deRepublic of the Philippines
Department of Education
HEALTH 8
Daily
Lesson Log
I. Learning Targets
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Learning Content
III. Learning Resources
A. References
1. Teacher's Guide
2. Learner's Materials
3. Textbook
4. Additional Materials from LR
portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of the new lesson
Region 02 (Cagayan Valley)
SCHOOLS DIVISION OF ISABELA
Tumauini South District
300556-LALAUANAN NATIONAL HIGH SCHOOL
Lalauanan, Tumauini, Isabela 3325
Teacher MA. GRACIELA A. ESPIRITU Grade Level 8
Teaching Dates APRIL ____, 2022 Learning Area HEALTH 8
Teaching Time 10:00-11:00 Quarter FOURTH
The learner demonstrates understanding of factors that influence cigarette and alcohol and strategies for
prevention and control
The learner demonstrates personal responsibility in the prevention of cigarette and alcohol use through
the promotion of a healthy lifestyle
Examine the implications of cigarette smoking (H8S-IVb-c-29)
At the end of the lesson, the learners are expected to do the following:
1. describe the harmful short – and long –term effects of cigarette smoking on the various parts of
the body
2. discuss the dangers of mainstream, side stream second – hand and third – hand smoke; and
3. compose an acrostic poem advocating the elimination of cigarette smoking’s health effects
Subject Integration:
English
CIGARETTE SMOKING’S HARMFUL EFFECTS ON HEALTH
Q4-HEALTH 8 – MODULE 2: Impact of Cigarette Smoking Pp.1-13
Powerpoint presentation, video clip,laptop, TV
ACTIVITY: POINT OUT
Directions: Reach each statement carefully and choose the correct answer from the box.
Addiction Cocaine Hallucinogens
Alcohol Depressants Marijuana
Amphetamines Ecstasy Nicotine
Caffeine Gateway drugs Stimulants
1. A gateway drugs that speeds up the Central Nervous System
2. A gateway drugs that slows down the Central Nervous System
3. A drug that has the ability to alter a user’s sensory perception by distorting the reality
4. A type of drink produced by fermentation of fruits, grains and other sources of sugar
5. It is considered as “soft-drug” or just “herb” and is addictive
6. It is frequently used as recreational drug and euphoriant
7. It is synthetic, addictive, mood altering and illegally used as stimulant but legally prescribe
drug to treat children with ADD(Attention Deficit Disorder)and adults with narcolepsy
8. It is a natural stimulant found in tea and coffee
9. It is a common substance used to produce cigarette
10. This drug causes a person to increased energy, pleasure, emotional warmth and distorted
sensory and perception
11. Marijuana, cocaine, amphetamines are example of_________
12. Soda and energy drinks contains________
13. Caffeine is an example of ________
14. Beer is an example of _______
15. Prolonged used of gateway drugs can lead to________
 A
ct
iv
it
y
Do it on your activity notebook.

Nicotine Cocaine Caffeine

Carbon Monoxide Methanol Butane
Hexamine Methane Ammonia
D. Discussing new concepts & Video clip on the impacts/effects of Cigarette Smoking
practicing new skills #1 Analysis  What is Cigarette Smoking?
 What are the Impacts of Cigarette Smoking?
E. Discussing new concepts &  What are the different types of Smoking?
practicing new skills #2  What are the different short and long-term impacts of Cigarette smoking?
 What type of Cigarette is being use by our Indigenous People? Is it safe?
ACTIVITY: EFFECT AND DEFFECT
F. Developing mastery Directions: Identify the diseases and effects of cigarette smoking in the body.
Throat Pancreas
G. Finding practical applications 1. 10.
of concepts and skills in daily 2. 11.
living Mouth Stomach
3. 12.
4. 13.
Lungs Urinary
5. 14.
6. 15.
Heart
7.
8.
9.

ACTIVITY: UPSHOT
Directions: Identify harmful short and long-term effects of cigarette smoking.
Abstraction

Short-term effects Long-term effects

1. 1.
H. Making generalizations and 2. 2.
abstraction 3. 3.
4. 4.
5. 5.
Activity: FACT OR BLUFF
Directions: Write TRUE if the statement is correct and FALSE If it is wrong.
1. Tobacco harms the systems of the body
2. Second hand smoke is dangerous to a person’s health
3. Smoking inside the school premises is a violation of Republic Act 1006
4. Cancer, pulmonary and heart diseases are some of the risk factors of cigarette smoking
5. Cigarette smoking causes death of thousands of Filipinos every year
6. Pregnant women are advisable to smoke a pack of cigarette for smooth delivery
7. Third hand smoke is more dangerous than mainstream smoke
8. Hydrogen peroxide is one of the chemical compounds present in tobacco.
9. Smoking cigarette causes infertility of women
10. Smoking cigarette reduces the risk of cancer and other health-related illness
 ACTIVITY: ACROSTIC POEM MAKING
Directions: Write/ composed an acrostic poem advocating prevention of negative health impact of
cigarette smoking. You may use words or phrase that describe the topic word. The first word in each line
of your poem should start with the letters of the topic words.
C - S-
I - M-
G - O-
A - K-
I. Evaluating Learning R - I-
E - N-
Application
T - G-
T -
E -
1. The students will group into two
2. The students will do the activity for 10 minutes.
3. The students will be given 1-2 minutes for each group for the presentation
4. You will be graded on the given rubrics

ACTIVITY: CREATE AND BE CREATIVE

J. Additional activities for Directions: Make a flyer that contains the harmful effects of cigarette smoking. You may use picture,
application and remediation drawings, and other creative materials to make your flyer attractive. You will be graded based on the
given rubric.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?
Prepared by: Checked and verified by:

MA. GRACIELA A. ESPIRITU NAYDA G. TUMAMAO

MAPEH Teacher Master Teacher I

Noted:

PETER A. BATARAO
Principal III
ROLE PLAY

DIRECTIONS/GUIDELINES

1. Identify the Situation

2. Add Details
3. Assign Roles
4. Act Out the Scenario
5. Avoid nasty or mean words
RUBRICS

PANTOMIME

DIRECTIONS/GUIDELINES

1. Make the scene clear

2. Exaggerate facial expressions
3. Keep each motion precise
4. Keep scenes entertaining
5. Don't Talk
6. Avoid harmful or destructive physical force

RUBRICS