describes ways of caring for
1.1 Pediculosis (lice understanding of the health habits and hygiene H2PH-IIa-e-6
the eyes, ears, nose, hair
infestation) proper ways of taking care for the sense organs and skin in order to avoid
1.2 Scabies of the sense organs common childhood health
1.3 Sore eyes conditions
1.4 Excessive or
hardened ear was
(impacted cerumen) 2. describes ways of caring for
2. Care for the mouth/teeth
the mouth/teeth
2.1 Proper tooth brushing
and flossing at least
twice a day and H2PH-IIfh-7
always before
sleeping
2.2 Going to the dentist
twice a year for
dental checkup
B. Development of self- 3. displays self-management

management skills skills in caring for the sense H2PH-IIij-8
organs
Grade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)

A. Healthy Family Habits and The learner… The learner… The learner…
Practices
1. Sharing responsibilities demonstrates consistently adopts 1. describes healthy habits of the H2FH-IIIab-
in keeping the house understanding of healthy healthy family family 11
clean family habits and The learner…
2. Preparing and eating practices 2. demonstrates good family health
healthy foods together habits and practices
3. Exercising regularly as a H2FH-IIIcd-
family 12
4. Doing recreational
activities together

STANDARDS MATERIALS
B. Positive Expressions of The learner... The learner... 3. explains the benefits of healthy
Feelings expressions of feelings H2FH-IIIef-13
demonstrates an demonstrates positive
understanding of expression of feelings
managing one’s feelings toward family members 4. expresses positive feelings in H2FH-IIIgh-
and respecting and ways of coping with appropriate ways 14
differences negative feelings
5. demonstrates positive ways of
H2FH-IIIij-15
expressing negative feelings, such
as anger, fear, or disappointment
6. displays respect for the feelings of H2FH-IIIj-16

others
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 one’s right and H2IS-IVa-12
understanding of rules to in following safety rules responsibilities for safety
ensure safety at home at home and in school.
and in school.
B. Home Safety 2. identifies hazardous areas at home

H2IS-IVbc-13
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously 3. identifies hazardous household
especially when products that are harmful if H2IS-IVde-14
using the stairs
ingested, or inhaled, and if
2.2. Be aware of rough
touched especially electrical
edges around the
house appliances
2.3. Be extra careful
when using the 4. recognizes warning labels that
bathroom to avoid identify harmful things and
H2IS-IVf-15
falls substances
2.4. Do not play with

STANDARDS MATERIALS
matches, knives,
pointed materials, 5. explains rules for the safe use of
H2IS-IVg-16
electrical equipment household chemicals
and household
chemicals)
2.5. Never touch a hot 6. follows rules for home safety H2IS-IVh-17
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 7. identifies safe and unsafe
behavior in the practices and conditions in the H2IS-IVi-18
corridor and when school
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 8. practices safety rules during
high bars; avoid H2IS-IVj-19
school activities
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
GRADE 3
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE
STANDARDS STANDARDS MATERIALS
Grade 3 – NUTRITION – 1ST QUARTER (H3N)
A. Good Nutrition and Health The learner… The learner… The learner…
1. Concept of Malnutrition
2. Forms of demonstrates consistently 1. describes a healthy person H3N-Iab-11
malnutrition(undernutrition understanding of the demonstrates good
and overnutrition) importance of nutritional decision-making skills in 2. explains the concept of
2.1. Protein-Energy Malnutrition guidelines and balanced making food choices malnutrition
(PEM) diet in good nutrition H3N-Iab-12
2.2. Micronutriental Deficiencies and health
3. identifies nutritional problems
2.2.1. Vitamin A – Night H3N-Icd-13
Blindness
2.2.2. Vitamin B – Beri-beri 4. describes the characteristics,
2.2.3. Vitamin C – Scurvy signs and symptoms, effect of H3N-Ief-14
2.2.4. Votamin D – Rickets the various forms of
2.2.5. Iron – Anemia malnutrition
2.2.6. Iodine – Goiter
2.2.7. Calcium – Rickets/ 5. discusses ways of preventing
Osteoperosis the various forms of H3N-Ief-15
2.3. Overweight and obesity malnutrition
B. Nutritional Guidelines for Filipinos 6. identifies the nutritional

(with emphasis on items with *) guidelines for Filipino H3N-Igh-16
1. Eat variety of foods every day
to get the nutrients needed 7. discusses the different
by the body* nutritional guidelines H3N-Ii-17
2. Breastfeed infants exclusively
from birth up to 6 months 8. realizes the importance of
then give appropriate following nutritional guidelines H3N-Ij-18
complementary foods while
continuing breastfeeding for 2 9. describes ways of maintaining
years and beyond for healthy lifestyle
optimum growth and H3N-Ij-19
development
3. Eat more vegetables, and


fruits everyday to get the

essential vitamins, minerals 10. evaluates one’s lifestyle H3N-Ij-20
and fiber for regulation of
body processes* 11. adopts habits for a healthier
4. Consume fish, lean meat, lifestyle H3N-Ij-21
poultry, egg, dried beans or
nuts daily for growth and
repair of body tissues*
5. Consume milk, milk products
and other calcium-rich foods,
such as small fish and
shellfish everyday for healthy
bones and teeth*
6. Consume safe foods and
water to prevent diarrhea and
other food and water-borne
diseases*
7. Use iodized salt to prevent
Iodine Deficiency Disorders
8. Limit intake of salty, fried,
fatty and sugar-rich foods to
prevent cardiovascular
diseases*
9. Attain normal body weight
through proper diet and
moderate physical activity to
maintain good health and
help prevent obesity.
10. Be physically active, make
healthy food choices, manage
stress, avoid alcoholic
beverages and do not smoke
to help prevent lifestyle-
related non-communicable
diseases.*


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…
demonstrates an consistently practices 1. describes a healthy and an

H3PH-IIa-9
understanding of the healthy habits to prevent unhealthy person
nature of and the and control diseases
B. Common Childhood Diseases prevention of diseases 2. identifies common childhood
H3DD-IIbcd-
1. Common diseases diseases
2. General risk factors 1
2.1. Heredity 3. identifies risk factors for H3DD-IIbcd-
2.2. Environment diseases 2
2.3. Lifestyle H3DD-IIbcd-
4. discusses the different risk
3. Effects factors for diseases 3
5. gives an example of health H3DD-IIbcd-

condition under each risk factor 4
6. explains the effects of common H3DD-IIbcd-

diseases 5
C. Preventive Measures for Common H3DD-IIefg-

7. explains measures to prevent
Childhood Diseases 6
common diseases
1. Proper Hygiene
2. Environmental Sanitation 8. explains the importance of
3. Building up one’s body proper hygiene and building up H3DD-IIh-7
resistance through healthy one's body resistance in the
lifestyle prevention of diseases
3.1. Proper Nutrition
3.2. Adequate Rest and Sleep
3.3. Regular Physical Activities
4. Specific protection through 9. demonstrates good self-
immunization management and good-decision H3DD-IIij-8
5. Regular health and dental making-skills to prevent
check-up common diseases


Grade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)
A. Introduction to consumer The learner… The learner… The learner…
H3CH-IIIab-
education and its components 1. defines a consumer
1
(health information, products and demonstrates demonstrates critical
services) understanding of factors thinking skills as a wise
that affect the choice of consumer 2. explain the components of
health information and consumer health H3CH-IIIab-
2
products
B. Factors that influence the choice 3. identify different factors that
of goods and services influence the choice of H3CH-IIIbc-
1. Personal (interest, goods and services 3
preference)
2. Economic (budget) 4. discusses the different
3. Psychological (emotion) factors that influence choice
of goods and services H3CH-IIIbc-
4. Ethical (values)
5. Environmental/Social (family, 4
peers, media, trends)
C. Skills of a wise consumer 5. describes the skills of a wise H3CH-IIIde-
1. Budgeting consumer 5
2. Bargaining (negotiation)
3. Data collection (collecting
data or learning more about
the product through
literature, etc.)
4. Comparison buying 6. demonstrates consumer
5. Communication and skills for given simple H3CH-IIIde-
assertiveness (writing or situations 6
reporting a complaint
regarding a defective or
fraudulent good/service)
D. Consumer Rights 7. identifies basic consumer H3CH-IIIfg-7

1. Right to basic needs rights
2. Right to safety
3. Right to information

4. Right to choose
5. Right to representation
6. Right to redress 8. practices basic consumer
7. Right to consumer education rights when buying H3CH-IIIfg-8
8. Right to a healthy
environment
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use 9. identify consumer
H3CH-IIIh-
and prices of goods and responsibilities
9
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of 10. discusses consumer
H3CH-IIIi-
consumption) responsibilities
10
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 11. identifies reliable sources of H3CH-IIIj-
Industry health information 11
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,

brochures, and magazines

produced by health
professionals or legitimate
health institutions
Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS)
A. Road safety The learner… The learner… The learner…
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road safety practices H3IS-IVab-
1.1. Cross safely using the understanding of risks to consistency in following as a pedestrian 19
pedestrian lane (with an ensure road safety and in safety rules to road
accompanying adult or the community. safety and in the
cross in groups) community. 2. demonstrates road safety
1.2. Follow road crossing practices for pedestrian
procedure: Stop, Look H3IS-IVab-
and Listen 20
1.3. Obey traffic rules and
road signs
1.4. Walk facing traffic (best
3. explains basic road safety
chance to see
practices as a passenger H3IS-IVcd-
approaching vehicles)
21
1.5. Walk on the sidewalk
1.6. Be aware of bikers and
runners while walking.
2. Road safety as passenger 4. demonstrates road safety
2.1. Choosing a safe spot to practices as a passenger H3IS-IVcd-
sit on 22
2.2. Using the designated
loading and unloading
zones
2.3. Keep all body parts inside
the vehicle
2.4. Line up properly when
entering boarding vehicle
and allow exiting
passengers to get off 5. explains the meaning of traffic
first. signals and road signs H3IS-IVe-23


2.5. Step down only from the 6. describes dangerous,

vehicle when it comes to destructive, and disturbing
a complete stop road situations that need to be
H3IS-IVf-24
2.6. Not running into the reported to authorities
street
2.7. Do not distract the driver
3. Road hazards and accident
prevention
3.1. Road hazards such as
open manhole, slippery 7. displays self-management H3IS-IVg-
surface, crowded skills for road safety. 25
sidewalk, uneven surface,
poor lighting
3.2. Self-management skills
B. Community safety 8. identifies hazards in the

1. Hazards in the community community H3IS-IVh-26
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts) 9. follows safety rules to avoid
H3IS-IVi-27
2. Safety guidelines accidents in the community
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) 10. recommends preventive action
2.3. Report to a trusted adult H3IS-IVj-28
for a safe community
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community


2.5. Know places/people to go

when seeking help.
COP
Y
DEPE
D
Page 24 of 66
GRADE 4
STANDARDS MATERIALS
Grade 4 – NUTRITION – 1ST QUARTER (H4N1)
A. Reading Food Labels The learner... The learner... The learner...
1. Name and Description
of Food 1. understands the 1. Understands the 1. identifies information provided on H4N-Ia-22
2. Nutrition Facts importance of reading significance of reading the food label
(nutrition information food labels in selecting and interpreting food
panel, ingredients list) healthier and safer food label in selecting healthier 2. explains the importance of reading
3. Advisory and Warning and safer food food labels in selecting and H4N-Ib-23
Statements 2. understands the purchasing foods to eat
4. Directions for Use and importance of following 2. practices daily
Storage food safety principles in appropriate food safety 3. demonstrates the ability to
5. Date Markings preventing common habits to prevent food- interpret the information provided
H4N-Icde-24
(Expiration Date and food-borne diseases in the food label
borne disease
‘best before’ date)
3. understands the nature 4. analyzes the nutritional value of
and prevention of food two or more food products by
borne diseases comparing the information in their H4N-Ifg-25
food labels
B. Food Safety Principles 5. describes ways to keep food clean

1. Keep clean and safe
H4N-Ifg-26
2. Wash hands properly
before preparing and
eating food 6. discusses the importance of
3. Separate raw from keeping food clean and safe to H4N-Ihi-27
cooked foods avoid disease
4. Cook food thoroughly
particularly chicken
5. Keep food at safe
temperature
6. Use clean and safe
water in washing foods
and cooking/eating
utensils
7. Protect food from flies

STANDARDS MATERIALS
and pests that can

transmit disease
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases H4N-Ij-26
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases H4N-Ij-27
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 H4DD-IIa-7
Communicable Disease understands the nature consistently practices
2. Germs or Disease and prevention of personal and 2. identifies the various disease
Agents(pathogen) common communicable environmental measures agents of communicable diseases H4DD-IIb-9
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 H4DD-IIcd-10
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 H4DD-IIef-11
Communicable one person to another.
diseases(routes for
spread of infectious
STANDARDS MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
B. Common Communicable 5. describes common communicable

Diseases diseases H4DD-IIgh-12
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflava“an-an”)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of 6. demonstrates ways to stay healthy
Common Communicable and prevent and control common H4DD-IIij-13
Diseases (Breaking the Chain communicable diseases
of Infection at respective
points)

STANDARDS MATERIALS
1. Disease Agent (ex. 7. identifies ways to break the chain

sterilization, of infection at respective H4DD-IIij-14
disinfection)
2. Reservoir (ex.
environmental
sanitation)
3. Portal of Exit (ex.
8. practices personal habits and H4DDIIij-15
cough etiquette)
4. Mode of Transmission environmental sanitation to
(ex. proper hygiene) prevent and control common
5. Portal of Entry (ex. communicable diseases
protective clothing)
6. Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)

A. Uses of Medicines The learner… The learner… The learner…
1. Protection
2. Prevention Demonstrates Practices the proper use 1. Describes uses of medicines
H4S-IIIa-1
3. Cure understanding of the of medicines
proper use of medicines
B. Types of Medicines to prevent misuse and 2. Differentiates prescription from
1. Over-the-counter (non- harm to the body non-prescription medicines
prescription) H4S-IIIb-2
2. Prescription
C. Medicine Misuse and Abuse 3. Describes ways on how medicines

1. Self- Medication are misused and abused H4S-IIIcd-3
2. Improper use
(overdosage, excessive
use)
3. Dependence
4. Addiction

STANDARDS MATERIALS
D. Potential Dangers Associated 4. describes the potential dangers

with Medicine Misuse and Abuse associated with medicine misuse H4S-IIIde-4
1. Physical harm such as and abuse
deafness due to
antibiotic misuse
2. Psychological harm
E. Proper Use of Medicines 5. describes the proper use of

1. Use under adult medicines H4S-IIIfg-5
supervision
2. Read and check labels
3. Consult with physician
4. Follow instructions and 6. explains the importance of reading
medical prescription drug information and labels, and H4S-IIIij-6
5. Check expiration date other ways to ensure proper use of
6. Observe proper storage medicines
7. Buy from reliable
source
Grade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER(H1IS)

A. Safety guidelines during The learner… The learner… The learner…
disasters and other
emergency situations demonstrates practices safety measures 1. recognizes disasters or H4IS-IVa-28
1. Typhoon understanding of safety during disasters and emergency situations
2. Storm Surge guidelines during emergency situations.
3. Flood disasters, emergency and 2. demonstrates proper response
4. Landslide other high-risk situations before, during, and after a H4IS-IVb-d-
5. Volcanic eruption disaster or an emergency 29
6. Earthquake situation
7. Tsunami
3. relates disaster preparedness and

proper response during H4IS-IVe-30
emergency situations in
preserving lives

STANDARDS MATERIALS
B. Safety guidelines for other 4. describes appropriate safety

situations or events that measures during special events
may lead to injury or or situations that may put people H4IS-IVfg-31
emergency at risk
1. Firecrackers during
holidays especially New
Year 5. describes the dangers of engaging
2. Alcohol drinking and in risky behaviors such as use of
rowdy crowds during firecrackers, guns, alcohol H4IS-IVhij-32
fiestas, parties, holidays drinking
and other special
events 6. advocates the use of alternatives
to firecrackers and alcohol in H4IS-IVhij-33
celebrating special events
DEPE
K to 12 Health Curriculum Guide December 2013D All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
Page 30 of 66
GRADE 5

Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)
A. Mental, Emotional and Social The learner… The learner… The learner…
Health
1. Characteristics of a Healthy demonstrates practices skills in 1. describes a mentally, H5PH-Iab-10
Person (mentally, emotionally understanding of mental managing mental, emotionally and socially healthy
and socially) emotional, and social emotional and social person
2. Ways to Develop and Nurture health concerns
health concerns
One’s Mental Health 2. suggests ways to develop and
3. Ways to Stay Emotionally maintain one’s mental and H5PH-Ic-11
Healthy emotional health
B. Healthy and Unhealthy 3. recognizes signs of healthy and

relationships unhealthy relationships H5PH-Id-12
1. Signs of Healthy Relationships
(loving family, genuine
friendships) 4. explains how healthy
2. Importance of Healthy relationships can positively H5PH-Ie-13
Relationships in Maintaining impact health
Health
3. Signs of Unhealthy
Relationships 5. discusses ways of managing
4. Managing Unhealthy unhealthy relationships H5PH-If-14
Relationships
C. Mental,Emotional and Social Health 6. describes some mental,

Concerns (include ways on how emotional and social health H5PH-Ig-15
these negatively impact one’s concerns
health and wellbeing)
1. Social anxiety


2. Mood swings 7. discusses the effects of mental,
3. Teasing emotional and social health H5PH-Ih-16
4. Bullying, including cyber concerns on one’s health and
bullying wellbeing
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
D. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii-17

Emotional and Social Health preventing or managing teasing,
Concerns bullying, harassment or abuse
1. Practicing life skills
(communication/assertiveness/ 9. identifies appropriate resources H5PH-Ij-18
self-management/decision- and people who can help in
making) dealing with mental, emotional
2. Finding Resources and Seeking and social, health concerns.
Help
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)

A. Changes during Puberty The learner… The learner... The learner...
1. Physical Changes (secondary
sexualcharacteristicssuch as demonstrates demonstrates health 1. describes the physical, H5GD-Iab-1
hair growth, voice change, understanding of the practices for self-care emotional and social changes
breast development, different changes, during puberty based on during puberty
menstruation) health concerns and accurate and scientific
2. Emotional and Social Changes management strategies information 2. accepts changes as a normal
during puberty The learner... part of growth and H5GD-Iab-2
development
Understands basic Demonstrates respect
concepts regarding sex for the decisions that
and gender people make with
regards to gender
identity and gender
roles.


B. Puberty-related Health Myths and 3. describes common

Misconceptions misconceptions related on H5GD-Icd-3
puberty
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 4. assesses the issues in terms of
scientific basis and probable effects H5GD-Icd-4
2. On Nocturnal Emissions on health
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
C. Puberty-related Health Issues and 5. describes the common health

Concerns issues and concerns during H5GD-Ief-5
puberty
1. Nutritional issues 6. accepts that most of these
2. Mood swings concerns are normal H5GD-Ief-6
3. Body odor consequence of bodily changes
4. Oral health concerns during puberty but one can
5. Pimples/Acne learn to manage them
6. Poor Posture
7. Menstruation-related Concerns 7. demonstrates empathy for
(Pre-menstrual Syndrome, persons undergoing these H5GD-Igh-7
Dysmenorrhea, and other concerns and problems
abnormal conditions)
8. Early and Unwanted 8. discusses the negative health
impact and ways of preventing H5GD-Igh-8
Pregnancy
major issues such as early and
9. Sexual Harassment
unwanted pregnancy


D. Self -care and Management of 9. demonstrates ways to manage

Puberty-related Health Issues and puberty-related health issues H5GD-Ii-9
Concerns and concerns
1. Self-management 10. practices proper self-care

Skills/Responsibility for procedures H5GD-Ii-10
personal health(proper diet,
proper hygiene, oral care, care 11. discusses the importance of
during seeking the advice of H5GD-Ii-11
menstruation/circumcision, professionals/ trusted and
breast self-examination) reliable adults in managing
2. Seeking the Advice of puberty-related health issues
Professionals/Trusted and and concerns
Reliable Adults
E. Sex and Gender 12. differentiates sex from gender H5GD-Ij-12
1. Sex (male, female or intersex)

2. Gender Identity (girl/woman, 13. identifies factors that influence H5GD-Ij-13
boy/man or transgender) gender identity and gender
3. Gender Roles (masculine, roles
feminine, androgynous)
14. discusses how family, media, H5GD-Ij-14
4. Factors that Influence Gender
religion, school and society in
Identity and Gender Roles
general reinforce gender roles
15. gives examples of how male H5GD-Ij-15

and female gender roles are
changing
Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)

A. Nature of Gateway Drugs The learner… The learner… The learner…
1. Caffeine (products with
caffeine include coffee, tea understands the nature demonstrates the ability 1. explains the concept of H5SU-IIIa-7
and cola drinks) and effects of the use to protect one’s health gateway drugs
2. Tobacco and abuse of caffeine,


3. Alcohol tobacco and alcohol by refusing to use or 2. identifies products with
abuse gateway drugs. caffeine H5SU-IIIb-8
3. discusses the nature of

caffeine, nicotine and alcohol H5SU-IIIc-9
use and abuse
B. Effects of Gateway Drugs 4. describes the general effects of

1. Caffeine the use and abuse of caffeine, H5SU-IIIde-
2. Tobacco tobacco and alcohol 10
3. Alcohol
C. Impact of the Use and Abuse of 5. analyzes how the use and
Gateway Drugs abuse of caffeine, tobacco and H5SU-IIIfg-
1. Individual alcohol can negatively impact 11
2. Family the health of the individual,
3. Community the family and the community
D. Prevention and Control of Use 6. demonstrates life skills in

and Abuse of Gateway Drugs keeping healthy through the H5SU-IIIh-
1. Development of Life Skills non-use of gateway drugs 12
(resistance, decision-making,
communication, assertiveness) 7. follows school policies and
2. Observance of Policies and national laws related to the sale H5SU-IIIij-
Laws such as school policies and use of tobacco and alcohol 13
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
Grade 5 – INJURY, SAFETY AND FIRST AID – 4TH QUARTER (H6PH)

A. Nature and Objectives of The learner… The learner… The learner…
First Aid
1. prolong life demonstrates practices appropriate 1. explains the nature and H5IS-IVa-34
2. alleviate suffering/lessen pain understanding of basic first aid principles and objectives of first aid
first aid principles and procedures for common
3. prevent further injury
procedures for common injuries


B. First aid principles injuries 2. discusses basic first aid

1. Ensure that it is safe to principles H5IS-IVb-35
intervene
2. First aider’s safety first
3. Conduct initial assessment
4. Take immediate action. First
things first.
5. Get help.
C. Basic First Aid for Common 3. demonstrates appropriate first

Injuries and Conditions aid for common injuries or H5IS-IV-c-j-
1. Wounds conditions 36
2. Nosebleed
3. Insect bite
4. Animal bite
5. Burn and scald
6. Food poisoning
7. Fainting
8. Musculoskeletal injuries
(sprain, strain, musclecramps,
dislocation and fracture)
DEPE
K to 12 Health Curriculum Guide December 2013 D All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
Page 36 of 66
GRADE 6
STANDARDS MATERIALS
Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)
A. Personal Health -Issues and The learner… The learner… The learner…
Concerns
1. height and Demonstrates practices self- 1. describes personal health issues and H6PH-Iab-18
weight(stunted growth, understanding of management skills to concerns
underweight, personal health issues prevent and control
overweight, obesity) and concerns and the
personal health issues
2. hearing (impacted importance of health
cerumen, swimmer’s appraisal procedures and and concerns
ear, otitis media) community resources in
3. vision preventing or managing
4. (astigmatism, myopia, them
hyperopia,xerophthalmi
a, strabismus)
5. skin, hair andand nail
6. (sunburn, dandruff
,corns, blisters and
calluses, ingrown
toenails)
7. posture and spine
disorders (scoliosis,
lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis,
malocclusion, halitosis)

STANDARDS MATERIALS
B. Prevention and 2. demonstrates self-management H6PH-Iab-19

Management of Personal skills
Health Issues and Concerns
1. Developing Self-
management Skills
(proper nutrition, proper
hygiene, regular physical
activity, enough rest and
sleep, good posture, oral
care)
2. Undergoing Health
Appraisal Procedures 3. discusses health appraisal H6PH-Ic-20
(height and weight procedures during puberty
measurement, breast 4. explains the importance of
H6PH-Id-f-21
self-examination for undergoing health appraisal
girls, hearing test, procedures
vision screening,
scoliosis test and health 5. regularly undergoes health
and dental H6PH-Id-f-22
appraisal procedures
examinations)
3. Utilizing School and
Community Health 6. identifies community health H6PH-Igh-23
Resources resources and facilities that may
3.1. Medical Professionals /
be utilized to address a variety of
Practitioners (doctor,
dentist, nurse) personal health issues and
3.2. Health Facilities concerns
3.3. School Clinic
3.4. Barangay Health 7. avails of health services in the
H6PH-Igh-24
Station/Rural Health school and in the community
Unit
8. promotes the use of health H6PH-Igh-25
resources and facilities in the
school and in the community

STANDARDS MATERIALS
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)
A. Healthy School and The learner… The learner… The learner…
Community Environments
1. Characteristics understands the demonstrates practices
1.1. physical importance of keeping for building and 1. describes healthy school and
environment (safe, the school and maintaining healthy community environments H6CMH-IIa-1
clean, with good air community environments
school and community
and water quality, healthy.
aesthetically environments
pleasing, with
flexible spaces)
1.2. psychosocial
environment (warm H6CMH-IIb-2
atmosphere,
2. explains the effect of living in a
healthy
healthful school and community
interpersonal
relations, free from
abuse and
discrimination)
2. Ways of Building and 3. demonstrates ways to build and H6CMH-IIc-d-
Maintaining Healthy keep school and community 3
School and Community environments healthy
Environments
B. Keeping Homes, Schools and

Communities Healthy H6CMH-IIe-4
through Proper Waste
Management 4. identifies different wastes
1. Identification and

STANDARDS MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings- H6CMH-IIe-5
5. classifies different types of wastes
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste 6. Describes proper ways of waste
1.3.1 chemicals
disposal H6CMH-IIf-6
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste 7. identifies things that can be
recycled in school and in the
Management H6CMH-IIg-7
community
2.1 Waste Reduction
8. practices proper waste
(reuse)
2.2 Waste Storage management at home, in school,
H6CMH-IIh-8
(separation of and in the community
biodegradable from non-
biodegradable, tight-
fitting storage containers)
2.3 Waste Disposal
(composting, recycling, 9. advocates environmental protection H6CMH-IIij-9
proper disposal of through proper waste management
hazardous waste)
Grade 6 – ENVIRONMENTAL HEALTH – 3RD QUARTER (H6EH)

A. Diseases and Disorders The learner… The learner… The learner…
caused by Poor
Environmental Sanitation demonstrates consistently practices H6EH-IIIa-1
1. Respiratory Diseases understanding of the ways to maintain a 1. describes diseases and disorders
health implications of healthy environment caused by poor environmental

STANDARDS MATERIALS
2. Skin Diseases poor environmental sanitation

3. Gastrointestinal sanitation
Diseases
4. Neurological
Impairment (lead and 2. explains how poor environmental
mercury poisoning) sanitation can negatively impact H6EH-IIIb-2
the health of an individual
B. Environmental Sanitation 3. discusses ways to keep water

1. Clean water: access to and air clean and safe H6EH-IIIc-3
potable water, making
water safer 4. explains the effect of a noisy
2. Clean air: prevention of H6EH-IIId-4
environment
air pollution, tobacco
control, anti-smoke
belching drives 5. suggests ways to control/manage
3. Control of noise noise pollution H6EH-IIIe-5
pollution Control of
pests and rodents 6. practices ways to control/manage
noise pollution H6EH-IIIfg-6
7. explains the effect of pests and

rodents to ones health H6EH-IIIhi-7
8. identifies some common diseases

caused by pests and rodents H6EH-IIIhi-8
9. practice ways to prevent and H6EH-IIIj-9

control pests and rodents
Grade 6 – CONSUMER HEALTH – 4TH QUARTER (H6CH)

A. Importance of Consumer The learner… The learner… The learner…
Health
1. Wise and informed understands the concepts Consistently 1. explains the importance of H6CH-IVa-13
decision in purchasing and principles of selecting demonstrates critical consumer health
STANDARDS MATERIALS
products or availing and using consumer thinking skills in the

services health products. selection of health
2. Protection from fraud products.
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
B. Components of Consumer
health
1. Health information (
sources include books,
2. enumerates the components of H6CH-IVbc-14
print ads, radio,
consumer health
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products) 3. describes the different components
3. Health services (health
of consumer health
professionals, health
H6CH-IVcd-15
units, health care plans
and programs)
C. Medicines as Health Products

4. differentiates over- the- counter H6CH-IVcd-16
: Types and Uses
from prescription medicines
1. Over the Counter (such
as antacid, analgesic, 4. gives example of over the counter
antipyretic, H6CH-IVe-17
and prescription medicines
antidiarrheal, laxative,
and decongestant) 5. explains the uses of some over
2. Prescription (such as the counter and prescription H6CH-IVf-18
antibiotic, medicines
antidepressant, and
antihypertensive)

STANDARDS MATERIALS
D. Evaluating Health Products

1. Ask questions (What is 6. identifies the common H6CH-IVg-19
the motive of the ad? propaganda techniques used in
What is misleading advertising
about the ad?)
2. Identify the propaganda
techniques used
7. Identifies the common propaganda
(testimonial, reward, H6CH-IVg-20
techniques used in advertising
bandwagon, scientific,
novelty, humor, fear,
plain folks, snob,
glittering generality,
slogan, false image, and
others) 8. analyzes packaging and labels of
H6CH-IVh-21
3. Read packaging and health products
label
C. Use the modified DECIDE

Model in the Selection and
Purchase of Health Products
D-etermine the
essential product to
purchase.
E-xplore the
alternatives.
C-Consider the
9. practices good decision making
consequences of each H6CH-IVh-22
skills in the selection of health
option
products.
I- Identify the factors
that you consider
important
D- Decide what to buy.
E- Evaluate your
decision.

STANDARDS MATERIALS
D. Protection from Fraudulent 10. discusses ways to protect oneself

Health Products from fraudulent health products H6CH-IVij-23
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
COP
Y
DEPE
D
Page 44 of 66
GRADE 7

GRADE 7 - GROWTH AND DEVELOPMENT – 1st Quarter (H7GD)
The learner… The learner… The learner…
A. Holistic health OHSP in Health
H7GD-Ia-12
demonstrates appropriately manages 1. discusses the concept of holistic 2010 SEC
understanding of holistic concerns and challenges health
health and its during adolescence to 2. explains the dimensions of holistic
management of health achieve holistic health. health (physical, mental/ OHSP in Health
concerns, the growth and intellectual, emotional, social, and H7GD-Ib-13 2010 SEC
development of moral-spiritual);
adolescents and how to 3. analyzes the interplay among the
manage its challenges. OHSP in Health
health dimensions in developing
H7GD-Ib-14 2010 SEC
holistic health;
4. practices health habits to achieve OHSP in Health

H7GD-Ic-15
holistic health; 2010 SEC
B. Stages of growth and
5. describes developmental milestones OHSP in Health
development H7GD-Id-e-16
as one grow 2010 SEC
(infancy to old age)
C. Changes in the health 6. recognizes that changes in different
OHSP in Health
dimensions during health dimensions are normal H7GD-Id-e-17
2010 SEC
adolescence during adolescence;
7. describes changes in different
OHSP in Health
aspects of growth that happen to H7GD-Id-e-18
2010 SEC
boys and girls during adolescence;
8. recognizes that changes in different
OHSP in Health
dimensions are normal during H7GD-If-h-19
2010 SEC
adolescence’
9. explains that the pattern of change
during adolescence is similar but
the pace of growth and H7GD-If-h-20
development is unique for each
adolescent;
D. Management of health 10. identifies health concerns during
concerns during adolescence H7GD-Ii-j-21
adolescence

(poor eating habits, lack of

sleep, lack of physical
activity, dental problems,
body odor, postural
problems, as well as other
problems in other health
dimensions)
E. Health appraisal procedures 11. explains the proper health
H7GD-Ii-j-22
(height and weight appraisal procedures
measurement, breast self- 12. demonstrates health appraisal
examination for girls, procedures during adolescence in H7GD-Ii-j-23
hearing test, vision order to achieve holistic health
screening, scoliosis test, 13. avails of health services in the
health exam, and dental school and community in order to H7GD-Ii-j-24
exam) appraise one’s health;
F. Development of self- 14. applies coping skills in dealing
awareness and coping skills with health concerns during H7GD-Ii-j-25
adolescence
GRADE 7 – NUTRITION – 2nd Quarter (H7N)
The learner The learner The learner
2010 SEC I
H7N-IIa-20
A. Nutrition during demonstrates makes informed 15. identifies the right foods during EASE Health Educ
adolescence understanding of decisions in the adolescence
nutrition for a choice of food to eat 16. follows the appropriate nutritional
B. Nutritional guidelines healthy life during during adolescence guidelines for adolescents for
adolescence healthful eating
16.1 explains the need to select
food based on the nutritional
H7N-IIb-c-21 2010 SEC I
needs during adolescence
EASE Health Educ
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
C. Nutrition problems of 17. identifies the nutritional problems
2010 SEC I
adolescents of adolescents H7N-IId-f-22
EASE Health Educ
1. Malnutrition and


micronutrient 18. describes the characteristics,

deficiencies signs and symptoms of 2010 SEC I
H7N-IId-f-23
2. Eating disorders malnutrition and micronutrient EASE Health Educ
2.1 Anorexia nervosa deficiencies
2.2 Bulimia 19. discusses ways of preventing and
2010 SEC I
2.3 Compulsive eating controlling malnutrition and H7N-IId-f-24
EASE Health Educ
disorder micronutrient deficiencies
20. explains the characteristics, signs 2010 SEC I
H7N-IId-f-25 EASE Health Educ
and symptoms of eating disorders
21. discusses ways of preventing and 2010 SEC I
H7N-IId-f-26 EASE Health Educ
controlling eating disorders
D. Decision-making skills 22. applies decision-making and
critical thinking skills to prevent 2010 SEC I
H7N-IIg-h-27
nutritional problems of EASE Health Educ
adolescents
GRADE 7 – PERSONAL HEALTH – 3rd Quarter (H7PH)
A. Mental Health The learner The learner 23. explains the factors that affect
H7PH-IIIa-b-
(An Introduction) the promotion of good mental OHSP Health
28
demonstrates consistently health
understanding of demonstrates skills 24. explains that stress is normal and H7PH-IIIa-b-
mental health as a that promote mental inevitable 29
B. Understanding stress
dimension of holistic health 25. differentiates eustress from H7PH-IIIa-b-
1. Eustress
health for a healthy distress 30
2. Distress
life 26. identifies situations that cause H7PH-IIIa-b-
feelings of anxiety or stress 31
27. identifies the common stressors
H7PH-IIIc-32
C. Common areas of stressor that affect adolescents
that affects adolescents 28. identifies physical responses of
(peer, family, school, the body to stress H7PH-IIIc-33
community)
D. Coping with stress 29. identifies people who can provide
H7PH-IIIc-34
support in stressful situations
30. differentiates healthful from
H7PH-IIId-e-
unhealthful strategies in coping
35
with stress
31. demonstrates various stress H7PH-IIId-e-
management techniques that one 36

can use every day in dealing with

stress
32. explains the importance of H7PH-IIId-e-
Coping with Dying and grieving 37
Death
33. demonstrates coping skills in H7PH-IIId-e-
managing loss and grief 38
E. Types and Management of 34. recognizes triggers and warning
H7PH-IIIf-h-
Common Mental Disorders signs of common mental
39
3. Identifying triggers and disorders
warning signs
4. Prevention coping and
treatment
4.1 Mood disorders,
35. discusses the types, sign,
bipolar, schizophrenic,
symptoms, and prevention,
Obsessive Compulsive H7PH-IIIf-h-
treatment and professional care
Disorder (OCD), in managing common mental 40
Obsessive Compulsive health disorders
Personality Disorder)
(OCPD), post-
traumatic
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
H7IS-IVa-d-31
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
H7IS-IVa-d-32
violence
6. Kidnapping and
abduction


7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention and
management of intentional
injuries 38. analyzes the risk factors related
H7IS-IVe-h-33
 self-protection to intentional injuries
 preventing self-harm
 promoting a culture of
non-violence through
healthful behaviors 39. identifies protective factors
 reporting cases of H7IS-IVe-h-34
related to intentional injuries
violence to proper
authorities
 seeking help from
trusted individuals and
health professionals 40. demonstrates ways to prevent
H7IS-IVe-h-35
and control intentional injuries
DEPE
D
Page 49 of 66
GRADE 8
STANDARDS MATERIALS
GRADE 8 – FAMILY HEALTH I – 1st Quarter (H8FH)
A. Gender and Human The learner The learner 1. identifies basic terms in sexuality H8FH-Ia-16
Sexuality (Correlate with (sex, sexuality, gender, etc.)
Values Education; demonstrates appropriately manages 2. discusses sexuality as an
coordinate with Guidance understanding of human sexually-related issues important component of one’s H8FH-Ia-17
Counselor) sexuality and managing through responsible and personality
sexuality related issues informed decisions 3. explains the dimensions of
for a healthy life H8FH-Ia-18
human sexuality
4. analyzes the factors that affect
one’s attitudes and practices
H8FH-Ib-19
related to sexuality and sexual
behaviors
5. assesses personal health
attitudes that may influence H8FH-Ic-d-20
sexual behavior
6. relates the importance of
H8FH-Ic-d-21
sexuality to family health
B. Teenage concerns
 Identity crisis 7. identifies the different
 Sexual identity and issues/concerns of teenagers
Sexual behaviors (i.e., identity crisis) and the need H8FH-Ie-g-22
 Pre-marital sex, for support and understanding of
teenage pregnancies, the family
and abortion
C. Development of decision- 8. applies decision-making skills in
skills in managing sexuality managing sexuality-related H8FH-Ih-23
related issues issues
GRADE 8 – FAMILY HEALTH II – 2nd Quarter (H8FH)
The learner… The learner…
A. Dating, courtship, and 9. defines basic terms (dating, H8FH-IIa-24
marriage demonstrates an makes informed and courtship, marriage)
understanding of values-based 10. explains the importance of
responsible decisions in courtship and dating in choosing H8FH-IIa-25
parenthood for a preparation for a lifelong partner

STANDARDS MATERIALS
B. Maternal Health concerns healthy family life responsible 11. identifies marital practices and
1. Pre-pregnancy parenthood setup across cultures H8FH-IIa-26
(blighted ovary, ectopic
pregnancy, polycystic 12. analyzes behaviors that promote
ovary, myoma) healthy relationship in marriage H8FH-IIa-27
2. During pregnancy and family life
(pre-eclampsia, 13. describes the factors that
placenta previa, contribute to a successful H8FH-IIb-28
gestational, diabetes,) marriage
3. Post pregnancy
14. discusses various maternal
(post-partum disorder, health concerns (pre-during-post H8FH-IIc-d-29
sepsis pregnancy)
15. discusses pregnancy-related
H8FH-IIc-d-30
concerns
16. explains the importance of
maternal nutrition during H8FH-IIe-f-31
pregnancy
17. discusses the importance of
newborn screening, and the
H8FH-IIe-f-32
APGAR scoring system for
newborns
18. explains the importance of
H8FH-IIe-f-33
prenatal care and post natal care
19. discusses the essential newborn
protocol (Unang Yakap) and H8FH-IIe-f-34
initiation of breastfeeding
20. enumerates the advantages of
breastfeeding for both mother H8FH-IIe-f-35
and child
21. recognizes the importance of
immunization in protecting H8FH-IIe-f-36
children’s health
C. Responsible parenthood 22. analyzes the importance of
H8FH-IIg-h-37
responsible parenthood
23. explains the effects of family size
H8FH-IIg-h-38
on family health
STANDARDS MATERIALS
24. examines the important roles

and responsibilities of parents in H8FH-IIg-h-39
child rearing and care
25. explains the effects of rapid
population growth on the health H8FH-IIg-h-40
of the nation
26. enumerates modern family
planning methods (natural and H8FH-Iig-h-41
artificial)
GRADE 8 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable) – 3rd Quarter (H8DD)
The learner The learner
A. Stages of infection 27. discusses the stages of infection H8DD-IIIa-15
COP
demonstrates consistently
B. Top 10 leading causes of understanding of demonstrates
principles in the personal
28. analyzes the leading causes of
morbidity and mortality in
morbidity and mortality in the H8DD-IIIa-16
the Philippines prevention and control of responsibility and
Philippines
communicable diseases healthful practices in
C. Most common for the attainment of the prevention and 29. discusses the signs, symptoms,
H8DD-IIIb-c-
communicable diseases and individual wellness control of and effects of common
Y
communicable 17
its prevention and control communicable diseases
1. Acute Respiratory diseases 30. corrects misconceptions, myths,
Infections H8DD-IIIb-c-
and beliefs about common
2. Pneumonia 18
communicable diseases
3. Bronchitis
4. Influenza
5. Tuberculosis (TB)
6. Dengue 31. enumerates steps in the
H8DD-IIIb-c-
7. Sexually Transmitted prevention and control of
19
Infections (STIs) common communicable diseases
8. HIV and AIDS
D. Emerging and re-emerging

diseases
1. Leptospirosis 32. analyzes the nature of emerging H8DD-IIId-e-
2. Severe Acute and re-emerging diseases 20
Respiratory Syndrome
(SARS)
STANDARDS MATERIALS
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-h-
skills to prevent communicable
control communicable 21
diseases diseases
F. Programs and policies on 34. promotes programs and policies
H8DD-IIIf-h-
communicable disease to prevent and control
22
prevention and control communicable diseases
G. Agencies responsible for 35. identifies agencies responsible
H8DD-IIIf-h-
communicable disease for communicable disease
23
prevention and control prevention and control
GRADE 8 – PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) – 4 Quarter (H8DD) th
The learner The learner 36. discusses the nature of non-

A. Introduction to non- communicable diseases H8DD-IVa-24
communicable diseases demonstrates consistently demonstrates
(NCDs) understanding of non- personal responsibility 37. explains non-communicable
communicable diseases and healthful practices in diseases based on cause and
B. Common non- for a healthy life the prevention and effect, signs and symptoms, risk H8DD-IVb-d-25
communicable diseases control of non- factors and protective factors
1. Allergy communicable diseases and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
5. Diabetes 38. corrects myth and fallacies about
H8DD-IVe-26
6. Arthritis non-communicable diseases
7. Renal failure
C. Prevention and control of 39. practices ways to prevent and

non-communicable disease control non-communicable H8DD-IVf-27
diseases
D. Self-monitoring skills to 40. demonstrates self-monitoring to
prevent non-communicable prevent non-communicable H8DD-IVg-h-28
diseases (physical diseases
STANDARDS MATERIALS
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
E. Programs and policies on 41. promotes programs and policies

non-communicable disease to prevent and control non- H8DD-IVg-h-29
prevention and control communicable and lifestyle
diseases
F. Agencies responsible for 42. identifies agencies responsible
non-communicable disease for non-communicable disease H8DD-IVg-h-30
prevention and control prevention and control
DEPE
D
Page 54 of 66
GRADE 9

GRADE 9 – COMMUNITY AND ENVIRONMENTAL HEALTH – 1ST QUARTER (H9CE)
A. Concept of community and The learner… The learner… G7-LM
1. defines community and
environmental health H9CE-Ia-8 EASE Health Educ
environmental health
demonstrates consistently
1. Characteristics of a Healthy understanding of the demonstrates G7-LM
2. describes a healthy community H9CE-Ia-9 EASE Health Educ
Community principles in healthful practices to
2. Nature and Health Effects of protecting the protect the 3. explains how a healthy environment
Environmental Issues environment for environment for positively impact the health of H9CE-Ib-d-
(improper waste disposal, community wellness community wellness people and communities (less 10
pollution, illegal mining, soil disease, less health care cost, etc.)
erosion, cyanide fishing,
4. discusses the nature of H9CE-Ib-d- G7-LM
pesticide drift, deforestation,
environmental issues 11 EASE Health Educ
oil spill, coral reef
degradation, climate change) 5. analyzes the effects of
H9CE-Ib-d- G7-LM
environmental issues on people’s
12 EASE Health Educ
health
B. Prevention and Management of
Environmental Health Issues
1. Personal responsibility
6. suggests ways to prevent and H9CE-Ie-f-
2. Social consciousness
manage environmental health issues 13
3. Environmental policies and
laws
7. participates in implementing an
C. Collective Action for the environmental project such as
H9CE-Ig-h- G7-LM
Environment building and maintaining a school
14 EASE Health Educ
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,
H9IS-IIa- 2010 SEC
demonstrates performs first aid responsibilities, and characteristics
36 OHSP Health
understanding of first procedures with of a good aider)
aid principles and accuracy


B. First Aid Guidelines and procedures 9. demonstrates the conduct of H9IS-IIb-

2010 SEC
Procedures primary and secondary survey of 37
OHSP Health
Survey the scene the victim (CAB)
1. Do primary survey of the
victim (check for vital signs,
assess CAB (Circulation,
Airway, Breathing) 10. assesses emergency situation for H9IS-IIb-
2. Ask for help. unintentional injuries 38
3. Do secondary survey of the
victim (head-to-toe survey)
C. Use of Dressing and Bandages 11. discusses the function of dressing H9IS-IIc.d-
(alternatives include clean cloth and bandages 39
or, handkerchief) 12. explains the principles of wound H9IS-IIc.d- 2010 SEC
1. Principles of Wound Dressing dressing 40 OHSP Health
(careful handling, large
enough to cover the wound,
should fit snugly and not cut
off circulation)
13. demonstrates appropriate
2. Bandaging Techniques (for H9IS-IIc.d-
bandaging techniques for 2010 SEC
the head; forehead; ear, 41
unintentional injuries
cheek and jaw; burned hand;
sprained ankle; and dislocated
arm)
D. Transporting the Victim (drag

and carry techniques)
1. One-person carry ankle drag,
14. demonstrates proper techniques in H9IS-IIe.f-
pack strap carry, blanket pull) 2010 SEC
carrying and transporting the victim 42
2. Two-person carry (two- OHSP Health
of unintentional injuries
handed seat, four-handed
seat, chair carry )
3. Three man carry
E. First aid for common
15. demonstrates proper first aid
unintentional injuries and medical H9IS-IIg.h- 2010 SEC
procedures for common
emergencies 43 OHSP Health
unintentional injuries
1. musculoskeletal injuries


(sprain, strain, fracture,

dislocation)
2. bleeding
3. burn (superficial, partial and
full-thickness)
4.
5. heat emergencies (heat
exhaustion, heat stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) – 3rd Quarter (H9S)
A. Drug Scenario in the Philippines The learner The learner 16. describes the drug scenario in the H9S-IIIa-
Philippines 14
B. Factors that influence substance demonstrates shares responsibility 17. explains the concept of substance
H9S-IIIa-
use and abuse understanding of the with community use, misuse, abuse and
15
dangers of substance members through dependence,
use and abuse on the participation in 18. discusses risk and protective factors H9S-IIIb-
individual, family and collective action to in substance use, and abuse 16
C. Drugs/Substances of abuse community prevent and control 19. analyzes situations for the use and H9S-IIIb-
1. Stimulants substance use and non-use of psychoactive substances 17
2. Depressants abuse
3. Narcotics
20. identifies the types of
4. Hallucinogen H9S-IIIc-18
drugs/substances of abuse
5. Inhalants
D. Harmful effects of drugs on the 21. corrects myths and misconceptions H9S-IIId- EASE Health Educ
body about substance use and abuse 19 III
1. Short-term 22. recognizes warning signs of
2. Long-term substance use and abuse discusses
the harmful short- and long-term H9S-IIId-
effects of substance use and abuse 20
on the body


23. discusses the harmful effects of

substance use and abuse on the H9S-IIIe-f-
individual, family, school, and 21
community
24. explains the health, socio-cultural,
psychological, legal, and economic H9S-IIIe-f-
dimensions of substance use and 22
abuse
E. Prevention and control of 25. discusses strategies in the
H9S-IIIe-f-
substance use and abuse prevention and control of substance
23
use and abuse
26. applies decision-making and
H9S-IIIg-h-
resistance skills to prevent
24
substance use and abuse
27. suggests healthy alternatives to H9S-IIIg-h-
substance use and abuse 25
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL) – 4th Quarter (H9S)
A. Gateway Drugs The learner The learner
1. Cigarettes
28. discusses gateway drugs H9S-IVa-27
2. Alcohol demonstrates demonstrates personal
understanding of responsibility in the
B. Protective and Risk Factors in the factors that influence prevention of cigarette 29. identifies reasons why people
H9S-IVa-28
Use of Cigarettes and Alcohol cigarette and alcohol and alcohol use smoke cigarettes
use and strategies through the promotion 30. analyzes the negative health impact
for prevention and of a healthy lifestyle of cigarette smoking
control 30.1 describes the harmful short-
and long-term effects of
cigarette smoking on the
different parts of the body H9S-IVb-c-
30.2 discusses the dangers of 29
mainstream, second hand and
third hand smoke;
30.3 explain the impact of cigarette
smoking on the family,
environment, and community
31. identifies reasons for drinking and
H9S-IVd-30
for not drinking alcohol


32. analyzes the negative health impact

of drinking alcohol
32.1 describes the harmful short-
and long-term effects of
H9S-IVe-f-
drinking alcohol
31
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
H9S-IVg-h-
alcohol on the family, and
community 32
C. Prevention, and Control of 34. discusses strategies in the
Gateway Drugs prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
H9S-IVg-h-
situations related to cigarette
33
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 H9S-IVg-h-
healthy lifestyle (self, family, 34
community)

GRADE 10

GRADE 10 – CONSUMER HEALTH – 1st Quarter (H10CH)
A. Guidelines and Criteria in the The learner… The learner… 1. differentiates reliable from
H10CH-Ia-
Selection and Evaluation of: unreliable health information,
b-19
1. Health information understands the demonstrates critical products and services;
2. Health products guidelines and thinking and decision- 2. explains the guidelines and criteria
H10CH-Ia-
3. Health services criteria in the making skills in the in the selection and evaluation of
b-20
selection and selection, evaluation health information, products and
evaluation of health and utilization of services;
B. Health Service Providers information, health information, 3. discusses the various forms of
products, and products and services. H10CH-Ia-
1. health professionals health service providers and
services. b-21
2. health facilities; healthcare plans;
3. health care plans and
financing systems
4. selects health professionals,
(PhilHealth, Health H10CH-Ic-
specialists and health care services
Maintenance Organization, 22
wisely;
private health insurance)
C. Quackery: Types (medical, 5. explains the nature and dangers of H10CH-Ic-

nutrition, device) and Harmful quackery; 23
Physical and Psychological H10CH-Ic-
Effects 6. reports fraudulent health services
24
D. Complementary and Alternative
Healthcare Modalities
Herbal medicine (medicinal

plants approved by the 7. explains the different kinds of
H10CH-Id-
Department of Health) complementary and alternative
25
1. Acupuncture health care modalities.
2. Ventosa massage cupping
therapy
3. Reflexology
4. Naturopathy
E. Consumer welfare and protection 8. explains the importance of
H10CH-Id-
1. Consumer law consumer laws to protect public
26
2. Consumer protection health


agencies and organizations 9. identifies national and international
government agencies and private H10CH-Ie-
organizations that implement f-27
programs for consumer protection
10. participates in programs for H10CH-Ig-
consumer welfare and protection h-28
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) – 2nd Quarter (H10HC)
A. Existing National Laws Related to The learner The learner 11. discusses the existing health related H10HC-IIa-
Health Trends, Issues, and laws; 1
Concerns demonstrates consistently 12. explains the significance of the
H10HC-IIb-
1. Responsible Parenthood and understanding of demonstrates critical existing health related laws in
2
Reproductive Health current health trends, thinking skills in safeguarding people’s health;
Act(RA10354) , issues and concerns exploring local, H10HC-IIc-
13. follows existing health related laws d-3
2. Tobacco Regulation Act of in the local, regional, regional and national
2003 (RA 9211) and national, levels health trends, issues, 14. critically analyzes the impact of H10HC-IIc-
3. Comprehensive Dangerous and concerns current health trends, issues, and d-4
Drugs Act of 2002 (RA 9165) concerns
4. Consumer Act (RA 7394)
5. National Environmental
Awareness and Education
Act of 2008 (RA
9512)Traditional and
Alternative Medicine Act of
1997 (RA 8423)
6. Philippine AIDS Prevention
and Control Act of 1998 (RA
H10HC-IIe-
8504) 15. recommends ways of managing
g-5
7. National Blood Services Act health issues, trends and concerns
of 1994 (RA 7719)
8. Seat Belts Use Act of 1999
(RA 8750)
9. Cybercrime Prevention Act of

2012 (RA 10175)
10. Anti-Pornography Act (RA
9775)


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 H10HC-
1. Millennium Development health initiatives; IIIa-1
Goals (MDGs) demonstrates demonstrates 17. describes how global health
H10HC-
2. WHO Framework Convention awareness of global competence in initiatives positively impact people’s
IIIb-c-2
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
H10HC-
Plan or national context implementation of global health
IIIb-c-3
4. Global Strategy to Reduce global initiatives initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines H10HC-
global health initiatives to local or
and Immunizations IIId-e-4
national context
GRADE 10 – Planning for a Health Career – 4th Quarter (H10PC)
A. Planning for a Health Career The learner… The learner… 20. discusses the components and steps
H10PC-Iva-
1. Importance in making a personal health career
plan; b-1
2. Components Steps demonstrates prepares an
3. Health Career Pathways understanding of the appropriate plan of 21. prepares a personal health career
H10PC-Iva-
Disease prevention and concepts in planning action in pursuing a following the prescribed
b-2
control (Public health) a health career health career components and steps;
4. Personal health care 22. explores the various health career
5. Maternal and Child care paths selects a particular health
6. Mental health Occupational career pathway based on personal H10PC-IVc-
health and safety competence and interest; d-3
7. Community health; participates in a health career
8. Environmental health Drug orientation program
Prevention and Control
9. Nutrition and dietetics
10. Health education
11. Health promotion Dental
health
23. decides on an appropriate health H10PC-IVc-
12. Nursing
career path d-4
13. Medical and Allied Health
Emergency Medical Services
(EMS)
14. Health Career Orientation
Program

GLOSSARY
Community and Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
Environmental environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
Health in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
health
Culture- Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
responsive 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
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
Family Health 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 Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
Development self-management skills to cope with life’s changes.
Health and Life

Applies life skills to specific health choices and behaviors
skills-based
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
Holistic
health (physical, mental, social, emotional, moral/spiritual)

GLOSSARY
Injury
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
Prevention,
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
Safety and First
education
Aid
Learner-
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
centered
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
Nutrition development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
Personal Health
and prevention and management of personal health problems
Prevention and
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
Control of
habits and practices and health programs supported by legislation and provision of health services in the school and the
Diseases and
community
Disorders
Preventive Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
Rights-based
human rights instruments
Standards and
Requires students to demonstrate that they have learned the academic standards set on required skills and content
outcomes-based

GLOSSARY
Substance Use The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
and Abuse society and the nation
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
Values-based
values as the bases of good educational practice

Code Book Legend
Sample: H9S-IVg-h-34
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Growth and Development GD

Strand/ Subject or Health
Specialization
First Entry H9 Nutrition N
Grade Level Grade 9 Personal Health PH
Injury Prevention, Safety and First Aid IS

Domain/Content/ Prevention of Substance
Uppercase Letter/s
Component/ Topic Use and Abuse
S
Family Health FH
-
Prevention and Control of Diseases and
Roman Numeral DD
Disorders
*Zero if no specific quarter
Quarter Fourth Quarter IV
Community and Environmental Health CE
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week seven to eight g-h Prevention of Substance Use and Abuse S
specific week
- Consumer Health CH
Suggests healthy
alternatives to cigarettes Health Trends, Issues and Concerns HC
Arabic Number Competency and alcohol to promote 34
healthy lifestyle (self,
family, community) Planning for Health and Career PC

Edukasyong
Pangkalusugan
COP
Y EPED
89
HEALTH GRADE 4
PATNUBAY NG GURO
YUNIT I
91
YUNIT I
PAGKAING LIGTAS AT TAMA
Pamantayang Pangnilalaman Pamantayang Pagganap

Nauunawaan ng mga Nauunawaan ng mga
mag-aaral ang kahalagahan ng mag-aaral ang kahalagahan
pagbabasa ng food labels sa ng pagbabasa at pagsusuri ng
pagpili ng mas masustansiya food labels sa pagpili ng mas
at mas ligtas na pagkain, masustansiya at mas ligtas
nauunawaan ang kahalagahan ng na pagkain, at nagsasagawa
pagsunod sa mga pamantayan sa ng pang-araw-araw at angkop
pagpapanatili ng malinis at ligtas na gawi upang makaiwas sa
na pagkain, at nauunawaan ang mga sakit na nakukuha sa
katangian at pag-iwas sa mga maruming pagkain.
sakit na nakukuha sa maruming
pagkain.
BATAYANG KASANAYAN:
a. Natutukoy ang mga impormasyong nakikita sa food label

b. Naipaliliwanag ang kahalagahan ng pagbabasa ng mga food label sa
pagpili at pagbili ng mga pagkain
c. Nakapagpapakita ng kakayahang bigyang pakahulugan ang mga im-
pormasyong nakikita sa food label
d. Nasusuri ang halagang pangnutrisyon ng dalawa o higit pang produk-

tong pagkain sa pamamagitan ng paghahambing ng mga impormasyon
sa food label
e. Nakapaglalarawan ng mga paraan upang mapanatiling malinis at ligtas

ang pagkain
f. Natatalakay ang kahalagahan ng pagpapanatili ng malinis at ligtas na
pagkain upang makaiwas sa sakit
g. Natutukoy ang mga karaniwang sakit na nakukuha sa maruming pagka-
in gamit
h. Nakapaglalarawan ng mga pangkalahatang palantandaan o sintomas
ng mga sakit na nakukuha sa maruming pagkain
92
I. Maramihang Pagpili
Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa iyong
papel.
1. Ano ang tawag sa mga impormasyong makikita sa pakete ng pagkain?
A. Food Web
B. Food Labels
C. Food Groups
D. Nutrition Facts
2. Alin ang HINDI makikita sa pakete ng pagkain?

A. Date Markings
B. Nutrition Facts
C. Ways of preparing
D. Warning Statement
3. Bakit mahalagang basahin ang impormasyon sa Food Labels?

A. Upang malaman ang lasa.
B. Upang malaman natin kung kailan ito ginawa.
C. Upang malaman ang tamang oras kung kailan kakainin.
D. Upang malaman kung kailan masisira, ginawa at mga nutrisyong
makukuha rito.
4. Bakit mahalagang itago ang tirang pagkain pagkatapos kainin?
A. Upang maging masarap
B. Upang maging malamig.
C. Upang kainin sa susunod na araw
D. Upang hindi masira at magapangan ng insekto.
5. Aling sakit ang makukuha sa maruming pagkain?

A. Cholera
B. Diabetes
C. High blood
D. Asthma
93
Para sa bilang 6, pag-aralan ang impormasyon sa kahon.
6. Gamit ang guhit: Alin ang mas angkop na bilhin?
A. B. C.
7. Alin ang maaaring magdulot ng food-borne diseases?
A. Pagkaing panis
B. Pagkaing malinis
C. Pagkaing may takip
D. Pagkaing hinuhugasan bago lutuin
8. Tingnan ang mga larawan sa kahon. Alin ang nagpapakita ng tamang

paghahanda ng pagkain?
A. B. C. 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
10. Alin sa mga sumusunod ang HINDI tamang gawain sa mga pinamil-
ing 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

Panuto: Basahin ang bawat pangungusap sa ibaba. Lagyan ng (T)
ang mga pangungusap na totoo at lagyan naman ng (M) ang pan-
gungusap na hindi totoo.
Isulat ang sagot sa patlang.
1 Tiyaking malinis ang pagkain upang makaiwas sa sakit.

2 Isa sa sintomas ng Hepatitis A ang pagkahilo.
3 Ang Diarrhea ay makukuha sa malinis na pagkain.
4 Ang Sodium ay maaaring pagkunan ng enerhiya sa ka-
tawan.
5 Mainam na basahin ang Food Label ng isang pagkain
bago ito bilhin.
6 Nagdudulot ng maraming sakit ang maruming tubig at
pagkain.
7 Ang pagkain na maraming Cholesterol ay nakabubuti sa
katawan.
8 Ang Expiration Date ay isa sa mga impormasyong maki-
kita sa Food Label.
9 Ang Typhoid Fever ay dulot ng salmonella na nakukuha
sa kontaminadong pagkain.
10 Ang malubhang pananakit ng tiyan ay maaaring maging
sanhi ng biglaang pagkamatay.
1. TAMA 6. TAMA
2. TAMA 7. MALI
3. MALI 8. TAMA
4. MALI 9. TAMA
5. TAMA 10. TAMA
95
III. Wastong Pagkakasunod-sunod
Panuto: Basahin ang pangungusap at ayusin ayon sa wastong

pagkakasunod-sunod nito.
Gamitin ang mga letrang A-E para sa pagtatanda.
Mga tamang gawain sa paghahanda ng ulam:

1. Maghugas ng kamay.
2. Hugasan ang mga sangkap at kagamitan
na gagamitin.
3. Ilagay ang nilutong pagkain sa malinis na
lalagyan.
4. Hiwain ang karne at iba pang mga
sangkap sa pagkain.
5. Lutuing mabuti ang karne.
1. A
2. B
3. E
4. C
5. D
Takdang Aralin
Panuto: Sabihin sa mga mag-aaral na magdala ng paboritong pagkain

o inuming binibili mo sa tindahan. Maaaring pakete na lamang
ang dalhin.
96
OPY
Ang wastong nutrisyon ay kailangan para sa maayos na paglaki at
pag-unlad. Ang pagkain ay isa sa pangunahing pinagkukunan ng sustansiya
para sa katawan. Ang wasto, balanse, at ligtas na pagkain ay nakatutulong
upang matiyak ang wastong nutrisyon para sa ating kalusugan.
Sa yunit na ito ay tatalakayin ang kahalagahan ng pagbabasa ng Food

Label upang matiyak ang tamang sustansiya, sukat at kaligtasan ng pagkain.
Mauunawaan din dito ang kahalagahan ng pagsusuri at pagpapanatiling malin-
is at ligtas ang pagkain upang maiwasan ang sakit na dala ng marumi at hindi
ligtas na pagkain.
97
I. Mga Aralin
Aralin 1: “Sustansiyang Sukat at Sapat”
Bilang ng Araw: 2
Unang araw:
Batayang Kasanayan

b. Nasusuri ang mga nutrition facts sa food labels
c. Nasusuri ang halagang pangnutrisyon ng dalawa o higit pang produk-

tong 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:
A. Pangalan at Paglalarawan ng Pagkain

 Pangalan ng produkto
 Uri
 Timbang
 Lugar ng manufacturing
B. Nutrition Fact
Ang Nutrition Facts ay nagbibigay ng mga impormasyon tungkol sa mga
sumusunod:
C. Serving Size / Serving Per Container
Ang Serving Size ay iminungkahing dami ng serving na dapat kainin.

Ang Serving Per Container ay bilang ng angkop na sukat sa loob ng isang
pakete.
D. Calories
Ang Calories ay sukat ng enerhiyang maaaring makuha mula sa

pagkaing nasa loob ng pakete.
98
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 masa-
mang epekto sa katawan kung mapararami.
- trans-fat ay ang pinakamapanganib sa katawan kung kakainin.

Pinapababa ng trans-fat ang HDL at pinapataas ang LDL. Makukuha
natin ito sa labis na pagkain ng junk foods, biscuit, instant noodles at
pag-inom ng kape. Magdudulot ito ng mga problema sa puso.
- Ang Cholesterol ay isang matabang sustansiya na kailangan ng ating

katawan upang gumana ito. Ito ay ginagawa sa atay at matatagpuan
sa mga pagkaing galing sa mga hayop, gaya ng karne, itlog, mga
produktong gatas, mantikilya, at mantika at nakatutulong sa maayos na
pagdumi. High Density Lipoproteins (HDL): Dinadala ng “mabuting”
cholesterol na ito ang mga sobrang cholesterol sa inyong dugo pabalik
sa inyong atay upang mailabas ito ng inyong katawan. Low Density
Lipoproteins (LDL): Ang “masamang” cholesterol na ito sa inyong
dugo ay dumarami sa inyong mga ugat o daluyan ng dugo. Maaari itong
magdulot ng paninikip ng mga ugat, na nagpapahirap sa pagdaloy ng
dugo.
F. Sodium
Ang sodium ay nakatutulong sa nerve impulse transmission, fluid bal-

ance, 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
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 ka-
lamnan (muscles) at mga selyula (cells).
I. Vitamins at Minerals
Ang vitamins at minerals ay tumutulong sa pagpapanatiling maayos

ang mga proseso sa loob ng ating katawan. Ang pagkaing gulay at mga
prutas na may iba’t ibang kulay ang pinakamainam na pinanggagalin-
gan ng vitamins at minerals. Narito ang ilan sa mga ito:
Vitamin Mga pagkain at Mabuting Dulot Sa Katawan

paraan
A atay, gatas, keso, pagsasaayos ng mga buto
mga berdeng gulay. pagbuti ng paningin
D sikat ng araw at gatas pagpapalakas ng buto
E plant oils, mga gulay Pagpapanatiling malusog ang
na madahon, mani, kutis.
mga buto (seeds) Paglaban sa mga toxins sa
katawan
K Mga berdeng gulay mahalaga para sa clotting ng
dugo.
B karne, atay, mani, paggawa ng enerhiya ng katawan
grains pagtunaw ng pagkain
pagsasaayos ng mga selyula
C citrus fruits, mga pagpapalakas ng Immune System
berdeng gulay, bell para sa pag-iwas sa sakit
peppers, kamatis
100
Mineral Mga pagkain at paraan Mabuting Dulot Sa Katawan
Calcium gatas, itlog, at sikat ng pagbuo at pagpapanatiling
araw malusog ang mga buto at
ngipin
pagsasaayos ng mga
daluyan ng dugo at kalamnan
(muscles)
Phosporus patatas, mani, isda, karne pagbuo at pagpapanatiling
malusog ang mga buto at
kalamnan
Potassium saging at gulay pagpapanatili ng balanse ng
likido sa katawan
pagpapanatiling malusog ang
puso
Iron karne, atay, peas, beans, parte ng pulang selyula sa
grains, itlog, at isda. dugo / red blood cells
pagtulong sa pagsipsip ng
sustansiya mula sa pagkain
Zinc mga lamang-dagat, grains, pagpapanatiling malusog ang
atay utak
Iodine halamang-dagat, paggamit pagtulong sa pagsipsip ng
ng iodized salt, at sustansiya sa pagkain
pagkaing-dagat pagpapanatili ng balanse ng
thyroid hormone
J. Mga Advisory at Warning Statements
- pahayag para sa ilang mga pagkain o sangkap na maaaring maging

sanhi ng panganib sa kalusugan para sa mga mamimili. Ang pagkain ay
dapat na magkaroon ng isang babala na pahayag kapag ang mga tao
ay maaaring hindi alam ng isang malubhang panganib sa kalusugan na
ibinebenta ng isang pagkain o ng isang sangkap.
K. Mga Directions for Use at Storage
- ay nangangailangan ng alinman sa mga direksiyon para sa paggamit o

mga direksyon para sa imbakan ng pagkain, upang maisama sa label,
na kung saan para sa mga kadahilanang pangkalusugan at kaligtasan,
ang mga consumer ay dapat na malaman kung papaano ito gagamitin.
101
L. Mga Date Markings
 Expiration Date- ay tumutukoy sa petsa kung kailan hindi mo na
maaaring kainin o inumin ang produkto. Maaaring ito ay sira o
panis na. Ang pagkain ng sira o panis na ay mapanganib sa ating
kalusugan.
 Best Before Date - ay tumutukoy sa huling araw na ang pagkain
o inumin ay nasa pinakasariwa at pinakamagandang kalidad nito.
Maaaring magsimula nang masira o mapanis ang pagkain o inumin
sa mga araw na lilipas matapos ang Best Before Date.
Pamamaraan
A. Pag-usapan Natin
1. Pangkatin ang klase na may tiglilimang miyembro sa bawat grupo.

2. Magtakda ng mga bilang isa (1) hanggang lima (5) sa bawat
miyembro.
3. Ipalabas ang mga dalang paboritong pagkain o inumin o ang larawan
nito.
4. Bigyan ng tatlumpung (30) segundo ang bawat miyembro upang
magbahagi ng kaniyang paboritong pagkain o inumin sa kanyang
grupo.
5. Magbigay ng hudyat (pagpapatunog ng bell o ng tambourine,
pagpalakpak, atbp.) sa pagtatapos ng tatlumpung (30) segundo.
6. Itanong ang mga sumusunod sa pagtatapos ng gawain:
a. Ano ang pagkaing dala mo?
b. Bakit mo ito naging paborito?
c. Ano ang pagkakaiba ng mga pagkain o inuming iyong dinala?
d. Ano ang pagkakahalintulad ng mga ito? (Inaasahang sagot: ang
mga ito ay nasa loob ng isang pakete)
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
3. Itanong at talakayin ang mga sumusunod:
 Ano ang napansin ninyo sa mga pagkain at inuming inyong
dinala?
 Bakit kailangang may mga nakalimbag sa pakete ng pagkain/
inumin?
 Ipatago muna sa mga mag-aaral ang paboritong pagkain at
inumin.
4. Igayak ang mga mag-aaral sa larawan ng Nutrition Facts sa Pag-
aralan sa LM.
5. Talakayin ang bawat bahagi ng Nutrition Facts. Gamitin bilang gabay
ang mga sumusunod na tanong:
a. Para saan ang Serving Size at Serving Per Container?
b. Ano ang naibibigay ng Calories sa ating katawan?
c. Ano ang pagkakaiba ng Saturated at Trans Fat?
d. Ano ang dulot ng pagkaing mayroon o mataas ang Cholesterol?
e. Ano ang dulot ng pagkaing may Protein, Carbohydrates, Vitamins,
at Minerals?
C. Pagsikapan Natin
Ipasagot ang Gawain sa LM.
D. Pagyamanin Natin
1. Ipalabas muli sa mga mag-aaral ang kanilang paboritong pagkain at
inumin.
2. Ipasagot ang gawain sa LM.
3. Pagparisin ang mga mag-aaral. Sabihing paghambingin ang kanilang
dalang mga paboritong pagkain. Ibigay ang gabay sa pagbabahagi.
Bigyan sila ng limang (5) minuto para sa gawain.
a. Ipaguhit ang pagkaing dala.
b. Pagkatapos ay tumawag ng dalawang mag-aaral na magbabahagi
nga kanilang iginuhit.
103
c. Itanong:
 Ano ang una mong titingnan sa pakete ng pagkain/inumin na
iyong bibilhin?
 Ano-anong sustansiya ang makukuha rito?
 Gaano kahalaga ang pagbabasa ng Nutrition Facts?
Magtawag ng mag-aaral at isa-isa silang papuntahin sa harap para bumunot

ng pagkaing nasa kahon at ipasabi kung anong pagkain ito at ang sustansi-
yang makukuha.
E. Pagnilayan Natin
Ulat Pangkalusugan
Ipapuno sa mga mag-aaral ang pangungusap sa LM.
Aralin 2: “Suriin ang Pagkain, Bago Kainin!”

Bilang ng Araw: 1
Batayang Kasanayan

b. Nabibigyang halaga ang date markings at advisory statements sa food
labels at
c. Nakapagpapakita ng kakayahang bigyangpakahulugan ang mga
impormasyong nakikita sa food label
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 pinakamagan-
dang 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
Pamamaraan
A. Pag-usapan Natin
1. Ipakita ang larawan sa LM.
2. Ipabasa ang talata sa mga mag-aaral. (Maaaring sa paraan ng tahi-
mik na pagbabasa, pagtatakda ng piling mag-aaral, pagtatakda ng
mga grupo para sa palitang pagbasa, at iba pa.)
3. Ipasara ang modyul at itanong:
a. Bakit kaya sumakit ang kaniyang tiyan? (Maaaring sagot: dahil
sira/panis na ang gatas o si Abdul ay lactose intolerant, isang
kondisyon sa katawan kung saan nahihirapan ang katawang i-
proseso ang lactose na karaniwang nasa mga produktong ga-
tas (nagreresulta rin ito ng pagsakit ng tiyan at madalasang pag-
dudumi)
b. Ano ang dapat na ginawa muna ni Abdul bago ininom ang
gatas?
c. Ipasalaysay.
B. Pag-aralan Natin
Kagamitan: karton ng gatas (walang laman at may malinaw na limbag
ng expiration date), pakete ng pagkaing may Best Before Date, larawan
ng mga pagkaing may Advisory at Warning Statements
1. Ipakita ang karton ng gatas.

2. Itanong:
a. Paano mo malalaman kung ang inumin o pagkain ay sira o panis
na?
b. Sa anong bahagi ng pakete mo ito makikita?
c. Ano ang tawag dito?
3. Ipaliwanag ang kahalagahan ng Expiration Date.
4. Ilabas ang isa pang pakete ng pagkain. Ipahanap sa isang mag-

aaral ang Expiration Date ng pagkain.
5. Itanong:
a. Maliban sa Expiration Date, ano pang petsa ang nakasaad sa
pakete?
b. Ano ang ibig sabihin ng Best Before Date?
c. Maliban sa Expiration Date, Best Before Date, at Nutrition Facts,
ano-ano pang mga impormasyon ang naipakikita sa pakete ng
pagkain? (Inaasahang sagot: mga sangkap)
105
6. Magpakita ng larawan ng pakete ng pagkaing may Advisory o Warn-
ing Statements.
7. Talakayin ang kahulugan nito.
C. Pagsikapan Natin
Ipasagot ang Gawain sa LM.
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
Panatang Pangkalusugan
1. Ipapuno ang pangungusap sa LM.
2. Tumawag ng mga mag-aaral para ibahagi ang kanilang panata.
Aralin 3: Basahin Bago Kainin at Inumin
Bilang ng Araw: 1
Batayang Kasanayan
a. Natutukoy ang kahalagahan ng pagsunod sa tamang paggamit at pag-

iimbak ng pagkain
b. Nakapaglalarawan ng mga paraan upang mapanatiling malinis at ligtas
ang pagkain.
c. Naipaliliwanag ang kahalagahan ng pagbasa ng food label
Ang Directions for Use and Storage ay nagsasaad ng impormasyon
kung paano mapapananatili ang pagiging sariwa ng isang pagkain. Isinasaad
din dito kung ano ang angkop na lalagyan o lagayan ng pagkain upang hindi ito
masira. Maaari ding makita rito ang mga wasto at tamang paraan sa paggamit
ng pagkain o produkto. Karaniwan itong makikita sa likod ng pakete.
Pamamaraan
A. Pag-usapan Natin
1. Ipakita ang larawan sa LM. Hikayatin ang buong klase na basahin
ang sitwasyon sa ilalim ng larawan.
2. Simulan ang pagbabahagi. Itanong:
a. Ano ang nangyari sa tinapay?
b. Ano ang dapat tingnan bago bumili ng tinapay at mantikilya?
106
c. Paano natin malalaman kung ang isang pagkain ay may ganitong
impormasyon?
B. Pag-aralan Natin
Kagamitan: pakete ng mantikilya at karton ng gatas.
1. Ipakita ang pakete ng mantikilya. Magtawag ng mag-aaral upang
hanapin kung mayroon itong impormasyon tungkol sa pagtatabi.
2. Sabihin na ang tawag sa ganitong impormasyong makikita sa pakete
ng pagkain ay “Directions For Use and Storage”.
3. Ilabas ang karton ng gatas at bote ng juice at ipahanap sa mga mag-
aaral ang “Directions For Use and Storage”.
4. Itanong: “Ano-ano pang pagkain ang sa tingin ninyo ay may
“Directions for Use and Storage”?”
5. Magpakita ng larawan ng gamot. Itanong:
a. Ano ang kadalasang ginagawa ng iyong magulang bago ipainom
sa iyo ang likidong gamot? (inaasahang sagot: inaalog ang bote)
b. Bakit kaya ito dapat gawin?
c. Ano ang kahalagahan ng pagsunod sa “Directions for Use and
Storage?”
d. Ano ang maaaring mangyari kung hindi ito susundin?
C. Pagsikapan Natin
Ipasagot ang gawain sa LM.
D. Pagyamanin Natin
1. Pangkatin ang mga mag-aaral sa mga grupong may tatlo (3)
hanggang apat (4) na miyembro. Bigyan ng kani-kaniyang gawain
ang bawat miyembro.
Miyembro 1: lider / tagapag-ulat
Miyembro 2: tagapagpatahimik / tagakuha ng kagamitan
Miyembro 3: kalihim
Miyembro 4: tagaguhit
2. Ipaliwanag ang gawain sa LM.
3. Italaga ang mga sumusunod na pagkain sa bawat grupo.
Bumuo ng grupong may 3-4 na miyembro.

Miyembro 1: lider / tagapag-ulat
Miyembro 2: tagapagpatahimik/tagakuha ng kagamitan
Miyembro 3: tagatala/kalihim
Miyembro 4: tagaguhit
 Ang bawat grupo ay may sampung (10) minuto lamang upang mag-
usap at gumuhit.
107
 Mayroon lamang isang (1) minuto upang magbahagi sa klase ng kanil-
ang iginuhit na larawan at ang pagpapaliwanag kung paano ito kaka-
inin o gagamitin at ang tamang paraan ng pag-iimbak/storage.
 Ang napiling lider ang bubunot sa “draw lots”

 Bigyan ng sampung (10) minuto ang mga grupo upang mag-usap at
gumuhit.
- gumuhit ng ice cream
- kahon ng mga itlog
- bote ng palaman
- bote ng skimmed milk
- prutas at gulay
 karne at isda (kung may nalalabing oras) Bigyan ang bawat grupo
ng isang (1) minuto upang ibahagi sa klase ang kanilang iginuhit na
larawan at ang pagpapaliwanag kung paano ito kakainin o gagamitin at
ang tamang paraan ng storage.
 (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 .
Aralin 4: Ating Alamin at Unawain

Bilang ng Araw: 1
Batayang Kasanayan
b. Naipaliliwanag ang kahalagahan ng pagbabasa ng mga food label sa
pagpili at pagbili ng mga pagkain
c. Nakapagpapakita ng kakayahang bigyang pakahulugan ang mga im-
pormasyong nakikita sa food label
Mahalaga ang pagbabasa ng mga food label dahil naglalaman ito ng
impormasyon upang:
a. malaman ang tatak, uri, at manufacturer ng pagkain (kung sakaling ito
ay may depekto or sira, malalaman ang pangalan ng kompanya at lugar
kung saan ito ginawa);
b. maintindihan ang nutrisyong nilalaman ng pagkain (para sa wasto at
balanced diet);
c. makuha ang babala tungkol sa nilalaman ng pagkain (tulad ng mga al-
lergens na maaaring magdulot ng reaksyon sa katawan);
108
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:
- Paano nagagamit ang mga guhit para sa pag-unawa ng food
labels?
- Ano-ano ang maaaring mangyari sa iyo kung hindi ito
binabasa?
5. Magbigay ng hudyat sa pagsisimula ng gawain. Bigyan ang bawat
miyembro ng isang (1) minuto para sumagot. Magbigay muli ng
hudyat sa pagtatapos ng oras at pagpapasa ng papel sa susunod na
miyembro.
6. Iwasto ang mga sagot ng mga mag-aaral. Tumawag ng mga mag-
aaral 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 posi-
bleng 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:
a. Pagsakit ng tiyan/ Kung makakakain ng sirang pagkain

pagsusuka/pag- (expired), maaaring magsuka, sumakit ang
kakasakit tiyan, o makakuha ng mga mikrobyo at
magkasakit.
109
b. Pagkakaroon ng May mga pagkaing naglalaman ng
allergic reaction allergens o mga mikrobyong maaaring
magdulot ng allergies tulad ng
paghahatsing, pangangati, hirap sa
paghinga, pagkahilo, at iba pa.
c. Pagpayat o pag- Maaaring makakuha ng maling nutrisyon
taba dahil sa ang taong hindi nagbabasa ng food labels
– ang anumang kulang o sobra ay masama
maling nutrisyon
sa katawan. Makukuha ang tamang sukat
ng pagkain sa pamamagitan ng pagbabasa
ng Nutrition Facts.
d. Pagkapanis ng Kung hindi sa wastong lugar nakalagay
pagkain ang pagkain, maaari itong masira agad.
Samantala, maaari namang mapanatili ang
pagkasariwa at pagkamasustansiya ng
pagkain kung ito ay maitatabi nang wasto at
tama.
e. Pagsasayang ng Kung makabibili ng pagkaing sira at panis
pera na, maaaring mag-aksaya lamang ng pera.
Ipasagot ang Kaya Natin sa LM.
C. Pagsikapan Natin
Gamitin ang gawain sa LM. (Tama ba o Mali)
Sagutan: Isulat ang mga sagot sa mga tanong sa iyong kuwaderno.
Susi sa Pagwawasto:
1. TAMA
2. MALI
3. TAMA
4. MALI
5. TAMA
6. TAMA
7. TAMA
8. TAMA
9. MALI
10. TAMA
110
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.
Aralin 5: Pagkain Tiyaking Tama at Ligtas Bago Kainin

(Food-Borne Diseases)
Bilang ng Araw: 1
Batayang Kasanayan:
a. Nakapaglalarawan ng mga paraan upang mapanatiling malinis at ligtas

ang pagkain
b. Natatalakay ang kahalagahan ng pagpapanatiling malinis at ligtas ang
pagkain upang makaiwas sa sakit

Ang Food Safety Principles ay naglalaman ng mga alituntunin upang
mapanatiling malinis at ligtas ang pagkain. Basahin ang kuwento sa Pag-aralan
Natin.
Pamamaraan:
A. Pag-usapan Natin
1. Gamitin ang gawain sa LM. (Food Bingo)
2. Bigyan ng limang (5) minuto ang mga mag-aaral upang lumibot at
mangalap ng mga pirma sa Food Bingo. Magbigay ng hudyat sa
pagtatapos ng oras. Pabalikin sa upuan ang mga mag-aaral.
3. Magsarbey kung sino-sino ang mga nakatapos. Hikayatin silang
magbahagi ng mga pirmang kanilang nakuha.
4. Itanong:
a. Tungkol saan ang mga tanong sa Food Bingo?
b. Ano-ano ang mga dapat tandaan sa paghahanda ng pagkain
bago at pagkatapos kumain? (Inaasahang sagot: maghugas ng
kamay)
c. Paano ang tamang paghugas ng kamay?
11
1
5. Tumawag ng mag-aaral upang ipakita ang paraan ng tamang
paghuhugas ng kamay. Hikayatin ang mga mag-aaral na sabayan
ang natawag na mag-aaral.
Paraan ng Wastong Paghuhugas ng Kamay:
 Hugasan ang mga kamay, sabunin at kuskusing mabuti.
 Ibuka ang mga daliri at kuskusin ang likod ng kamay.
 Maingat na kuskusin ang pagitan ng mga kuko at daliri.
 Hugasan ang pagitan ng mga daliri.
 Banlawan ang kamay at hugasang isa-isa ang mga daliri.
 Huwag kalimutang hugasan ang pulso.
 Pagkatapos maghugas at magsabon, punasan ng malinis na tuwalya
at patuyuing maigi.
Itanong: “Maliban sa paghuhugas ng kamay, ano-ano pa ang mga
dapat tandaan sa paghahanda ng pagkain at bago kumain?”
B. Pag-aralan Natin
Kagamitan: larawan ng isang tatay, karne ng baka/baboy/manok, isda,
lutong-ulam
1. Ibigay ang sitwasyon:
Kasama mo ang iyong tatay papunta sa palengke. Kayo ay mamimili
ng uulamin para sa tanghalian. Ano kaya ang masarap na ulam?
Itanong:
Ano ang mga dapat malaman sa pagbili ng mga produkto?
Ano ang unang titingnan bago bumili?
2. Tumawag ng ilang mag-aaral para magbahagi ng kanilang paboritong
ulam.
3. Ipagpatuloy ang kuwento.
Ngayong nakabili na kayo ni Tatay ng (napiling ulam), maaari
na kayong umuwi. Pagdating sa bahay, ano ang unang gagawin
para sa paghahanda ng ulam?
(Maghugas muna ng kamay.)
Iyan! Malinis na ang mga kamay! Maaari na niyong simulan ang
paghahanda. Tulungan mo si Tatay. Ano ang susunod na gagawin?
(Ihiwalay ang sariwa sa lutong pagkain. Hugasan ang karne gamit

ang malinis na tubig mula sa gripo. Huwag gumamit ng sabon.)
Tinanong ka ni Tatay, “Bakit dapat hugasan ang karne bago iluto?”
112
(Hinuhugasan ang karne upang maalis ang mga dumi na maaaring
nakuha nito sa palengke.)
Sa wakas! Maaari na kayong magluto ni Tatay. Ano-ano ang kailangan
sa pagluluto?
(Siguraduhing malinis ang kagamitang pangkusina tulad ng kawali,

sandok, at iba pa. Kailangan ang pagkakaroon ng dalawang uri ng
sangkalan, para sa mga meat products at isa para sa mga gulay
upang maiwasan ang “cross-contamination” sa paghahanda ng
pagkain.)
Itay hihiwain ko na po ba ang karne at gulay?
(Kailangan ang pagkakaroon ng dalawang uri ng sangkalan, iba para

sa mga meat products at iba para sa mga gulay upang maiwasan
ang “cross-contamination” sa paghahanda ng pagkain.)
Hayaan mong si Tatay ang magluto.Iabot mo ang mga kailangan
niya. Nagtanong muli si Tatay, “Matagal ba dapat lutuin ang karne?”
(Lutuin ang karne sa loob ng 45 minuto, lalo na ang manok, upang

mamatay ang mga mikrobyong maaaring nasa loob ng katawan nito
(tulad ng salmonella, atbp.) o kaya’y hintaying lumambot ang karne.
Sa kabilang banda, hindi naman maaari na sobrang patagalin ang
pagluluto dahil ang pagkain ng sunog na pagkain ay masama rin sa
katawan. Ang mga gulay na sariwa ay maaaring i-halfcooked na at
ang mga dahon nama’y blanched lamang.)
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?
(Maaaring takpan ang pagkain upang hindi dapuan ng mga insekto

na maaaring magdala ng mga mikrobyong nagdudulot ng sakit. Kung
ito ay hindi na mainit, maaaring ilagay sa loob ng refrigerator/cooler
para hindi mapanis. Kung ilalagay sa refrigerator/cooler habang
mainit pa, maaari itong magtubig (moist) na magiging dahilan ng
pagkapanis.)
1. Itanong:
a. Tungkol saan ang kuwento?
b. Ano-ano ang iyong natutuhan mula rito?
113
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
Ipasagot ang tanong sa LM.
F. Takdang-aralin
Sumulat ng mga paraan kung paano lutuin ang iyong paboritong
panghimagas. Lagyan ng mga alituntunin sa pagpapanatiling malinis at
ligtas ang pagkain.
Aralin 6: Pagkain ay Suriin upang Hindi Maging Sakitin!
Bilang ng Araw: 2
Batayang Kasanayan:
a. Natutukoy ang mga karaniwang sakit na nakukuha sa maruming pagkain

b. Nakapaglalarawan ng mga pangkalahatang palantandaan at sintomas
ng mga sakit na nakukuha sa maruming pagkain
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
Nakahahawa
Sakit Dahilan Mga Sintomas
ba?
Karaniwang hindi
Isa itong
nakikita ang mga
nakahahawang
sintomas ng sakit
sakit na
na ito. Maaaring
naipapasa sa magkaroon ng
cholera Oo
pamamagitan ng diarrhea na
kontaminadong magdudulot ng
dumi ng tao, pagkaubos ng
pagkain, o tubig tubig sa katawan
pangmatagalang
protozoa na
Oo pagtatae at
amoebiasis amoeba
pagsakit ng tiyan
pagsusuka,
pagkain ng mga
pagsasakit ng
nakalalasong
tiyan, pagtatae, at
Food Poisoning bagay na naihalo Hindi
panghihina.
sa pagkain o
inumin
Mataas na lagnat
Pagsakit ng ulo
Hindi magandang
Ang sakit na
pakiramdam
ito ay dulot ng
Pagkawala ng
salmonella,
gana sa pagkain
typhoid fever isang bacteria Hindi
Madalas na
na makukuha sa
pagtatae o
kontaminadong
paghirap sa
pagkain o inumin
pagdumi
Mga pulang butlig
sa dibdib at tiyan
bacteria sa diarrhea na
dysentery kontaminadong may kasamang
pagkain o inumin pagdurugo
115
Pagkahilo
Pagsusuka
Pagsakit ng tiyan
sa kanang itaas
Ang sakit na
na bahagi
ito ay ang
Pagkakaroon ng
pamamaga ng
lagnat
atay. Nakukuha
hepatitis A Hindi Pagkawala ng
ito mula sa isang
gana sa pagkain
virus mula sa
Pagkakaroon ng
kontaminadong
madilaw na ihi
pagkain o tubig
Pagkakaroon
ng matamlay na
kulay ng dumi
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…
Itanong:
- Ano ang nakasaad sa balitang pangkalusugan?
- Ano-ano ang mga paraang inirekomenda upang
mapanatiling ligtas ang pagkain
Gawin sa pangalawang araw:
B. Pag-aralan Natin
1. Ipakita ang Disease Code. Ipaliwanag na huhulaan ng mga bata

ang pangalan ng sakit sa pamamagitan ng pagtatapat ng numero
sa letra. (Hanapin Mo Ako)
116
2. Ipakita ang unang pangalan ng sakit na tatalakayin. Gamitin ang
Karagdagang Kaalaman para sa Guro bilang gabay sa diskusyon.
3. Pangunahan ang paglalagom. Itanong:

a. Ano-ano muli ang mga sakit na makukuha sa marumi at hindi
ligtas na pagkain at inumin?
b. Ano-ano ang dapat nating gawin upang makaiwas sa mga ito?
C. Pagsikapan Natin
Ipagawa ang Gawain sa LM.
D. Pagyamanin Natin
Tumawag ng limang mag-aaral ang ipasagot ang gawain sa LM.
E. Pagnilayan Natin
Ulat Pangkalusugan
Ipagawa ang gawain sa LM.
1. Pangkatin ang mga mag-aaral sa mga grupong may apat (4)
hanggang limang (5) miyembro at magtalaga ng lider.
2. Ang bawat grupo ay gagawa ng isang poster na nagpapakita kung
paano makaiwas sa mga sakit na dulot ng marumi at hindi ligtas na
pagkain.
3. Ipaliwanag ang rubric para sa pagwawasto.
Nilalaman 5
Pagkamalikhain 3
Kalinisan 2
Kabuuan 10 puntos
117
Panghuling Pagtataya
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?
A. Directions for weighing

B. Directions for Use and Storage
C. Directions for Manufacturing
D. Directions for Packaging
2. Ano ang tawag sa bahagi ng Food Label na nagbibigay impormasyon

tungkol sa mga sustansyang makukuha sa pagkaing nakapaloob sa
pakete?
A. Date Markings
B. Directions of Manufacturing
C. Nutrition Facts
D. Mga Advisory & Warning Statements
3. Alin ang dapat mong gawin kung ito ang nakalagay sa food label?
“Expiration Date : July 30, 2015”
A. Kailangang itago sa kahon bago July 30, 2013

B. Kailangang itago sa kahon bago July 30, 2014
C. Kailangang ubusin ang pagkain bago July 30, 2015
D. Kailangang ubusin ang pagkain bago July 30, 2016
4. Bakit mahalagang basahin ang food label sa pagbili ng pagkain?
A. Upang malaman ang kulay ng pagkain

B. Upang malaman kung masarap ang pagkain.
C. Upang malaman kung paano ito itago sa kahon
D. Upang maintindihan ang nutrisyong nilalaman ng pagkain
5. Piliin ang hindi tamang gawain sa pagpili ng tiyak na ligtas na pagkain.
A. Piliin ang mga sariwang pagkain.

B. Bumili sa mga lisensiyadong tindahan.
C. Bilhin ang mga mamahaling produkto.
D. Basahin ang mga impormasyong nakasulat sa pakete.
118
6. Alin ang tama sa mga sumusunod na pangungusap?
A. Ilagay agad sa refrigerator ang biniling karne at isda
B. Hugasan ang mga gulay bago ilagay sa refrigerator.
C. Balutin ng tela ang mga biniling gulay.
D. Itago ang mga biniling prutas sa karton.
7. Paano mapananatiling malinis ang pagkain?

A. Lagyan ng takip ang natirang pagkain.
B. Pabayaan lang sa mesa ang pagkain.
C. Mag-ispray ng insecticide upang hindi dapuan ng insekto.
D. Maglagay ng flower vase sa mesa upang hindi dapuan ng langaw.
Para sa bilang 8-10

Suriin ang larawan :
8. Anong bahagi ng food label ang nagbibigay ng pangunahing enerhiya?
A. Carbohydrates B. Fat C. Protein D. Vitamin A
9. Ito ang sustansiyang nagpapalakas ng kalamnan?

A. Carbohydrates B. Fat C. Protein D. Vitamin A
10. Gamit pa rin ang larawan, ilang porsiyento (%) ng enerhiya ang ibibigay
ng bawat sukat/serving ang makukuha dito?
A. 39% B. 40% C. 41% D. 42%
119
II. Crossword
Mga Tanong:
PAHALANG PABABA
3. Ito ang sukat ng sustansiyang 1. Ito ang tawag sa mga
maaaring pagkuhanan ng impormasyong makikita sa
enerhiya. pagkain.
4. Ito ang pangkalahatang tawag 2. Pinakamapanganib na Fat sa
sa mga sakit na nakukuha sa katawan.
marumi at hindi ligtas na pagkain 5. Ang sakit na ito ay ang
at inumin. pamamaga ng atay.
8. Ito ang tawag sa bitaminang 6. Sakit sa tiyan na nakukuha sa
nagsasaayos ng mga buto at pag-inom ng maruming tubig.
nagpapalinaw sa paningin. 7. Ito ay sakit na sanhi ng isang
9. Ito ang pangkalahatang tawag bacteria na nakukuha sa
sa mga sakit na nakukuha sa maruming pagkain.
marumi at hindi ligtas na pagkain 10. Ito’y nakahahawang sakit na
at inumin. naipapasa sa pamamagitan ng
kontaminadong dumi ng tao,
pagkain, o tubig.
DEPE
III. Pagpapaliwanag
(5 puntos)
D
Ipaliwanag ang kahalagahan ng malinis at ligtas na pagkain.
120
SUSI SA PAGWAWASTO
1. C
2. C
3. C
4. D
5. C
6. B
7. A
8. A
9. C
10. D
II. CROSSWORD
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
Donatelle, R. (2006). Access to Health. (9thed.). San Francisco: Pearson

Education, Inc.
Galvez Tan, J., et al. (2009). The Health Curriculum in Philippine Basic
Education Volume 2: A resource book on Health for teachers. Manila:
UNESCO, National Commission of the Philippines.
Kapoor, Pradeep. (2011). 101 Health Problems of Children: A practical

guide for parents. New Delhi: Rupa Publications India Pvt. Ltd.
World Health Organization.(2014). cholera and dysentery. Retrieved

from: www.who.int
121

Grade 4 TG Health Quarter 1

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Grade 4 TG Health Quarter 1

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VISIT DEPED TAMBAYAN

Ang aklat na ito ay magkatuwang na inihanda at sinuri ng

Mahalaga sa amin ang inyong mga puna at mungkahi.

Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad

Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.

Inilathala ng Kagawaran ng Edukasyon

Mga Bumuo ng Patnubay ng Guro

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong

Magandang Buhay mga Guro!

Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang

Ang pagkakaroon ng maayos at malusog na pangangatawan ay mai-

Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot

Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming

Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos

YUNIT I KAHALAGAHAN NG PAGBABASA NG FOOD LABEL

Aralin 2 Suriin ang Pagkain, Bago Kainin. ......................................... 104

Aralin 3 Basahin Bago Kainin at Inumin. ............................................. 106

Aralin 4 Ating Alamin at Unawain. ....................................................... 108

Aralin 5 Pagkain Tiyaking Tama at

Aralin 6 Pagkain ay Suriin upang Hindi Maging Sakitin...................... 114

K to 12 Health Curriculum Guide December 2013 Page 2 of 66

Conceptual Framework of Health Education

Health and Achieve,

Standards and Epidemiological

K to 12 Health Curriculum Guide December 2013 Page 3 of 66

HEALTH CONTENT AREAS

K to 12 Health Curriculum Guide December 2013 Page 4 of 66

CHARACTERISTICS OF THE HEALTH CURRICULUM

K to 12 Health Curriculum Guide December 2013 Page 5 of 66

Key Stage Standards

K to 12 Health Curriculum Guide December 2013 Page 6 of 66

Grade Level Standards

GRADE LEVEL STANDARDS

K to 12 Health Curriculum Guide December 2013 Page 7 of 66

Prevention and Substance Use Health Trends,

K to 12 Health Curriculum Guide December 2013 Page 8 of 66

B. Consequences of eating less 2. tells the consequences of eating

C. Good eating habits 3. practices good decision-making

3. discusses how to keep water at

4. practices water conservation H1FH-IIIde-4

5. explains the effect of indoor air

K to 12 Health Curriculum Guide December 2013 Page 10 of 66

6. identifies sources of indoor air

7. practices ways to keep indoor air

B. Ways to keep the healthful 8. explains the effect of a home

9. describes ways on how family

10. demonstrates how to keep the

3. identifies appropriate persons to

4. demonstrates ways to ask for help H1IS-IVc-4

B. Preventing childhood 5. follows rules at home and in

K to 12 Health Curriculum Guide December 2013 Page 11 of 66

8. describes what may happen if

C. Ways by which people are 9. describes ways people can be

6. displays good decision-making H2N-Iij-10

K to 12 Health Curriculum Guide December 2013 Page 13 of 66

B. Development of self- 3. displays self-management

Grade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)

K to 12 Health Curriculum Guide December 2013 Page 14 of 66

6. displays respect for the feelings of H2FH-IIIj-16

B. Home Safety 2. identifies hazardous areas at home

K to 12 Health Curriculum Guide December 2013 Page 15 of 66

CONTENT PERFORMANCE LEARNING

B. Nutritional Guidelines for Filipinos 6. identifies the nutritional