Republic of the Philippines

Department of Education
Caraga Administrative Region
Butuan City Division
Southeast Butuan District I
MAIBU NATIONAL HIGH SCHOOL
Maibu, Butuan City

SUBJECT : HEALTH EDUCATION

GRADE :9
TIME ALLOTMENT : 40 MINUTES PER WEEK
MOST ESSENTIAL
QUARTE LEARNING
WEEK
R COMPETENCIES
The learner…
I Defines community and
environmental health 1 1
Explains how a healthy
environment positively
impact the health of
people and communities
(less disease, less health
care cost, etc.)
Discusses the nature of
environmental issues
Analyzes the effects of
environmental issues on
people’s health
Suggests ways to prevent
and manage
environmental health
issues
6 to 7
Participates in
implementing an
environmental project
such as building and
maintaining a school
DAY OBJECTIVES
 Discusses the concepts of
community and environmental
health.
 Discusses the positive impact
2 1 of a healthy people in the
environment.
1  Demonstrates understanding
of the principles in protecting
the environment that leads to
3
positive outcomes for the
health of people and the
community.
1  Participates activities that
involves health of the people
4
having positive result to the
community.
 Cites some nature and health
effects on environmental
1 issues.
5
 Explains how the
environmental issues affects
people’s health.
 Gives some effective ways to
avoid and control
1 environmental health issues.
 Explains the importance of
applying the ways on how to
prevent environmental issues.
 Discusses the importance of
1 participating an environmental
project in the community.
1  Demonstrates healthful
 garden or conducting a
war on waste campaign
(depends on feasibility)
II Describes the drug
scenario in the 1 drugs in the Philippines.
1
Philippines
Discusses risk and
protective factors in
substance use, and abuse
2 1
Analyzes situations for
the use and nonuse of
psychoactive substances
Identifies the types of
drugs/substances of 1 drugs/substance to the health
3
abuse
Corrects myths and
misconceptions about
substance use and abuse
4 1
Recognizes warning
signs of substance use
and abuse
Discusses the harmful
short and long-term
effects of substance use
5 1
and abuse on the
individual, family,
school, and community
Explains the health,
socio-cultural,
psychological, legal, and
economic dimensions of
substance use and abuse
6 1
Discusses strategies in
the prevention and
control of substance use
and abuse
Applies decision-making 7 1
and resistance skills to
prevent substance use
and abuse
practices in the community to
protect the environment for
community wellness.
 Knows the situation about
 Demonstrates understanding
of the dangers of substance
and abuse on the individual,
family and community.
 Discusses the factors that
influence substance use and
abuse.
 Explains the bad effects of
of a person.
 Discusses why myths and
misconceptions about
substance use and abuse
occur.
 Know what are the harmful
effects and signs of drugs on
body.
 Explains how drugs can affect
the individual, family, school
and community.
 Discusses the psychosocial
attributes of substance abuse
among adolescents and young
adults.
 Demonstrates personal
responsibility in the
prevention and control of
drugs through activities and
other strategies to avoid the
use of the substance.
 Explains the risks of using and
abusing oneself through
substance use and abuse.
 Demonstrates some activities
to prevent substance use and

Suggests healthy
alternatives to substance
use and abuse
III Demonstrates the conduct
of primary and secondary
survey of the victim (cab)
Assesses emergency
situation for unintentional
injuries
Explains the principles of
wound dressing
Demonstrates appropriate
bandaging techniques for
unintentional injuries
Demonstrates proper
techniques in carrying and
transporting the victim of
unintentional injuries
Demonstrates proper first
aid procedures for
common unintentional
injuries
IV Differentiates intentional
injuries from unintentional
injuries
Describes the types of
intentional injuries
abuse.
1  Cites some healthy alternatives
8 to substance use and abuse.
 Explains the first aid guidelines
and procedures.
 Demonstrates understanding of
1 the process on doing primary
1
survey of victim.
 Discusses how to perform first
aid procedure with accuracy in
an emergency situations.
1  Shows the proper process of
2
wound dressing.
 Explains properly the purpose
3 1
and techniques of bandaging for
unintentional injuries.
 Shows how transporting the
4 1
victim (drag and carry
techniques) should be done.
 Explains step by step on how to
5 1
do the proper techniques of
transporting the victim.
 Demonstrates understanding of
6 1
first aid principles and
procedures.
 Performs first aid procedures
7 1
with accuracy.
 Cites some common
8 1
unintentional injuries and
medical emergencies.
 Explains the difference of
1 1
intentional and unintentional
injuries.
 Discusses intentional and
2 1 unintentional injuries and how
we can avoid them.
 Shows some examples of
3 1
intentional and unintentional
injuries.
 Demonstrates understanding on
4 1
the effect of intentional injuries
and unintentional injuries.
 Cites the types and effect of
5 1
intentional injuries to a person.
 Analyzes the risk factors  Explains the harmful outcomes
related to intentional 6 1 of violence/intentional injuries.
injuries

Identifies protective  Explains how to gain protective

factors related to factor to prevent intentional
intentional injuries 1 injuries.
7
 Cites some examples of
protective factors related to
intentional injuries or violence.
Demonstrates ways to  Cites some strategies that can
prevent and control help and prevent intentional
intentional injuries injuries.
1
8  Demonstrates understanding of
the concepts and principles of
safety education in prevention
of intentional injuries.

SUBJECT : PHYSICAL EDUCATION

GRADE :9
TIME ALLOTMENT : 40 MINUTES PER WEEK

QUARTER MOST ESSENTIAL WEEK DAY OBJECTIVES

LEARNING
COMPETENCIES
The Learner…
I Undertakes physical (This  Demonstrates understanding
activity and physical competency of guidelines and principles in
fitness assessments is already exercise program design to
embedded achieve personal fitness.
in other LCs)  Examine performance in the
participation of physical
activity and physical fitness.
Performs appropriate 1 1  Explain the importance of first
first aid for injuries and aid before and during physical
emergency situations in activity.
physical activity and 2 1  Illustrate how to perform first
sports settings (e.g. aid during emergency
cramps, sprain, heat situations in physical activity
exhaustion) and sports setting.

Involves oneself in (This  Design sports officiating and

community service competency physical activity programs.
through sports is already  Demonstrate understanding in
 officiating and physical embedded community service through
activity programs in other LCs) sports officiating and physical
activity programs.
 Diagnose result of one’s
involvement in community
service through sports
officiating and physical activity
programs.
 Assess oneself in the
participation in community
service through sports
officiating and physical activity
programs.
Officiates practice and 3 1  Understand roles and
competitive game functions of a competitive
game.
4 1  Discuss roles and functions of
officials in a competitive game.

5 1  Demonstrate skills in
officiating a competitive game.

6 1  Identify appropriate technique

involving officiating in a
competitive game.

7 1  Evaluate skills applied in a

competitive game.

8 1  Manage physical activity

involving competitive game.

II Undertakes physical This  Demonstrates understanding

activity and physical competency of guidelines and principles in
fitness assessments is already exercise program design to
(This competency is embedded achieve personal fitness.
already embedded in in other LCs.  Examine performance in the
other LCs) participation of physical
activity and physical fitness.
Executes the skills 1 1  Discusses the different skills
involved in the dance that appropriate to a
particular dance.
2 1  Employs the skills that
necessary and appropriate to
a dance.
3 1  Imitates skills in every
particular dance.
4 1  Demonstrates the different
 skills involved in the dance.

5 1  Differentiates different dance

skills from one to another.

6 1  Develops skills in participating

dance activity.

7 1  Appraise best skills in the

dance.
8 1  Evaluates all skills applied the
dance.
Monitors periodically This  Explain the importance of
one’s progress towards competency one’s progress towards the
the fitness goals is already fitness goals.
embedded  Cite how to attain such fitness
in other LCs. goals in the participation of
physical fitness.

Performs appropriate This  Explain the importance of first

first aid for injuries and competency aid before and during physical
emergency situations in is already activity and dance setting.
physical activity and embedded  Identify appropriate first aid
dance settings (cramps, in other LCs. for injuries during emergency
sprain, heat exhaustion) situations in physical activity
and dance settings.
 Illustrate how to perform first
aid during emergency
situations in physical activity
and dance setting.
Involves oneself in This  Design involvement of oneself
community service competency in community service through
through dance activities is already dance activities in the
in the community embedded community
in other LCs..  Demonstrate understanding of
oneself in the participation of
community service through
dance activities.
 Diagnose result of one’s
involvement in community
service through dance
activities.
 Assess oneself in the
participation in community
service through dance
activities and physical activity
programs.
III Undertakes physical This  Demonstrates understanding
activity and physical competency of guidelines and principles in
fitness assessments is already exercise program design to
embedded achieve personal fitness.
in other LCs.  Examine performance in the
participation of physical
activity and physical fitness.
Executes the skills 1 1  Discusses the different skills
involved in the dance that appropriate to a
particular dance.
2 1  Employs the skills that
necessary and appropriate to
a dance.

3 1  Imitates skills in every

particular dance.
4 1  Demonstrates the different
skills involved in the dance.
5 1  Differentiates different dance
skills from one to another.
6 1  Develops skills in participating
dance activity.
7 1  Appraise best skills in the
dance.
8 1  Evaluates all skills applied the
dance.
Performs appropriate This  Explain the importance of first
first aid for injuries and competency aid before and during physical
emergency situations in is already activity and dance setting.
physical activity and embedded  Identify appropriate first aid
dance settings (cramps, in other LCs. for injuries during emergency
sprain, heat exhaustion) situations in physical activity
and dance settings.
 Illustrate how to perform first
aid during emergency
situations in physical activity
and dance setting.
Involves oneself in This  Design involvement of oneself
community service competency in community service through
through dance activities is already dance activities in the
in the community embedded community
in other LCs.  Demonstrate understanding of
oneself in the participation of
community service through
dance activities.

IV Discusses the nature and
background of indoor
and outdoor
recreational activities
Participates in active
recreation
Advocates community
efforts to increase competency
participation in physical
activities and improve embedded
nutrition practices in other LCs.
 Diagnose result of one’s
involvement in community
service through dance
activities.
 Assess oneself in the
participation in community
service through dance
activities and physical activity
programs.
1 1  Demonstrate understanding
on the nature and background
of indoor and outdoor
recreational activities.
2 1  Discusses the nature and
background of a certain active
recreation.
3 1  Identifies active recreation.
4 1  Demonstrates understanding
on an active recreation
5 1  Applies skills appropriate to an
active recreation.
6 1  Examines the skills applied in
an active recreation.
7 1  Assesses the skills applied in
an active recreation.
8 1  Evaluates the skills applied in
an active recreation
This  Discuss the importance of
participation in physical
is already activities.
 Explain the significance of
having good nutrition in the
participation of physical
activities.
 Practices healthy eating habits
that support an active
lifestyle.
 Maintains an active lifestyle to
influence the physical activity
participation of the
community.
 Demonstrates understanding
of lifestyle and weight
management to promote
community fitness.
 Practices environmental
ethics (e.g. Leave No competency
Trace) during
participation in
recreational activities of in other LCs.
the community
Grade Level: GRADE 9
Subject: MAPEH
Time Allotment: 60 Minutes in a week
Most Essential Learning
Competencies
QUARTER
The learner …
I Describes the musical
elements of selected
vocal and
instrumental music of
Medieval, Renaissance
and Baroque
music;
Explains the performance
practice (setting,
composition, role of
composers/performers,
and audience) during
Medieval, Renaissance
and Baroque periods;
Relates Medieval,
Renaissance and Baroque
music to other art forms
and its history within
the era;
Improvises appropriate
accompaniment to
selected music from
Medieval, Renaissance
and
Baroque Period;
This  Understands the ethical
standards needed during
is already participation in recreational
embedded activities of the community.
 Explains environmental ethics
during participation in
recreational activities of the
community.
WEEK DAY OBJECTIVES
Describes the musical elements of
selected vocal and instrumental
1 1 music of Medieval, Renaissance
and Baroque
music;
Explains the performance practice
(setting, composition, role of
2 1 composers/performers, and audience)
during Medieval, Renaissance and
Baroque periods;
Relates Medieval, Renaissance and
3 1 Baroque music to other art forms and
its history within the era;
4-5 1 Improvises appropriate
accompaniment to selected music
from Medieval, Renaissance and
Baroque Period;
 Performs music from
Medieval, Performs music from Medieval,
6-7 1
Renaissance and Renaissance and Baroque Period;
Baroque Period;
Evaluates music and
music Evaluates music and music
8 1
performances using performances using guided rubrics
guided rubrics
Most Essential Learning
Competencies WEEK DAY OBJECTIVES
QUARTER
The learner …

Describes musical
elements of given
Classical period pieces;
Describes musical elements of given
1 1
Classical period pieces;

Explains the performance

practice (setting,
composition, role of
composers/performers,
and
audience) during
Classical Period
Relates Classical music to
other art forms and its
history within the era;
II
Improvises appropriate
accompaniment to
4-5
selected music from
Classical Period
Performs selected music
from the Classical 6-7
period;
Explains the performance practice
(setting, composition, role of
2 1
composers/performers, and
audience) during Classical Period
Relates Classical music to other art
3 1
forms and its history within the era;
 Improvise rhythmic patterns
to selected music from
classical music.
1
 Improvises appropriate
accompaniment to
selected music from Classical Period
Performs selected music from the
1
Classical period;

Evaluates music and

music performances
using
guided rubrics.
Evaluates music and music
performances using
8 1
guided rubrics.

Most Essential Learning

Competencies WEEK DAY OBJECTIVES
QUARTER
The learner …
 Describes musical
Describes musical elements of given
elements of given
1 1 Romantic period pieces;
Romantic period pieces;

Explains the performance

practice (setting,
Explains the performance practice
composition, role of
(setting, composition, role of
composers/performers,
2 1 composers/performers, and
and
audience) during audience) during Romantic Period
Romantic Period

Relates Romantic music

Relates Romantic music to other art
to other art forms and
III forms and
its history within the 3 1
its history within the era;
era;

Improvises appropriate Improvises appropriate

accompaniment to accompaniment to
4-5 1
selected music from selected music from Romantic
Romantic Period Period
Performs selected music
Performs selected music from the
from the Romantic
6-7 1 Romantic period;
period;

Evaluates music and

Evaluates music and music
music performances 8 1
performances using guided rubrics.
using guided rubrics.
Most Essential Learning
Competencies WEEK DAY OBJECTIVES
QUARTER
The learner …

IV Explains the plot,

musical and Explains the plot, musical and
theatrical elements theatrical elements of an opera
of an opera after 1-2 1 after watching video
watching video samples;
samples;

Performs themes or 3 -4 1 Performs themes or melodic

melodic fragments of fragments of
given selected songs; given selected songs;
 Improvises
appropriate
sounds, Improvises appropriate sounds,
music,gestures, music,gestures, movements,
5-6 1
movements, and and costumes for a chosen
costumes for a opera.
chosen
opera.
evaluates music
Evaluates music performances using
performances using 7-8 1
guided rubrics
guided rubrics

Grade Level: GRADE 9

Subject: MAPEH ( Arts )
Time Allotment: 60 Minutes in 1 period in a week

Most Essential Learning

QUARTER Competencies WEEK
The learner …
I Analyzes art elements and
principles in the production of
work following the style of a
western and classical art
Identifies distinct characteristics
of arts during the different art
periods
Identifies representative artists
from various art periods
Reflects on and derives the mood,
idea, or message from selected
artworks
Discusses the use or function of
artworks by evaluating their
utilization and combination of art
elements and principles
Uses artworks to derive
the traditions/history of an art
period
compares the characteristics of
artworks produced in the different
art periods
DAY OBJECTIVES
1 2 Analyzes art elements and principles
in the production of work following
the style of a western and classical art
2 2 Identifies distinct characteristics of
arts during the different art periods
Identifies representative artists from
various art periods
3 2 Reflects on and derives the mood,
idea, or message from selected
artworks
4 2 Discusses the use or function of
artworks by evaluating their utilization
and combination of art elements and
principles
4 2 Uses artworks to derive the
traditions/history of an art period
5 2 compares the characteristics of
artworks produced in the different
art periods
 Creates artworks guided by
techniques and styles of Western
Classical art traditions
Describes the influence of iconic
artists belonging to Western
Classical art on the evolution of art
forms
Applies different media techniques
and processes to communicate
ideas, experiences, and stories
showing the characteristics of
Western Classical art traditions
Evaluates works of art in terms of
artistic concepts and ideas using
criteria from the Western Classical
art traditions
Shows the influences of the
Western Classical art traditions to
Philippine art form
Most Essential Learning
QUARTER Competencies
The learner …
II Analyzes art elements and
principles in the production of
work following a specific art style
Identifies distinct characteristics of
arts during the Renaissance and
Baroque periods
Identifies representative artists
from Renaissance and Baroque
periods
Reflects on and derive the mood,
idea or message from selected
artworks
Discusses the use or function of
artworks by evaluating their
utilization and combination of art
elements and principles
Uses artworks to derive the
traditions/history of an art period
Compares the characteristics of
artworks produced in the different
art periods
Creates artworks guided by
techniques and styles of the
Renaissance and the Baroque
6 2 Creates artworks guided by
techniques and styles of Western
Classical art traditions
7 2 Describes the influence of iconic
artists belonging to Western Classical
art on the evolution of art forms
2 Applies different media techniques
and processes to communicate ideas,
experiences, and stories showing the
characteristics of Western Classical
art traditions
8 2 Evaluates works of art in terms of
artistic concepts and ideas using
criteria from the Western Classical
art traditions
2 Shows the influences of the Western
Classical art traditions to Philippine
art form
Budget Of Work
DURATION DAY
The learner …
Analyzes art elements and principles
1 2 in the production of work following a
specific art style
Identifies distinct characteristics of
2 2 arts during the Renaissance and
Baroque periods
Identifies representative artists from
2 2 Renaissance and Baroque periods
Reflects on and derive the mood, idea
3 2 or message from selected artworks
Discusses the use or function of
2 artworks by evaluating their utilization
4
and combination of art elements and
principles
2 Uses artworks to derive the
4 traditions/history of an art period
Compares the characteristics of
5 2 artworks produced in the different art
periods
6 Creates artworks guided by
2 techniques and styles of the
Renaissance and the Baroque periods
 periods
Explains the influence of iconic
artists belonging to the
Renaissance and the Baroque
periods
Applies different media techniques
and processes to communicate
ideas, experiences, and stories
showing the characteristics of the
Renaissance and the Baroque
periods (e.g.,Fresco, Sfumato, etc.)
Evaluates works of art in terms of
artistic concepts and ideas using
criteria from the Renaissance and
the Baroque periods
Shows the influences of the
Renaissance and Baroque periods
on the Philippine art
Form
Most Essential Learning
QUARTER Competencies
The learner …
III Analyzes art elements and
principles in the production of
work following a specific art
style from the Neoclassic and
Romantic periods
Identifies distinct characteristics of
arts during the Neoclassic and
Romantic periods
Identifies representative artists
from the Neoclassic and Romantic
periods
Reflects on and derive the mood,
idea, or message from selected
artworks
Explains the use or function of
artworks by evaluating their
utilization and combination of
art elements and principles
Explains the influence of iconic artists
2 belonging to the Renaissance and the
6
Baroque periods
Applies different media techniques
and processes to communicate ideas,
experiences, and stories showing the
7
2 characteristics of the Renaissance and
the Baroque periods (e.g.,Fresco,
Sfumato, etc.)
Evaluates works of art in terms of
artistic concepts and ideas using
7
2 criteria from the Renaissance and the
Baroque periods
Shows the influences of the
2 Renaissance and Baroque periods on
8
the Philippine art
Form
Budget Of Work
DURATION DAY
The learner …
Analyzes art elements and principles
in the production of work following a
1 2 specific art
style from the Neoclassic and
Romantic periods
Identifies distinct characteristics of
2 2 arts during the Neoclassic and
Romantic periods
Identifies representative artists from
2 2 the Neoclassic and Romantic periods
Reflects on and derive the mood, idea,
3 2 or message from selected artworks
Explains the use or function of
4 2 artworks by evaluating their utilization
and combination of
art elements and principles
 Uses artworks to derive the
traditions/history of the
Neoclassic and Romantic periods
Compares the characteristics of
artworks produced in the
Neoclassic and Romantic periods
Creates artworks guided by
techniques and styles of the
Neoclassic and Romantic periods
(e.g., linear style and painterly
style)
Describe the influence of iconic
artists belonging to the Neoclassic
and Romantic
periods
Applies different media
techniques and processes to
communicate ideas, experiences,
and stories showing the
characteristics of the
Neoclassic and Romantic periods
Evaluates works of art in terms of
artistic concepts and ideas using
criteria from the
Neoclassic and Romantic periods
Shows the influences of Neoclassic
and Romantic periods on
Philippine art forms
Participates in an exhibit using
completed artworks with
Neoclassic and Romantic periods
characteristics
Most Essential Learning
QUARTER Competencies
The learner …
IV Identifies selected theatrical forms
from different art periods
Researches on the history of the
theatrical
forms and their evolution
Identifies the elements and
principles of arts as manifested in
Western Classical plays
and opera
Defines what makes selected
Uses artworks to derive the
4 2 traditions/history of the Neoclassic
and Romantic periods
Compares the characteristics of
5 2 artworks produced in the Neoclassic
and Romantic periods
Creates artworks guided by
6 2 techniques and styles of the
Neoclassic and Romantic periods (e.g.,
linear style and painterly style)
Describe the influence of iconic artists
2 belonging to the Neoclassic and
6
Romantic
periods
Applies different media techniques
2 and processes to communicate ideas,
experiences, and stories showing the
7
characteristics of the
Neoclassic and Romantic periods
Evaluates works of art in terms of
2 artistic concepts and ideas using
7
criteria from the
Neoclassic and Romantic periods
Shows the influences of Neoclassic
8 2 and Romantic periods on Philippine
art forms
Participates in an exhibit using
2 completed artworks with Neoclassic
8
and Romantic periods characteristics
Budget Of Work
DURATION DAY
The learner …
1 2 Identifies selected theatrical forms
from different art periods
Researches on the history of the
1 2 theatrical
forms and their evolution
Identifies the elements and principles
2 2 of arts as manifested in Western
Classical plays
and opera
Defines what makes selected western
western classical plays and operas
unique through
visual representation
Designs the visual elements and
components of the selected
Western classical theater play
and opera through costumes,
props, etc.
Analyzes the uniqueness of each
group’s performance of its
selected Western classical theater
play and opera
Shows the influences of the
selected Western Classical play or
opera on Philippine theatrical
performance in terms of form and
content of story
Choreographs the movements
and gestures needed in the
effective delivery of a selected
piece from Western Classical
plays and opera
Improvises accompanying sound
and rhythm needed in the
effective delivery of a selected
piece from Western Classical
plays and operas
Performs in a group showcase of
the selected piece from Western
Classical plays and operas
Prepared by:
2 2 classical plays and operas unique
through
visual representation
Designs the visual elements and
3 2 components of the selected Western
classical theater play and opera
through costumes,
props, etc.
Analyzes the uniqueness of each
4 2 group’s performance of its selected
Western classical theater play and
opera
Shows the influences of the selected
5 2 Western Classical play or opera on
Philippine theatrical performance in
terms of form and content of story
Choreographs the movements and
2 gestures needed in the effective
delivery of a selected piece from
6
Western Classical plays and opera
Improvises accompanying sound and
rhythm needed in the effective
7 2 delivery of a selected piece from
Western Classical plays and operas
Performs in a group showcase of the
8 2 selected piece from Western Classical
plays and operas
JESSIE BALDWIN L. CASSION
Subject Teacher