DAILY LESSON LOG

Teacher : RALDY G. DE DIOS

Quarter : First

Week No .: 8

Inclusive Dates : October 12, 2022 -9- Fulfillment (Refer to Week 7 DLL)
October 13, 2022 - 9- Generosity & 9 Fidelity
October 14, 2022 - 9 Forgiveness & 9 Family

Subject : Health Education

Grade Level : Nine (9)

 I. OBJECTIVES
A. Content Standards- The learner:
● Demonstrates understanding of the principles in protecting the environment for
community wellness
●
B. Performance Standards- The learner:
● Demonstrates healthful practices to protect the environment for community
wellness

C. Learning Competencies: At the end of the 2 hours period, the learner is expected to:
● Analyze the effects of environmental issues on people’s health((DBow H9CE-Ib-
d-12)
● Participate in implementing an environmental project and community wellness
(H9CElg-h-14) through gardening , clean up..etc
● Identify possible ways to prevent and manage environmental health issues

II. CONTENT
● Community Health Issues
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
pp. TG Health 1-27
2. Learner’s Materials Pages
pp LM 222-235
3. Textbook Pages
ACTIVE MAPEH III pp 37-38
4. Additional Materials from Learning Resource (LR) Portal
5. Other Sources
https://www.youtube.com/watch?v=gQJfcFlX5dU
B. Other Learning Resources
● Laptop, & PowerPoint presentation
● Cartolina Wholesheet
● TV Screen and Remote Control
● Masking Tapes and pentel pen
● Flash Cards
● Scoreboard and rag eraser
● News Paper and Chalk Marker
● Video clips
IV. PROCEDURES
Preliminary Routine:
● Start with a prayer to be lead by the volunteer student
● Check the cleanliness and absentees’ name of the section
● Let the checker of attendance report through a yell
● Establish some non-verbal style of communication to learners for class routine
● Collect the previous answered LAWs and for the late submissions through the
group leaders
5min
 A. Reviewing Previous or Presenting New Lesson
● Distribute the new LAWs for the students if already available
● Let the learners give their answers to the activities in the LAWs of which they
found to be difficult
● The teacher will ask the challenges of the students’ output in their home-based
learning. Check if they are fond of reading newspaper
● Through the use of magazine or newspaper, let volunteer student read allowed
the news about flood problems, garbage disposals, and waste management
● Ask the students ”Why are these problems happening?”
● Give the different appreciation claps and award system after sharing their ideas
5min
B. Establishing a Purpose for the Lesson
● Introduce a news clip about the flood that happened in Marikina due to Typhoon
Yuleses
● Enumerate to the class the different problems encountered based on the video
● Let the students analyze the causes of the enumerated problems on the board
based on the news clip
● The teacher will ask how they feel about the news. Let them give their personal
reaction.
● Connect their reactions to the target for the day by reiterating their ideas
● Write on the board the different targets that the class will carry out today.
● Ask volunteer students to explain from their own words about the objectives of the
day through the powerpoint in connection with the body parts prone to injuries
● Give the reward system like the FIVE STAR 10min

C. Presenting Examples/ Instances of the New Lesson

● Using the powerpoint presentation, show pictures of the community and the
members of the community
FOR INDIGENOUS GROUP
➔ Give some examples of the affected Dumagat Tribes in some of the community health
issues in the Sierra Madre Mountain
➔ Allow them to share their ideas after showing some documentary videos about an
expedition experience of helping groups in the Dumagat Community
➔ Give precautions to other misconceptions in their culture affected by the deforestation
and illegal logging
● Show one video clip about one community in Saint Bernard, Guinsaugon,
Southern Leyte.
● Let the students answer the given questions on the board using the colored
chalks from any volunteers from each sitting formation
● Discuss some important pointers for the officials to take note in the different
instances
● Explain some examples related to health and community
● Provoke the students' thoughts on health and safety in the school through the
necessity of distances under pandemic.
10min
D. Discussing New Concepts and Practicing New Skills #1
● Using the permanent MAPEH grouping, distribute the scoreboard to each group
with its chalk and eraser
 ●Let them involve in a WORD Guess game about the different terminologies
related to community health
● Flash the jumbled letters to form words or group of words on the TV Screen
● Instruct the students to write on the scoreboard their group answers every time
the slide is flashed on the TV screen
● Explain to the students the concept and exam doesple of each idea
● Give TEN STARs to the active participation for this activity
● Using the powerpoint presentation, discuss with the students the concept map of
the community health problems
● Enumerate the different primary health care services in the community and let
volunteer students explain in their own words
● Encourage the students to enumerate the different effects of community problems
to the environment mostly likely during COVID pandemic time
➔ How does COVID 19 affect community health?
➔ Why did coronavirus spread rapidly in our community?
● Present statistical data about of COVID victims in the Philippines and World. Let
the students analyze the effect of community health problems in services.
(NUMERACY watch)
FOR THOSE WITH DISABILITIES
➔ Give the special task of scoring the group performance in a game
➔ Instruct them their roles in preparation of materials and restoration of materials including
the collection or gathering the scoreboard and rags
➔ Let them monitor those group members who didn’t play or who didn’t like to play
● Ask some clarifications and questions from the students before going to the next
activity
25min
E. Discussing New Concepts and Practicing New Skills #2
● Through the sitting arrangement, group the students according to their gender
and let them analyze the different kinds of wastes and bring them in a wider
space
● Give at least three boxes in front which are labeled as BIODEGRADABLE, NON-
BIODEGRADABLE, RECYCLABLE.
● Assign whistle signals and give other commands for the orderliness of the tasks
● Distribute the different wastes for each gender group and give them limit on how
they can classify their wastes in a shortest possible time with highest level of
effectiveness
● Let the group leaders of each gender judge or critic the best practice of waste
disposal of the other group
● Let any of the group members defend their disposal practice to prevent the
spread of diseases caused by the garbage.
● Give 20 STARS Awards to the best demonstration, 15 stars, 10 stars and so on.
● Using the powerpoint, process the result of students’ disposal practices and
explain the kinds of the wastes
● Ask the students for clarifications and questions or queries.
20min
F. Developing Mastery (Leads formative Assessment)
● Through the MAPEH grouping, let the students interpret the song ANAK NG
PASIG.
● Display the lyrics of the song on the screen while the music is being played.
 ● Let the students create their own concept of interpreting the message of the song
● Give the students time to practice their song interpretation in a group for 5min
while reminding their musical analysis and appreciation lesson in their Grade 7
● Monitor the students’ group interactions in preparing for group presentation
● Appreciate the best group presentation with 20 STAR AWARDS. 15 stars, 10
stars respectively
● Allow the students to master further their group performance
● Give them the opportunity to develop their own formations and styles or create
their own best performance
● Let them enjoy the activities if time permits so.
15min
G. Finding Practical Applications of Concepts and Skills in Daily Living
● The teacher will discuss the research review paper of Van Ryan Kristopher
Galarpe on REVIEW ON THE IMPACTS OF WASTE DISPOSAL SITES IN THE
PHILIPPINES
● ABSTRACT:The Republic Act (RA) 9003-Ecological Solid Waste Management
(ESWM) Act of 2000 of the Philippines provides the mandate and framework for
solid waste management in the country. The implementation however on the local
government units reflect the lack of institutional arrangements for waste
management. This has been reflected through the utilization of unregulated
dumpsites and landfills exhaustively although other alternatives can be
considered. Primary reasons were drawn from inadequate technical and financial
resources, lack of political will, unwillingness of stakeholders, and minimal local
awareness. Consequently, there is absence of a comprehensive monitoring
scheme of dumpsites and landfills operation in the country. Present studies
reviewed in this paper evidenced the threat that disposal sites may pose to the
environment from potential leaching of hazardous chemicals due to dumped
wastes. Exposure of communities to health risks is also reviewed in this paper.
Present review also highlights the opportunities drawn by adjacent community
through employment (scavenging) from the disposal sites. While these disposal
sites may attract locals or informal settlers due to perceived opportunities, they
are similarly exposed to health risk.
● If time permits, let the sharing be done in the group among the members in a
buzz session while taking a rest
● The active participation will receive 15 STARs Awards
25min
H. Making Generalizations and Abstractions About the Lesson
● Using the finger tracing activity, let the participants enumerate in each finger
figure the concept of the community health services and kinds of waste materials
● Allow the students to trace their fingers on a long bond paper..
● Let the students write their concepts and ideas in each finger trace.. At the right
should be community health services and at the left should be the waste materials
● Call volunteer students to present his/her work in front of the class
● Walk through with the LAWS of Health Give the correct answers to the students
 ● Give clarifications of what needs to be done and be submitted soon.
● Give the students further instructions for the next meeting of their submission and
other requirements
● Give appreciation round clap to the question riser of the instructions
15min
I. Evaluating Learning
● The teacher will give a DIAGNOSTIC Test on Health for the quarter
● Include some questions from the lesson today
● Dictate some five questions to check the students hearing ability
● The following are the questions:
❖ What are the ideal community health services in the locality?
❖ Enumerate at least 5 possible waste materials with corresponding
disposal?
❖ Why is community health affecting the environment?
10min

J. Additional Activities for Application or Remediation

● Let the students give their video reaction to the different scenarios of
environmental problems caused by community health issues.

V. REMARKS: _

VI. REFLECTION

A. No. of learners who earned 80% in evaluation: ____ of 39 G9 Fulfillment

____ of G9 Generosity
___ of 40 G9 Fidelity
___ of 37 G9 Forgiveness
___ of 37 G9 Family

B. No. of learners who require additional activities for remediation who scored below 80% :
__ of G9 Fulfillment
___ of G9 Generosity
_ of G9 Fidelity
__ of G9 Forgiveness
_ of G9 Family

C. Did the remedial lesson work? Nos. of learners who have caught up with the lesson
Y , of G9 Fulfillment
___ of G9 Generosity
___ of G9 Fidelity
___ of G9 Forgiveness
____0f G9 Family

D. No. of learners who continue to require remediation:: There are ____ learners in all

E. Which of my teaching strategies worked well? Why did these work?

●
●
 F. What difficulties did I encounter that my principal or supervisor can help me solve?
●
●

G. What innovation or localized materials did I use/ discover that I wish to share with other
teachers?

Prepared by: Noted by:

RALDY G. DE DIOS JOSEPHINE C. CRUZADA

Master Teacher I Subject Area Coordinator

CHECKED BY:

ANGELO D. ARMAS
Principal I

Observed by:

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