Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

COLLEGE OF EDUCATION
CHED Center of Excellence for Teacher Education

A COURSE SYLLABUS IN GRADE 7 MAPEH

Submitted by:
Jerick C. Subad
BSed 4-2

Submitted to:
Dr. Rolando D. Dollete

Curriculum Development 1st Semester A.Y 2016-2017

 Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

COLLEGE OF EDUCATION
CHED Center of Excellence for Teacher Education

A COURSE SYLLABUS IN GRADE 7 MAPEH

Submitted by:
Dianne Lastimosa
BSed 4-2

Submitted to:
Dr. Rolando D. Dollete

Curriculum Development 1st Semester A.Y 2016-2017

 Republic of the Philippines

CENTRAL LUZON STATE UNIVERSITY

COLLEGE OF EDUCATION
CHED Center of Excellence for Teacher Education

PHILISOPHY

The ultimate measure of the effectiveness of Central Luzon State University as an institution of higher learning
is its contribution to and impact on the educational, economic, social, cultural, political and moral well-being and
environmental consciousness of the people it serves.

VISION

The Central Luzon State University as a world class knowledge-based people’s university, pro-active, relevant
and committed to service and excellence.

MISSION

The Central Luzon State University shall develop socially responsible and empowered human resources
and knowledge for poverty alleviation, environmental protection and global competitiveness towards sustainable
development.
 Republic of the Philippines

CENTRAL LUZON STATE

COLLEGE OF EDUCATION
UNIVERSITY CHED Center of Excellence for Teacher Education

I. Preliminaries

Subject Code and Title: GRADE 7 MAPEH (MUSIC, ARTS, PHYSICAL EDUCATION, HEALTH)

Course Objectives:

MUSIC
-It envision that Music in the K-10 Program will effectively nurture and refine the learner’s artistic expression and
cultural literacy, and celebrate his/her national heritage,
while it instills, within every individual Filipino learner, pride in his/her own cultural identity.
ARTS
-focuses on the PHILIPPINE ART, CULTURE and HERITAGE, appreciating the diversity of our local artists, our arts,
crafts,
and indigenous materials to strengthen the student’s identity of being Filipino, before he/she is introduced to the art
of other countries.
PHYSICAL EDUCATION
-contributes to the development of fitness, health and wellness among school-age students as provided in the
program’s rich and challenging physical activity experiences.
It shall promote the development of a participative and active body; learning to use the body in moving efficiently
and effectively in a given space, time, effort and
assurance of quality movement.
HEALTH
-focuses on the physical, mental, emotional, social, moral and spiritual dimensions of holistic health and enables the
learners to acquire essential knowledge, attitudes,
 and skills necessary to promote good nutrition, prevent and control diseases and substance misuse and abuse,
reduce health-related risk behaviors to prevent and
control injuries with the end in view of maintaining and improving personal, family, community, and environmental
and health.

Prerequisite: A passing grade in Grade 9

Course Requirements: Quarter Exams, Projects, Performance Task and Written Works.
Grading System:
Quarter Exams……………………………………………………………………………………30%
Performance Tasks (Classroom activities/ Recitation/ Participation).…40%
Written Works (Assignment/ Quizzes/ Seat works)…………………………….20%
Projects……………………………………………………………………………………………….10%

Total 100%

FIRST GRADING PERIOD

GENERAL OBJECTIVES SPECIFIC OBJECTIVES SUBJECT MATTER TEACHING TIME ASSESSMENT REFERENCE/S
STRATEGIES FRAME TECHNIQUES

MUSIC (FIRST QUARTER)

MUSIC OF LUZON
(Highlands and
Lowlands):
The learner... The learner should able to… •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
•Music of Cordillera •Laptop (quizzes, MAPEH 1 by Hazel
• analyzes examples of •Speakers seatworks, T. Copiaco, et.al
 demonstrates understanding Philippine music from Luzon and •Music of the Lowlands of •Textbook assignments, etc.) •OUR WORLD OF
of musical elements and describes how the musical Luzon 1: Music for Liturgy •Charts •Group MAPEH 2 by Hazel
processes of Philippine music, elements are used. and Devotional Music •Cartolina Presentation T. Copiaco, et.al
particularly the music of Luzon • explains the distinguishing
highlands and lowlands.
 develops musical awareness
and creativity in expressing
oneself while doing the
fundamental processes in
music.
 analyzes musical elements and • sings representative Philippine
processes of Philippine music.
 performs examples of
Philippine music, alone and with others.
others, in appropriate tone,
pitch, rhythm, expression and
style.
 demonstrates understanding
of musical elements and
processes of Philippine music,
particularly the music of
Mindoro, Palawan and the
Visayas.
 develops musical awareness
and creativity in expressing
oneself while doing the
fundamental processes in
music.
 demonstrates understanding
of musical elements and
processes of Philippines music,
particularly the music of
•Manila Paper and •Practical Tests •MAPEH k-12
characteristics of representative •Music of the Lowlands of Metastrips •Projects Curriculum Guide
Philippine music from Luzon in Luzon 2: Spanish Influence •Cassette and player (Artworks) •MUSIC Learner’s
relation to history and culture of in Secular Music Rubrics Checklist •Oral Recitation Module and
the area. Sight Singing Teaching Guide
• analyzes the relationship of •Music of the Lowlands of •Web References
functions of Philippine music Luzon 3: Philippine Music (internet)
from Luzon to the lives of the during the American and
people. Japanese Periods
music.
• songs from Luzon (highlands
and lowlands) alone and/or with
• performs on available
instruments from Luzon, alone
and/or with others.
• improvises simple
rhythmic/harmonic
accompaniments to selected
Philippine music from Luzon.
• explores ways of producing
sounds on a variety of sources
that would emulate instruments
being studied.
MUSIC OF MINDORO,
PALAWAN, and the
VISAYAS:
The learner... •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
•Music of Mindoro •Laptop (quizzes, MAPEH 1 by Hazel
• analyzes example •Speakers seatworks, T. Copiaco, et.al
is of Philippine music from •Music of Palawan •textbook assignments, etc.) •OUR WORLD OF
Mindoro, Palawan, and the •Charts •Group MAPEH 2 by Hazel
Visayas, and describes how the •Music of the Visayas •Cartolina Presentation T. Copiaco, et.al
musical elements are used. •Manila Paper and •Practical Tests •MAPEH k-12
Mindanao.
 develops musical awareness
and creativity in expressing
oneself while doing the
fundamental processes in
music.
 demonstrates understanding
of representative compositions
of the Philippines and
appreciation of prominent
Filipino composers.
 analyzes musical elements and Visayas, alone and / or with
processes of Philippine music.
 correlates Philippine music to instruments music from
Philippine culture.
 recognizes the contributions
of the prime exponents of
Philippine music .
 give values to Philippine
culture as a vehicle towards
national identity and unity.
• explains the distinguishing •Instrumental Music of metastrips •Projects Curriculum Guide
characteristics of representative the Visayas •Cassette and player (Artworks) •MUSIC Learner’s
Philippine music from Mindoro, Rubrics Checklist •Oral Recitation Module and
Palawan, and the Visayas, in Sight Singing Teaching Guide
relation to history and culture of Web References
the area. (internet)
• analyzes the relationship of
functions of Philippine music
from Mindoro, Palawan, and the
Visayas to the lives of the
people.
• sings accurately
representative songs from
Mindoro, Palawan, and the
others.
• performs on available
Mindoro, Palawan, and the
Visayas, alone and / or with
others.
• improvises simple rhythmic /
harmonic accompaniments to
selected Philippine musi from
Mindoro, Palawan, and the
Visayas.
MUSIC OF MINDANAO:

The learner... •Selected Vocal Music of •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
Mindanao •Laptop (quizzes, MAPEH 1 by Hazel
• analyzes examples of •Speakers seatworks, T. Copiaco, et.al
Philippine music from Mindanao •Gongs of Mindanao •Textbook assignments, etc.) •OUR WORLD OF
and describes how the musical •Charts •Group MAPEH 2 by Hazel
elements are used. •Lutes of Mindanao •Cartolina Presentation T. Copiaco, et.al
•Manila Paper and •Practical Tests •MAPEH k-12
• explains the distinguishing •Bamboo Music of Metastrips •Projects Curriculum Guide
characteristics of representative Mindanao •Cassette and player (Artworks) •MUSIC Learner’s
Philippine music from Mindanao •Rubrics Checklist •Oral Recitation Module and
in relation to history and culture •LCD Projector •Sight Singing Teaching Guide
of the area. •Web References
(internet)
• analyzes the relationship of
functions of Philippine music
from Mindanao to the lives of
the people.

REPRESENTATIVE
COMPOSITIONS OF THE
PHILIPPINES
PROMINENT FILIPINO
COMPOSERS: •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
•Laptop (quizzes, MAPEH 1 by Hazel
The learner... •Vocal Music by •Speakers seatworks, T. Copiaco, et.al
Representative Filipino •Textbook assignments, etc.) •OUR WORLD OF
• describes how a specific idea Composer 1: Nationalistic •Charts •Group MAPEH 2 by Hazel
or story is communicated and Love Songs •Cartolina Presentation T. Copiaco, et.al
through Philippine Traditional •Manila Paper and •Practical Tests •MAPEH k-12
Musical Forms. •Prominent Filipino Metastrips Oral Recitation Curriculum Guide
• illustrates how the different Composers •Cassette and player • Sight •MUSIC Learner’s
elements of music are combined •Rubrics Checklist Singing Module and
in creating Philippine Traditional - Nicanor Abelardo •LCD Projector Teaching
Musical Forms. - Francisco Santiago Guide
• creates / improvises - Francisco Buencamino, •Web References
appropriate sound, music, Sr. (internet)
gesture, movements, and -Antonio Molina
costume for a rendition of - AntoNino Buenaventura
Philippine Traditional Musical - Lucio San Pedro
Forms. - Rodolfo Cornej
• researches and analyzes the - Julian Felipe
lives, works, and influences of - Juan Nakpil
early - Lucrecia Kasilag
 SECOND GRADING PERIOD

GENERAL OBJECTIVES SPECIFIC OBJECTIVES SUBJECT MATTER TEACHING TIME ASSESSTMENT REFERENCE/S
STRATEGIES FRAME TECHNIQUES

ARTS (SECOND QUARTER)

DRAWING AND
PAINTING :

The learner... The learner... •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
•FOLK ARTS AND •Laptop (quizzes, MAPEH 1 by Hazel
 appreciates the distinctive • joins a group to do a research DESIGNS IN LUZON •Speakers seatworks, T. Copiaco, et.al
designs, color schemes, figures on the culture of some •Textbook assignments, etc.) •OUR WORLD OF
and objects coming from the indigenous communities coming •FOLK ARTS FROM •Charts •Group MAPEH 2 by Hazel
cultural communities found in from one island and creates an VISAYAS •Cartolina Presentation T. Copiaco, et.al
the three island groups. audio-visual presentation •Manila Paper and •Practical Tests •MAPEH k-12
(drawings, paintings) for the •FOLK ARTS FROM Metastrips •Projects Curriculum Guide
 Luzon: weaving – Abra, class. MINDANAO •Rubrics Checklist (Artworks) •ARTS Leaner’s
kalinga, Vakul, pahiyas, • joins a group to write a report •LCD Projector Module and
higantes, barong on how the Spaniards and the •PHILIPPINE PAINTINGS •Recycled Things for Teaching Guide
 Visayas – hablon, piyaya, Americans influenced the (Spanish Period to Basket weaving •Web References
 Mindanao- kulintang, malong, culture of the Filipinos, Present) •Charts (internet)
torogan publishes the report with
illustrations in a class
 sees the strong influence of publication.
the Spanish (400 yrs) and • recreates a typical Phil. plaza
Americans (50 yrs) colonizers on by drawing/painting during the
Phil. culture and lifeways Spanish times and make a mural
(houses, churches, celebrations, of this.
education, food, daily utensils, PRINTING PROCESS IN
clothing, accessories THE PHILIPPINES :
 •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
 creates a AV presentation with The learner... •Printmaking in the •Laptop (quizzes, MAPEH 1 by Hazel
a group that compares the Philippines •Speakers seatworks, T. Copiaco, et.al
distinct artistic designs of • narrates a short story, an •Textbook assignments, etc.) •OUR WORLD OF
artifacts coming from the event, a celebration, a tragedy, •Printmaking Techniques •Charts •Group MAPEH 2 by Hazel
different cultural communities using a camera, cellphone or and Processes •Cartolina Presentation T. Copiaco, et.al
from the three island groups of videocam to record it and •Manila Paper and •Practical Tests •MAPEH k-12
the Philippines and explains present the event. PRINTING AND NEW Metastrips •Projects Curriculum Guide
what inspired or influenced the • has to make quick decisions MEDIA : •Rubrics Checklist (Artworks) •ARTS Leaner’s
design. about the angle of the shots, •LCD Projector Module and
the kind of shots (close-up, long- •Printing using New •Different kinds of Teaching Guide
 writes a comparative visual shot, topshot,etc) and the Media paper •Web References
report on the influences of the composition of the shots while •Different kinds of (internet)
Spanish and the Americans in he is in the process of recording. •Evolution of the drawing tools
the architecture of the • shares the series of events he Philippine Printing
Philippines, particularly in the recorded to tell his story and
churches and the houses around presents it and allows his
the plaza, and the distinct classmates to critique his
features found in it. pictures or film.
 realizes that still pictures, film • Is able to make a short
and moving images have a storyboard of the series of shots
visual language and artistic he is going to take and kind of
elements different from still shots, to be able to tell his story.
drawings and paintings • can analyze short films, video
productions and movies and
 understands that a story can appreciate the development of
be told through a short film with the narrative through different
emphasis on images, color and shots, use of visual clues and
music or sound, with dialogue use of color, music.
not a necessary component.
SCULPTURE and 3D
 can take pictures or record an ASSEMBLAGES:
event using a cellphone and •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
other recording devices, and The learner... •Early Forms and Laptop (quizzes, MAPEH 1 by Hazel
these can be shared with others Traditional Sculpture in •Speakers seatworks, T. Copiaco, et.al
• gathers material from his the Philippines •Textbook assignments, etc.) •OUR WORLD OF
immediately. surrounding that is considered •Charts •Group MAPEH 2 by Hazel
trash, and with a group, recycles •Philippine Sculptures in •Cartolina Presentation T. Copiaco, et.al
 knows that an original design this material to be part of an the Modern Times •Manila Paper and •Practical Tests •MAPEH k-12
can be replicated many times assemblage (plastic bottles, Metastrips •Projects Curriculum Guide
through the use of a duplicating caps; tetra packs, straws, tin foil •Sculpture during the •Rubrics Checklist (Artworks) •ARTS Leaner’s
machine. wrappers, etc..) which will be a American Period up to •LCD Projector Module and
creative sculpture. the Present •Different kinds of Teaching Guide
 knows that modern sculptors paper •Web References
and craftsmen use any material • collects pictures of, or actual •Different kinds of (internet)
in their environment to create a 3D artifacts from different parts drawing tools
3D work. of the country and research on •Recycled
its source, material, source of Materials/Things
 sees that among indigenous design, use, and put up a mini- •Fruits
groups, it is common to create museum , where each artifact is
musical instruments, pots and displayed and labeled properly
fishing and hunting weapons, for students to appreciate.
weave cloths, construct houses,
according to their own distinct. VISUAL ARTS IN
designs using local materials. PHILIPPINE DRAMA AND
FESTIVALS :
 Identifies the unique festivals, The learner...
dramas, celebrated all over the •Traditional and Modern •Pictures 10 DAYS •Paper pencil Test •OUR WORLD OF
country throughout the year, • designs with a group the visual Philippine Drama •Laptop (quizzes, MAPEH 1 by Hazel
and state the reason for its components of a school drama •Speakers seatworks, T. Copiaco, et.al
celebration or participates in a town fiesta •Philippine Festivals •Textbook assignments, etc.) •OUR WORLD OF
to create: the costumes or •Charts •Group MAPEH 2 by Hazel
 knows that the Filipino people attire, mask, headdresses, and •Cartolina Presentation T. Copiaco, et.al
love a festival, religious ritual or accessories and décor and •Manila Paper and •Practical Tests •MAPEH k-12
drama where they are required venue and stage design Metastrips •Projects Curriculum Guide
to wear special attires and •Rubrics Checklist (Artworks) •ARTS Leaner’s
costumes that show creativity • reports on the history of the •LCD Projector Module and
and artistry festival and its evolution and •Different kinds of Teaching Guide
describes how the towns people paper •Web References
 since this is part of a street or participate and contribute to its •Different kinds of (internet)
public performance. where festivity and gaiety. drawing tools
there is music and dancing. •Recycled

 performs individual sports
regularly to achieve fitness
 demonstrates understanding
of local and indigenous
Philippine dances that promote
physical fitness.
• analyzes the uniqueness of the Materials/Things
group that was given •Fruits
recognition for its performance
to explain what component
contributed to their being

 performs skillfully local and

indigenous dances as physical
activity that promotes physical
fitness.

THIRD GRADING PERIOD

GENERAL OBJECTIVESS SPECIFIC OBJECTIVES SUBJECT MATTER TEACHING TIME ASSESSTMENT REFERENCE/S
STRATEGIES FRAME TECHNIQUES

PHYSICAL EDUCATION (THIRD QUARTER)

DUAL SPORTS (ARNIS):

the learner... The learner... •Performing warm-up •Pictures 14 DAYS •Paper pencil •OUR WORLD OF
and dynamic •Laptop Test (quizzes, MAPEH 1 by Hazel
 demonstrates understanding • describes the stretching exercises •Speakers seatworks, T. Copiaco, et.al
of the concept and principles of nature/background of dual •Textbook assignments, etc.) •OUR WORLD OF
physical fitness to improve (arnis and badminton/table •Fundamental Skills in •Charts •Group MAPEH 2 by Hazel
oneself tennis/ tennis) sports. Arnis •Arnis Stick Presentation T. Copiaco, et.al
• explains the benefits derived •Body Protector •Practical Tests •MAPEH k-12
 designs and implements a
personalized exercise program
to improve and sustain the
desired level of fitness
 demonstrates understanding
of the benefits that can be
derived from participating in
individual sports
from playing dual sports. •Twelve Striking •Face Mask Curriculum Guide
• exhibits self - direction by Techniques in Arnis •ARTS Leaner’s
correcting oneself and others Module and
(e.g. peers) when playing dual •Blocking Techniques in Teaching Guide
sports. Arnis •Web References
• executes proficiently the basic (internet)
skills and tactics of the sports.
• officiates practice and actual
games by applying knowledge of
rules and regulations of the
sport.
MEASURING ONE’S
FITNESS
The learner... (Anthropometrics):
• recognizes and appreciates •Pictures 14 DAYS •Paper pencil •OUR WORLD OF
the importance of physical •Finding my Pulse •Laptop Test (quizzes, MAPEH 1 by Hazel
fitness for himself/herself •Speakers seatworks, T. Copiaco, et.al
• differentiates the physical •Levels of Exercise •Textbook assignments, etc.) •OUR WORLD OF
fitness components Intensity •Charts •Group MAPEH 2 by Hazel
• promotes the benefits of •Timer / Stopwatch Presentation T. Copiaco, et.al
physical activity e.g. (greater •Physical Activity Index •Tape Measure •Practical Tests •MAPEH k-12
work capacity, performance •Ruler Curriculum Guide
enhancement, healthy weight, •Hypokinetic Diseases •Weighing Scale ARTS Leaner’s
prevention of injuries, •Meter Stick Module and
cardiovascular diseases and •Cool Down and Warm Teaching Guide
diabetes for optimal health and Up Exercises •Web References
fitness) for optimal health (internet)
• selects and performs •Assessing Muscular
appropriate physical fitness Endurance and Flexibility
tests that will assess one’s
fitness level •Assessing the Skill-
• interprets physical fitness test Related Parameters
results.
• selects and performs fitness
activities that will improve
his/her fitness level
INDIVIDUAL SPORTS
(ATHLETICS) Running:

The learner... •Background/nature •Pictures 14 DAYS •Paper pencil •OUR WORLD OF

•Laptop Test (quizzes, MAPEH 1 by Hazel
• describes the •Basics skills •Speakers seatworks, T. Copiaco, et.al
nature/background of individual •Textbook assignments, etc.) •OUR WORLD OF
(athletics or swimming) sports •Rules and regulations •Charts •Group MAPEH 2 by Hazel
• explains the benefits derived •Timer / Stopwatch Presentation T. Copiaco, et.al
from playing individual sports •Officiating •Practical TestT •MAPEH k-12
• exhibits self - direction by Curriculum Guide
correcting himself/herself and •Benefits of the Sport •ARTS Leaner’s
others (e.g. peers) when playing Module and
individual sports Teaching Guide
• executes proficiently the basic •Web References
skills and tactics of the sports. (internet)
• officiates practice and actual
games by applying knowledge of
rules and regulations of the
sport.

PHILIPPINE FOLK
DANCES (TINIKLING):

•Pictures 14 DAYS •Paper pencil •OUR WORLD OF

The learner... •Origin of the Tinikling •Laptop Test (quizzes, MAPEH 1 by Hazel
dance •Speakers seatworks, T. Copiaco, et.al
• discusses the •Textbook assignments, etc.) •OUR WORLD OF
nature/background of local and •Dance Formations •Charts •Group MAPEH 2 by Hazel
indigenous dances. •CD tape of the Presentation T. Copiaco, et.al
• explains significant benefits to •Dance Patterns, Figures Tinikling Song •Practical Tests •MAPEH k-12
health and fitness when folk and Routines Curriculum Guide
dancing. •ARTS Leaner’s
• performs basic steps peculiar Module and
to each dance. Teaching Guide
 • executes rhythmic patterns of •Web References
selected local and indigenous (internet)
dances through various ways.
• describes costumes, props and
accessories of local and
indigenous folk dances.
• interprets dance figures
correctly following the step by
step instruction of the teacher.
• performs figures of the dance
with grace, form and sense of
rhythm.

FOURTH GRADING PERIOD

GEBERAL OBJECTIVES SPECIFIC OBJECTIVES SUBJECT MATTER TEACHING TIME ASSESSTMENT REFERENCE/S
STRATEGIES FRAME TECHNIQUES

HEALTH (FOURTH QUARTER)

GROWING HEALTH:

The learner... The learner... •Are you really healthy? •Pictures 14 DAYS •Paper pencil •OUR WORLD OF
•Health Information Test (quizzes, MAPEH 1 by Hazel
 demonstrates understanding • discusses the concept of •Changes in Adolescents Charts seatworks, T. Copiaco, et.al
of nutrition for a healthy life. holistic health •Laptop assignments, etc.) •OUR WORLD OF
- explains the dimensions of •Dealing with Health •Overhead Projector •Group MAPEH 2 by Hazel
 makes informed decisions in holistic health (physical, mental/ Concerns •Manila Paper Presentation T. Copiaco, et.al
the choice of food to eat. intellectual, emotional, social, •Drawing Tools •Pre-Assessment •MAPEH k-12
and moral-spiritual) •Health Appraised and •Projects Curriculum Guide
 demonstrates understanding - analyzes the interplay among Amazed •ARTS Leaner’s
of the ways to prevent and the health dimensions in Module and
control communicable diseases developing holistic health Teaching Guide

 consistently demonstrates
healthful practices in order to
prevent and control
communicable diseases
 demonstrates understanding
of environmental health to
attain community wellness
 consistently demonstrates
healthful practices in order to
prevent and control common
community and environmental
health problems
- practices health habits to •Web References
achieve holistic health (internet)
• recognizes that changes in
different health dimensions are
normal during puberty
- describes changes in different
aspects of growth that happens
to boys and girls during puberty
- explains that the pattern of
change during puberty is similar
but the pace of growth and
development is unique for each
adolescent
• applies the self-management
skills in dealing with health
concerns during puberty, such
as poor eating habits, lack of
sleep, lack of physical activity,
dental problems, body odor,
and postural problems
CONTROL and
PREVENTION
(COMMUNICABLE
DISEASE): •Pictures 12 DAYS •Paper pencil •OUR WORLD OF
The learner... •Health Information Test (quizzes, MAPEH 1 by Hazel
•Infectious disease Charts seatworks, T. Copiaco, et.al
• follows the appropriate process •Laptop assignments, etc.) •OUR WORLD OF
nutritional guidelines for •Overhead Projector •Group MAPEH 2 by Hazel
adolescents for healthful eating •Prevention strategies •Manila Paper Presentation T. Copiaco, et.al
- explains the need to select •Drawing Tools •Pre-Assessment •MAPEH k-12
food based on the nutritional •Common •Projects Curriculum Guide
needs during puberty Communicable Diseases •ARTS Leaner’s
- analyzes one’s current Module and
nutritional status •Emerging Teaching Guide
- computes one’s caloric need communicable diseases •Web References
- evaluates one’s diet in terms (internet)
of sugar sodium fat, fiber, etc.
- follows the Food Pyramid
guide for , adolescents or the
My Plate model in choosing
foods to eat
• discusses the nutritional
problems of adolescents
- describes the signs, symptoms,
prevention, and control of
malnutrition (underweight and
overweight), and micronutrient
deficiencies
- explains the characteristics,
signs, symptoms, prevention
and control of eating disorders
(anorexia nervosa, bulimia
nervosa, compulsive eating
disorder)
CONTROL and
PREVENTION
(COMMUNICABLE
DISEASE):
•Pictures 12 DAYS •Paper pencil •OUR WORLD OF
The learner... •Health Information Test (quizzes, MAPEH 1 by Hazel
•Infectious disease Charts seatworks, T. Copiaco, et.al
• analyzes the common beliefs process •Laptop assignments, etc.) •OUR WORLD OF
about disease causation •Overhead Projector •Group MAPEH 2 by Hazel
• discusses the factors that •Prevention strategies •Manila Paper Presentation T. Copiaco, et.al
affect disease transmission •Drawing Tools •Pre-Assessment •MAPEH k-12
• explains the different •Common •Projects Curriculum Guide
elements of the Communicable Diseases •ARTS Leaner’s
• chain of infection Module and
• discusses the stages of •Emerging Teaching Guide
infection communicable diseases •Web References
• recommends actions to (internet)
prevent and
• control the spread of
communicable
• diseases
• explains the nature of
common skin
• Diseases during adolescence
• practices ways to prevent and
• control skin diseases
• demonstrates self-monitoring
skills to prevent communicable
diseases common during
adolescence

COMMUNITY HEALTH:
•Pictures 12 DAYS •Paper pencil •OUR WORLD OF
The learner... •Pollution •Health Information Test (quizzes, MAPEH 1 by Hazel
Charts seatworks, T. Copiaco, et.al
• conducts a survey of the •Waste Management •Laptop assignments, etc.) •OUR WORLD OF
pressing environmental •Overhead Projector •Group MAPEH 2 by Hazel
problems in the community •Housekeeping and •Manila Paper Presentation T. Copiaco, et.al
- water supply sanitation •Drawing Tools •Pre-Assessment •MAPEH k-12
- food supply Prevention and control •Projects Curriculum Guide
- disease control of pests, insects and •ARTS Leaner’s
- sanitation and beautification rodents Module and
- peace and order Teaching Guide
- health and medical care •Web References
- moral and spiritual (internet)
- recreational program
- drug abuse prevent and
control
- pollution
- pests and rodents
- community disaster
preparedness
• critically analyzes the impact
of community and
environmental issues and
problems on people’s health