Health 8 3rd Quarter Final

DETAILED
LESSON PLAN
IN HEALTH 8
(Third Quarter)
ii | Region V/Daily Lesson Plan/2019-2020

DLP DEVELOPMENT TEAM
MAPEH (HEALTH 3RD QUARTER)
GRADE 8
Writer/Demonstration Teacher
MELISA EVE C. PAJIMOLA

HANNIE LIZA B. AGUILAR
RONALD B. ESQUILLO
JANE C. RAGOT
Layout Artist
JOSE P. GAMAS, JR.
ii | Region V/Daily Lesson Plan/2019-2020

Table of Contents
Discuss the stages of infection (H8DD-IIa-15) ........................................................... 1

Analyze the leading causes of morbidity and mortality in the Philippines (H8DD-III-a-
16) .............................................................................................................................. 8
Discuss the signs, symptoms, causes and effects of common communicable
diseases H8DD-IIIb-c17 ........................................................................................... 14
The learner analyzes the nature of emerging and re-emerging diseases................. 61
H8DD-IIId-e-20 ......................................................................................................... 61
Demonstrates self-monitoring skills to prevent communicable disease (H8DD-IIIf-h-
21) ............................................................................................................................ 65
Promotes programs and policies to prevent and control communicable diseases ... 71
H8DD-IIIf-h-22 ......................................................................................................... 71
B. Establishing a purpose for the lesson .................................................................. 71
Identifies agencies responsible for communicable disease prevention and control
H8DD-IIIf-h-23 ......................................................................................................... 75
iii | Region V/Daily Lesson Plan/2019-2020

School: Grade Level: 8
Teacher: Learning Area: MAPEH (Health )
Time and Date Quarter: 3rd, LC 15
I. OBJECTIVES
A. Content The learner demonstrates an understanding of principle in
Standards: the prevention and control of communicable diseases for the
attainment of individual wellness
B. Performance The learner consistently demonstrates personal
Standards: responsibility and healthful practices in the prevention and
control of communicable diseases.
C. Learning Discuss the stages of infection (H8DD-IIa-15)
Competency: a. describe the stages of Infection
b. Illustrate the stages of infection
II. CONTENT Prevention and Control of Diseases and Disorders

III. LEARNING Learning Materials, Teaching Guide, Projector, Laptop,
RESOURCES Bluetooth Speaker,
A. References
1. Teacher’s
Guide Pages
2. Learner’s pp. 330-331
Materials
Pages
3. Textbook pp 330-331
Pages
4. Additional None
Materials
from
Learning
Resource
(LR) portal
B. Other Learning https.//youtu.be/-G-EoMKSGRs, https.//slideshare.net
Resources www.nympa .com>docs>nie
IV. PROCEDURE
A. Reviewing Students are reviewed on their previous lesson about Family
Previous Lesson or life Courtship, Dating and Marriage. The following questions
Presenting the New are provided by the teacher:
Lesson • What do you understand by Family? Briefly discuss
the relation between Family and Marriage
• POSSIBLE ANSWER- A family of procreation is
describe one that is formed through marriage
Refer to http.//courses.lumenlearning.com
B. Establishing The students watch a video presentation entitled Stages of

Purpose for the Infection (URL https.//youtu.be/-G-EoMKSGRs)
Lesson
1 | Region V/Daily Lesson Plan/2019-2020

C. Presenting The teacher processes the activity using the following
Examples/Instance questions:
s of the New
Lesson • What can you say about the stages of infection in the
video?
Pos. Ans. the video is very informative, we can
picture the situation in every stages of infection like
for ex. The signs and symptoms
• What do you think is the most contagious stage of
Pos. Answer-The Incubation period while in others
the person is not contagious until the illness begins.
and it also depends on the immune system of ones
body.
• What are the four Stages of Infection? Answer-
Incubation period, Prodrome , Illness, Covalescence
After students have their answers, we can now presents the

lesson on the “The Stages of Infection”.
D. Discussing New The teacher provides inputs on The Stages of Infections

Concepts and found in Learner’s Material, pp. 330-331
Practicing New Skill https.//slideshare.net
#1
STAGES OF INFECTION
INCUBATION PERIOD
Time from the entrance of pathogen into the body to
appearance of the first symptoms, during this time—
Pathogen grow and multiply
PRODROME
Time from onset of nonspecific symptoms such as fever,
malaise, and fatigue to move specific symptoms
ILLNESS
Time during which child demonstrates signs and symptoms
specific to an infection type
COVALESCENCE
Time when acute symptoms of illness disappear
E. Discussing New http.//www.slideshare.net

Concepts and The Nature of Infection- The straight forward definition of an
Practicing New Skill infection is the entry and multiplication of an infectious agent
#2 in the tissue of host. In other words, an infection is an
overgrowth of bad bacteria. The infectious agent is called
pathogen.

Infectious Agent
Susceptible Host Reservoir
Chain of Infection
Portal of Entry Portal of Exit
Mode of Transmission
The presence of a pathogen does not mean that an infection

will necessarily begin. The development of an infection
happens in a cycle that depends on all elements in the
chain of infections
1. Infectious Agent- A microbial organism with the ability

to cause disease. The greater the organism virulence (ability
to grow and multiply), invasiveness (ability to enter tissue)
and pathogenicity (ability to cause disease) the greater the
possibility that the organism will cause an infection.
Infectious agents are bacteria, virus, fungi, and parasites.
2. Reservoir- A place within which microorganism can
thrive and reproduce. For example, microorganism thrive in
human beings, animals, and inanimate objects such as
water, table tops, and doorknobs.
3.Portal of Exit- A place of exit providing a way for a
microorganism to leave the reservoir, For example, the
microorganism leave the reservoir through the nose or
mouth when someone sneezes or coughs Microorganism,
carried away from the body by feces, may also leave the
reservoir of an infected vowel
4. Mode of transmission- Method of transfer by which the
organism moves or is carried from one place to another. The
hands of health care worker may carry bacteria from one
person to another.
5. Portal of entry – An opening allowing the microorganism
to enter the host. Portals also result from tubes placed in
body cavities, such as urinary catheters, or from punctures
produced by invasive procedures such as intravenous fluid
replacement.
6. Host- A person who cannot resist a microorganism
invading the body, multiplying, and resulting in infection. The
host is susceptible to the disease, lacking immunity or
physical resistance to overcome the invasion by the
pathogenic microorganism.

F. Developing The teacher divides the class into three (3) considering
Mastery (Leads to students’ multiple intelligences. She will administers
Formative differentiated activities to them. The activities are:
Assessment) For Average Learners
Group 1: Whats the word (Bodily-Kinesthetic Group)
With your group, choose your answer from these choices
the Convalescence stage, Incubation stage, Illness stage,
Prodromal Stage. Then students play a game that simulates
the stages of infection the behavior that we see in the game
could represent the bacteria spreading .
The presentation is graded according to the following

criteria:
Message ------------------------------40%
Acting/ simulation ------------------40%
Teamwork ---------------------------20%
100%
Group 2: Sing like a Pro! (Music Group)

The student will write a lyrics with the word from the stages
of infection and use a popular melody to present the lyrics.
Sing the song in front of the class. The presentation is

graded according to the following criteria: Sing the song in
front of the class. The presentation is graded according to
the following criteria:
Relevance-------------------------------40%
Presentation -------------------------------40%
Teamwork ----------------------------------20%
For Advanced Learners
Group 1: Whats the word (Bodily-Kinesthetic Group)

With your group, choose your answer from these choices
the Convalescence stage, Incubation stage, Illness stage,
Prodromal Stage. Then students play a game that simulates
the stages of infection the behavior that we see in the game
could represent the bacteria spreading .
The presentation is graded according to the following

criteria:
Message ------------------------------40%
Acting/ simulation ------------------40%
Teamwork ---------------------------20%
100%
Group 2: Sing like a Pro! (Music Group)
The student will write a lyrics with the word from the stages
of infection and use a popular melody to present the lyrics.

Sing the song in front of the class. The presentation is
graded according to the following criteria: Sing the song in
front of the class. The presentation is graded according to
the following criteria:
Relevance-------------------------------40%
Presentation -------------------------------40%
Teamwork ----------------------------------20%
100%
100%
3.Word Puzzle (Visual-Spatial )
1. Copy the puzzle in your activity notebook and write the
letter in each box to form the word being described.
2. Choose your answer from these choices.
Convalescence stage, Incubation stage, Illness stage,
Prodromal stage
ACROSS
1. This is the interval between entrance of pathogen into the
body to the appearance of first symptoms.
2. This is the stage when the sick person exhibits signs and
symptoms specific to type of infections.
3. This is the interval when acute symptoms of infection
disappears( length depends on severity of infection and sick
persons state of health.
DOWN
1.This is the interval from the onset of non-specific signs and
symptoms to the appearance of more specific symptoms.
This is the time when microorganism grow and multiply and
the sick person may be more capable of spreading disease
to others.
4.Pick and Put Your choice (word smart/linguistic)
Choice of signs and symptoms are written on the strips.
Copy in your activity notebook the table as shown below and
pick the answers from the choices. Write the sign and
symptoms under the correct stage.
Incubation Prodromal Illness Convalescence
Stage Stage Stage Stage
Choices
Length of Chickenpox, Malaise, Common
recovery 2 to 3weeks low- grade cold
depends on Common Fever, manifested y
severity of cold, 1 to 2 fatigue sore throat,
infection and days sinus
patient general Influenza, 1 to congestion
state of health, 3 days rhinitis,
takes several Mumps, 15 to mumps
days to months 18 days manifested
by earache

How did I score the activity?
1. If I was able to put all the symptoms in the boxes
correctly, then I have clear Ideas about them.
2. If I wasn’t able to get all the symptoms in the correct
boxes then I have to analyze and reflect on symptoms to
understand them better.
G. Finding Practical Asks the following questions to the students:
Applications of • What is the importance of knowing the stages of
Concepts and Skills infection –Possible ANSWER to know or be aware
in Daily Living how to prevent infections from spreading, and
understand its signs and symptoms during its stage.
• As a student How can you apply your learning in this
lesson to real-life situations? Cite instances to support
your ideas. Possible Answer Signs and symptoms at
each stage may vary. We can apply our learning if we
can stop infection from spreading by breaking the
chain in the stages of infection, through vaccines,
cleaning our hands frequently covering cough and
sneezes etc.
H. Making The teacher may asks the following questions to students:
Generalizations • What are the stages of Infections?
and Abstraction Possible Answer- Incubation period, Prodrome ,
About the Lesson Illness, Covalescence
What are the relevance of knowing these stage?
Possible Answer- to understand why infections occur in a
particular situation and to know how to prevent it from
happening.
I. Evaluating
Learning The students are to illustrate and describe the stages of
Infection in a short bond paper. The teacher will ask student
to make their output creative and it will be graded using the
following criteria
Illustration Judging Rubric

www.nympa .com>docs>nie

J. Additional The students are given the activity found in the Learner’s
Activities for Material, p. 323
Application and Word Pool
Remediation Mode of Pathogen Portal of Reservoir
Transmission exit Susceptible
Portal of Host
entry
Copy figure 2 in your activity notebook and put the different
chain of infection in the box based on the story below.(refer
to lm) Remember that the elements in the chain are
sequentially arranged.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80 % in
the evaluation
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?

+School: Grade Level: 8
Teacher: Learning Area: MAPEH ( Health)
Date and Time: Quarter: 3rd LC 16
I. OBJECTIVES
B. Content The learner demonstrates an understanding of principle in
Standards: the prevention and control of communicable diseases for
the attainment of individual wellness
Standards: responsibility and healthful practices in the prevention and
control of communicable diseases.
C. Learning Analyze the leading causes of morbidity and mortality in
Competency: the Philippines (H8DD-III-a-16)
II. CONTENT Top 10 leading causes of morbidity and mortality in the

Philippines.
III. LEARNING Learning Materials, Teaching Guide, Projector, Laptop,
RESOURCES Bluetooth Speaker,
A. References
5. Teacher’s
Guide Pages
Materials
Pages
7. Textbook pp 330-331
Pages
8. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https.//dictionary.cambridge.org,
Resources https.//www.WatchMojo.com
https.//livestories.com.>blog
IV. PROCEDURE
A. Reviewing Students are reviewed on their previous lesson about the
Previous Lesson or stages if Infections. The following questions are provided
Presenting the New by the teacher:
Lesson • What are the four stages of Infections? The
Incubation Period, Prodrome, Illness,
Covalescence
B. Establishing The students watch a video presentation of the Top 10

Purpose for the causes of Morbidity and Mortality in the Philippines ,
Lesson https.//www.WatchMojo.com

C. Presenting The teacher processes the activity using the following
Examples/Instances questions:
of the New Lesson • What can you say about the Top 10 causes of
Morbidity and Mortality in the video? Possible
answer Because of Sedentary lifestyle of Filipinos
the Heart disease is the no. 1 caused of Mortality
and one of the top ten in Morbidity in the
Philippines
• What do you think is the main cause of the
Mortality and Morbidity in the Philippines infection
based from the video presentation? Possible
Answer the unhealthy lifestyle, lack of exercise,
and too much stress
• How do we Understand Mortality and Morbidity
Possible Answer
Morbidity- is the condition of being ill, disease or

Unhealthy.
Mortality- is term use of a condition being dead. Terms of
the number of death in a population over time, either in
general or due to a specific cause
After students have their answers, we can now presents

the lesson on the “Top 10 causes of Morbidity and
Mortality in the Philippines”.
D. Discussing New The teacher provides inputs on The Top 10 Morbidity and
Concepts and Mortality rate in the Philippines.
Practicing New Skill # Top 10 that cause Mortality
1 1.Ischemic Heart Disease- Heart problems caused by
narrowed heart arteries. When arteries are narrowed, low
blood and oxygen reaches the heart muscle. This is also
called coronary artery disease and coronary heart
disease.
2.Stroke- is a sudden interruption in the blood supply of
the brain. Most stroke are caused by abrupt blockage of
arteries leading to brain (ischemic stroke) Other stroke
are caused by bleeding into brain tissue when blood
vessel burst(hemorrhagic stroke)
3. Lower respiratory infection-Chronic obstructed
pulmonary disease, emphysema, chronic bronchitis and
other respiratory illness are grouped together under the
name chronic lower respiratory disease.
4. Chronic kidney Disease – means your kidney is
damage and cant filter blood the way they should. The
main risk factors for developing kidney disease are
diabetes, high blood pressure, heart disease, and family
history of kidney.
5. Tuberculosis- is a disease caused by bacteria called
by Mycobacterium tuberculosis. The bacteria usually

attack the lungs, but they can also damage other parts of
the body. TB spreads through the air when a person with
TB of the lungs or throat coughs, sneezes, or talks
6. Diabetes- a disease in which your blood glucose, or
blood sugar levels are too high. Glucose comes from the
foods you eat. In is a hormone that helps the glucose get
into you cell to give them energy. With type 1 diabetes
does not make your insulin.
7. Neonatal Disorders- Prematurity, respiratory
dysfunction, birth trauma, congenital malformation,
neonatal infection and haemolytic disorders of the
newborn are some examples of neonatal disorder
commonly encountered.
8. Hypertensive heart disease- refers to the heart
conditions caused by high blood pressure. The heart
working under increased pressure caused some different
heart disorder. Hypertensive heart disease includes heart
failure, thickening of the heart muscle, coronary artery
disease, and other conditions.
9. COPD- Chronic Obstructive Pulmonary Diseases, is
common lung disease. Having COPD makes it hard to to
breathe.
10. Interpersonal violence- Also referred to as intimate
partner violence, domestic violence or battering, is a
pattern of behavior used to establish power and control
over another person through fear and intimidation. Often
including the threat or use of violence
Top 10 causes of Morbidity
1.Acute Respiratory Infection- is a serious infection that

prevents normal breathing function. It usually begins as
viral infection in the nose, trachea (windpipe) or lungs. If
the infection is not treated, it can spread to the entire
respiratory system.
2.Acute Respiratory Infection/ Pneumonia- Infection
that inflames the air sacs in one or both lung. The air sacs
may fill with fluid or pus, fever, chills and difficulty of
breathing.
3. Bronchitis- is an inflammation of the bronchial tube,
the airways that carry air to your lungs. It can cause
shortness of breath, wheezing, a low fever, and chest
tightness. There are two types of of bronchitis. Acute and
chronic.
4.Hypertension-- refers to the heart conditions caused by
high blood pressure. The heart working under increased
pressure caused some different heart disorder.
Hypertensive heart disease includes heart failure,
thickening of the heart muscle, coronary artery disease,
and other conditions.

5.Acute watery Diarrhea- Most cases of acute, water
diarrhea are caused by viruses (viral gastroenteritis) The
most common one in children are rotavirus and in adult
are norovirus.
6.Influenza- is a viral infection that attack your
respiratory system, your nose, throat and lungs, Influenza
is commonly called the flu, but its not the same as
stomach flu viruses that cause diarrhea and vomiting.
7. Urinary tract Infection- an infection in any part of your
urinary system, your kidney, bladder and urethra. Most
infection involve the lower urinary tract the bladder and
the urethra.
8.TB Respiratory- is a disease caused by bacteria called
by Mycobacterium tuberculosis. The bacteria usually
attack the lungs, but they can also damage other parts of
the body. TB spreads through the air when a person with
TB of the lungs or throat coughs, sneezes, or talks
9. Injuries- a damage to your body/ refers to harm
caused by accidents
10. Disease of the Heart-
https.//dictionary.cambridge.o rg
E. Discussing New THINK-PAIR-SHARE

Concepts and With a partner analyze the ff. graph with the given
Practicing New Skill # questions.
2 • What are the three leading causes of
death/Mortality in the Philippines?
• What are the three leading causes of morbidity in
the Philippines?
• Why is Heart disease the leading cause of Mortality?
• Why is the Acute Respiratory Infection leading
caused in Morbidity?
• Is the Acute respiratory Infection the leading cause
of Morbidity also the no.1 caused of Mortality?
Explain.

https.//www.doh.gov.ph/morbidity
F. Developing AVERAGE LEARNERS ADVANCED LEARNERS
Mastery (Leads to (The Match and Critical thinking
Formative Connect)
Assessment) Can You do something about
Students will be grouped it?
into (6). The groups will Now that you know the
be given the fact sheet leading causes of the Top 10
from the causes of Mortality and Morbidity in the
Morbidity and mortality Philippines is the heart
rate. Carefully read the diseases , Can you cite
each entry and choose possible reason why most
from the word pool the Filipinos are prone to have
appropriate term being this kind of disease? Answers
describe in the chain. it in your activity notebook..
1. A volunteer from each
group will read aloud the
definitions and then write
the word on the sheet.
2. Another member of the
group will explain in his
own words the meaning
of the word matched.
3. The other group will do
the same until all causes
of Morbidity and Mortality
and Morbidity are
discussed.
G. Finding Practical After having the graph analyze we already learned the
Applications of leading causes of Mortality and Morbidity, Can you think
Concepts and Skills in of ways on how to prevent the Heart Diseases and
Daily Living Pulmonary Infection in the near future.
H. Making The teacher asks the following questions to students:
Generalizations and • What is the difference between Mortality and
Abstraction About the Morbidity?
Lesson Possible Answers-Morbidity- is the condition of
being ill, disease or Unhealthy.

Mortality- is term use of a condition being dead.
Terms of the number of death in a population over
time, either in general or due to a specific cause
I. Evaluating Learning Ask students to make a journal based from the given
graph of the top ten causes of Morbidity and Mortality.
Why Filipinos are more prone to have a Pulmonary
Infection, But It is not the no.1 caused of Mortality.
The output will be graded using the following criteria.
Modified from the rubrics from the lm. Pg325

Score Remarks Comments
6 Advanced You were able to process very
well the Top causes of Mortality
and Morbidity
5 Proficient You were able to process well
the Top causes of Mortality and
Morbidity
3-4 Approaching You found it hard to process the
Proficiency basic knowledge of the Top
causes of Mortality and
Morbidity.
0-2 Developing You still need to double your
effort in processing the Top ten
causes of Morbidity and
Mortality.
J. Additional Activities
for Application and
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80 %
in the evaluation
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?

School Grade Level 8
Teacher Learning Area MAPEH (Health
Teaching Dates and Time Quarter 3rd LC 17
I. OBJECTIVES
A. Content The learner ...
Standards • demonstrates understanding of principles in the prevention
and control of communicable diseases for the attainment of
individual wellness
B. Performance The learner ...
Standard • consistently demonstrates personal responsibility and
healthful practices in the prevention and control of
communicable diseases
C.Learning Discuss the signs, symptoms, causes and effects of common
Competencies/ communicable diseases H8DD-IIIb-c17
Objectives
Write the LC code
for each.
II. CONTENT C. Most common communicable diseases: Its Signs and
Symptoms and Causes
1. Acute Respiratory Infections
2. Pneumonia
3. Bronchitis
4. Influenza
5. Tuberculosis (TB)
6. Dengue
7. Sexually Transmitted Infections (STIs)
8. HIV and AIDS
III. LEARNING
RESOURCES
A. References
1.Learner’s pp. 152-159
Materials pages
2.Teacher’s Guide pp. 6-12
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Link for Pics
Resources 1. Hiv https://www.theborneopost.com/2017/05/14/get-rid-of-hivaids-
stigma/
2. Bronchitis https://www.shutterstock.com/image-vector/bronchitis-
normal-bronchial-tube-vector-illustration-1055480453
3. Pneumonia
https://www.google.com/search?tbm=isch&sa=1&ei=8NOZXe3KOt
n6-
QbPgJeIBA&q=picture+of+pneumonia&oq=picture+of+pneumonia
&gs_l=img.3..0l4j0i5i30j0i8i30l2.53634.57139..57484...0.0..0.533.1
904.11j2j0j1j0j1......0....1..gws-wiz-

img.......0i67.T3FEgrox0o8&ved=0ahUKEwjtgt7Rx4flAhVZfd4KHU_
ABUEQ4dUDCAc&uact=5#imgrc=gCelHdEyGe7s5M:
4. Flu
https://www.google.com/search?biw=1024&bih=623&tbm=isch&sa
=1&ei=UNGZXfyXDMuEoATvhoSACg&q=picture+of+person+with+
influenza&oq=picture+of+person+with+influenza&gs_l=img.3..0.81
76.10778..11539...0.0..0.127.1472.0j12......0....1..gws-wiz-
img.vHb7Y1djpx0&ved=0ahUKEwj8__eQxYflAhVLAogKHW8DAaA
Q4dUDCAc&uact=5#imgrc=60Meii21whgbZM:
5. Tb
=1&ei=XdGZXYuuC8rj-
AbG67OgCg&q=picture+of+person+with+tuberculosis&oq=picture+
of+person+with+tuberculosis&gs_l=img.3..0.112509.118190..1186
50...3.0..0.143.2877.0j24......0....1..gws-wiz-
img.......0i8i30j0i24.IDiPrRH0Vug&ved=0ahUKEwjL0JCXxYflAhXK
Md4KHcb1DKQQ4dUDCAc&uact=5#imgrc=MnXyTpStKuJ_dM:
6. Dengue
https://www.google.com/search?q=picture+of+dengue&tbm=isch&s
ource=iu&ictx=1&fir=MHuQDRf8ePDOeM%253A%252CXKbKzS-
HutACPM%252C_&vet=1&usg=AI4_-
kTCIPbVXk7PPIEuJO8s2QZikxnqIw&sa=X&ved=2ahUKEwiRj9DN
x4flAhUWfd4KHZ0fA00Q9QEwBXoECAUQDg#imgrc=FsRuIGO3u
H2iLM:&vet=1
7. Syphilis
=1&ei=vtKZXeiuBpuGoASd3qqYAw&q=picture+of+person+with+sy
philis&oq=picture+of+person+with+syphilis&gs_l=img.3...11168.13
533..14293...0.0..0.125.1463.0j12......0....1..gws-wiz-
img.8YXyyYz7e-
8&ved=0ahUKEwjohbW_xoflAhUbA4gKHR2vCjMQ4dUDCAc&uact
=5#imgrc=bkwq0_c70WRjwM:
Links for Internet References:

https://www.healthline.com/health/acute-respiratory-disease#prevention
https://www.mayoclinic.org/diseases-conditions/bronchitis/symptoms-
causes/syc-20355566
https://www.medicalnewstoday.com/articles/8888.php
https://www.mayoclinic.org/diseases-conditions/dengue-fever/symptoms-
causes/syc-20353078
https://www.healthline.com/health/hiv-aids#hiv-statistics
https://medlineplus.gov/hivaids.html
https://www.mayoclinic.org/diseases-conditions/hiv-aids/symptoms-
causes/syc-20373524
https://www.mayoclinic.org/diseases-conditions/flu/symptoms-causes/syc-
20351719
https://www.mayoclinic.org/diseases-conditions/pneumonia/symptoms-
causes/syc-20354204
https://www.mayoclinic.org/diseases-conditions/tuberculosis/symptoms-
causes/syc-20351250
www.atozteacherstuff.com)

IV. PROCEDURE
AVERAGE LEARNERS ADVANCED
LEARNERS
A. Reviewing ACT IT OUT ACT IT OUT
previous lesson or
presenting the new • From the previous discussion, • From the previous
lesson. the teacher does a guessing discussion, the
game with the students. The teacher holds a
teacher picks at least 3 bowl of the top 10
students to act out at least 3 leading causes of
causes of mortality and mortality and/or
morbidity. morbidity. The
• The class will be elicited with students (in five
answers based on their groups as
previous knowledge of the previously
lesson. assigned by the
teacher) are asked
to pick out from the
bowl.
• Each group will be
given 3 minutes to
act out what they
have picked. While
one group is
acting, the other
groups will try to
give the answer.
B. Establishing a • The learners will answer the pre-assessment found in

purpose for the their learning material on page 153-155.The teacher
lesson gives them time limit and ask them to write all their
answers in their activity notebook.
ACTIVITY 1: How Well Do You Know the Nature of
Diseases?
Statement True False
1 Organisms like bacteria and viruses are all over the
environment.
2 Many of the most common diseases are caused by
tiny microorganisms called pathogens.
3. Communicable diseases come from one infected
person to another.
4. Stomach ache is one symptom that can be
manifested by a communicable disease.
5. Pneumonia is an example of a lower respiratory tract
infection.
6. A person who has acquired human immunodeficiency
virus (HIV) has a lower risk of getting AIDS.

7. Tuberculosis (TB) is a disease caused by bacteria
called Mycobacterium tuberculosis and the bacteria
usually attack the lungs.
8. Someone who has an influenza cannot infect another
person for it is just flu.
9. Stagnant water is a reservoir for mosquitoes to
multiply.
10. It is the nature of pathogens to invade its host
through certain points of entry to cause morbidity.
SCORE COMMENT INDICATIONS

10 TRUE They are They really know, understand, and
Advanced practice
the prevention of getting infected.
7-9 Very Good They need to review someone so that

TRUE you will know,
understand and practice the
prevention of getting
infected.
4-6 Good They are prone to get infected easily.

TRUE
1-3 Poor They have to do something because

TRUE you are in
danger of getting sick easily.
Congratulations!
Since they did well in this activity, are they now excited to find out
what’s in
store for them in the next level?
Activity 2: SELF – INVENTORY
A. How do I rate…..?
The students will number their activity notebook from 1 to 20.

Read the questions and respond by writing
M if the statement describes them most of the time,

S if the statement describes them some of the time and
N if the statement never applies to them.
The students will do this without any assistance from you or
from anybody.
Total the number of each type of the response.
Proceed to the next section, the How Did You Score each
section.
Questions M S N
1 I keep my immunization records up -todate.
2 I stay away from people who currently
have cold or flu.
3 I eat a balanced diet daily.

4 I get at least eight hours of sleep each
night.
5 I exercise aerobically at least three times
a week.
6 I do not smoke.
154
7 I avoid using towels that others have
used.
8 I avoid using other people‟s combs and
brushes.
9 I take a few minutes each day to relax.
10 I stay at home within the first day when
symptoms of an illness appear.
11 I listen and respond to my body that it is
tired or that something may be wrong
12 I wash my hands before and after every
meal, before preparing food, and after
using the toilet.
13 I shower or bathe regularly.
14 I do not share eating utensils or glasses
with other people
15 I cover my mouth when I cough or
sneeze.
16 I avoid walking around without footwear.
17 I avoid eating dairy & poultry products that
are not refrigerated.
18 I advise my parents to make sure that our
pets have their vaccines too.
19 I put food wastes in closed containers.
20 I support efforts of the government to
enforce public health laws for
immunization and reporting
communicable diseases.
Total for Most of the time
Total for Some of the time
Total for Never applies
B. How did they score?
Give the learners 4 points for each most of the time;
2 points for each some of the time;
O points for each never answer.
Get their total and read the result of their score below:
60 to 80 = Excellent! Their disease prevention efforts are
outstanding.
Congratulations!
40 to 59 = Good. They are doing very well in their efforts to
prevent

20 to 39 = Fair! Disease prevention is not important to them.
Some efforts will be
beneficial to them and to others.
Below 20 = Needs Improvement! Be careful. They may be
spreading
communicable diseases to others. Tell them now is a good
time to start taking good care of themselves.
C. Invite the learners to do, “What are your goals?”

If they received an excellent score (60 to 80), they will
complete the statements in part A only, but if they scored fair
(20 to 39), then they will complete parts A and B.
Part A. Part B
1. I plan to learn more about disease
4. My behavior I am most likely
prevention by_______. to
2. My timetable for accomplishingchange is
this is ________________. _________________.
3. I plan to share my information 5. The steps involved in making
with other people by these change are
______________________________. ____________.
6. The people or groups I will
ask for
support and assistance are
_________________________
___.
7. My rewards for making this
change will be
_______________.
• Based on the objectives of the lesson and results of the
pre-assessment, let your students define their personal
goals and targets to achieve at the end of this lesson.
Ask them to write their goals/targets in their
journal/notebook. Make sure that all your students are
able to define their own goals and targets. Tell them to
monitor the progress of their targets as you go on with
the lesson.
• Instruct the learners to write their expected goals and
targets in their journal. Inform them that their journal will
be given attention at the end of the lesson.
C. Presenting Activity 3: Looks Familiar? Activity 3: Looks
examples/ • Group the learners into five, Familiar?
instances of the each group will look closely on • Group the learners
lesson the pictures illustrating different into five, each group
kinds of communicable will look closely on
diseases. the pictures
• Make them choose their answer illustrating different
from the choices given. kinds of
communicable
diseases.

• Make them
choose their
answer from the
choices given.
• Have them reflect
on what the
1. causes of each
_____________ communicable
disease then plot
their ideas on the
appropriate box.
2.
____________
.
_____________
3.
___________
2.
____________
4.
____________
3.
___________
5. -
__________
4.
____________

5.
6.
__________
-
__________
6.
__________
7.
__________
(Note: Links of the pictures 7.

stipulated under Other learning
resources.)
__________
Dengue Hepatitis A (Note: Links of the

Tuberculosis Bronchitis pictures stipulated
Pneumonia Syphilis under Other learning
HIV-AIDS Influenza resources.)
Herpes Pharyngitis
The teacher processes the activity Dengue

and segues it to the discussion part. Hepatitis A
Tuberculosis
Bronchitis
Pneumonia
Syphilis
HIV-AIDS
Influenza
Herpes
Pharyngitis

The teacher processes
the activity and segues
it to the discussion part.
D. Discussing new Direct the learners to the following IN A NUTSHELL BOXES
concepts and for the discussion of the different communicable diseases, their
practice skills #1 causes and signs and symptoms.
Note: The teacher gives an introduction first on Acute
Respiratory Infections making sure that he/she
emphasizes the differences between the upper tract
respiratory infection and the lower tract respiratory
infection. Sources: https://www.healthline.com/health/acute-
respiratory-disease#prevention
IN A NUTSHELL BOX
Pneumonia is an infection that inflames the air sacs in one
or both lungs. The air sacs may fill with fluid or pus (purulent
material), causing cough with phlegm or pus, fever, chills,
and difficulty breathing. A variety of organisms, including
bacteria, viruses and fungi, can cause pneumonia.
Causes:
• Bacteria (Streptococcus pneumoniae)
• Bacteria-like organisms (Mycoplasma pneumonia)
• Fungi
• Viruses
The signs and symptoms of pneumonia vary from mild
to severe, depending on factors such as the type of
germ causing the infection, and your age and overall
health. Mild signs and symptoms often are similar to
those of a cold or flu, but they last longer.
Signs and symptoms of pneumonia may include:
• Chest pain when you breathe or cough
• Confusion or changes in mental awareness (in adults
age 65 and older)
• Cough, which may produce phlegm
• Fatigue
• Fever, sweating and shaking chills
• Lower than normal body temperature (in adults older
than age 65 and people with weak immune systems)
• Nausea, vomiting or diarrhea
• Shortness of breath
Sources: https://www.mayoclinic.org/diseases-
conditions/pneumonia/symptoms-causes/syc-20354204

IN A NUTSHELL BOX
Influenza is a viral infection that attacks your respiratory system —
your nose, throat and lungs. Influenza is commonly called the flu, but
it's not the same as stomach "flu" viruses that cause diarrhea and
vomiting.
Causes:
• Flu viruses travel through the air in droplets when someone
with the infection coughs, sneezes or talks. You can inhale
the droplets directly, or you can pick up the germs from an
object — such as a telephone or computer keyboard — and
then transfer them to your eyes, nose or mouth.
• People with the virus are likely contagious from the day or so
before symptoms first appear until about five days after
symptoms begin. Children and people with weakened
immune systems may be contagious for a slightly longer time.
Signs and Symptoms
Common signs and symptoms of the flu include:
• Fever over 100.4 F (38 C)
• Aching muscles
• Chills and sweats
• Headache
• Dry, persistent cough
• Fatigue and weakness
• Nasal congestion
• Sore throat
conditions/flu/symptoms-causes/syc-20351719
IN A NUTSHELL BOX
Bronchitis is an inflammation or swelling of the bronchial tubes
(bronchi), the air passages between the mouth and nose and the lungs.
More specifically, bronchitis describes a condition where the lining of
the bronchial tubes becomes inflamed.
Causes:
• caused by viruses, typically the same viruses that cause
colds and flu (influenza).
• Cigarette smoking
• Air pollution
• dust or toxic gases in the environment or workplace also can
contribute to the condition
Signs and Symptoms
For either acute bronchitis or chronic bronchitis, signs and symptoms
may include:
• Cough
• Production of mucus (sputum), which can be clear, white,
yellowish-gray or green in color — rarely, it may be streaked
with blood
• Fatigue
• Shortness of breath
• Slight fever and chills
• Chest discomfort
conditions/bronchitis/symptoms-causes/syc-20355566

IN A NUTSHELL BOX
Tuberculosis (TB) is a disease caused by bacteria called
Mycobacterium tuberculosis. The bacteria usually attack the lungs, but
they can also damage other parts of the body.
Causes:
• Tuberculosis is caused by bacteria that spread from person to
person through microscopic droplets released into the air. This
can happen when someone with the untreated, active form of
tuberculosis coughs, speaks, sneezes, spits, laughs or sings.
• Although tuberculosis is contagious, it's not easy to catch.
You're much more likely to get tuberculosis from someone you
live with or work with than from a stranger. Most people with
active TB who've had appropriate drug treatment for at least
two weeks are no longer contagious.
Signs and Symptoms
Signs and symptoms of active TB include:
• Coughing that lasts three or more weeks
• Coughing up blood
• Chest pain, or pain with breathing or coughing
• Unintentional weight loss
• Fatigue
• Fever
• Night sweats
• Chills
• Loss of appetite
conditions/tuberculosis/symptoms-causes/syc-20351250
IN A NUTSHELL BOX
Dengue fever is a mosquito-borne tropical disease caused by
the dengue virus carried by female mosquitoes of the Aedes type,
principally A. aegypti.
Causes:
• Dengue fever is caused by any one of four types of dengue
viruses spread by mosquitoes that thrive in and near human
lodgings. When a mosquito bites a person infected with a
dengue virus, the virus enters the mosquito. When the infected
mosquito then bites another person, the virus enters that
person's bloodstream.
• After you've recovered from dengue fever, you have immunity
to the type of virus that infected you — but not to the other three
dengue fever virus types. The risk of developing severe dengue
fever, also known as dengue hemorrhagic fever, actually
increases if you're infected a second, third or fourth time.
Signs and Symptoms
Signs and symptoms of dengue hemorrhagic fever or severe dengue
— a life-threatening emergency — include:
• Severe abdominal pain
• Persistent vomiting
• Bleeding from your gums or nose
• Blood in your urine, stools or vomit

Continuation of dengue fever…
• Bleeding under the skin, which might look like bruising

• Difficult or rapid breathing
• Cold or clammy skin (shock)
• Fatigue
• Irritability or restlessness
conditions/dengue-fever/symptoms-causes/syc-20353078
Note: Before the teacher discusses HIV-AIDS, he/she

should give an introduction on Sexually Transmitted
Diseases (STDs) and on its other examples such as genital
herpes, syphilis, chlamydia, hepatitis b etc. Sources:
IN A NUTSHELL BOX
Acquired immunodeficiency syndrome (AIDS) is a chronic,
potentially life-threatening condition caused by the human
immunodeficiency virus (HIV). By damaging your immune system, HIV
interferes with your body's ability to fight the organisms that cause
disease.
Human Immunodeficiency Virus (HIV) is a virus that damages the
immune system. The immune system helps the body fight off infections.
Untreated HIV infects and kills CD4 cells, which are a type of immune
cell called T cells. Over time, as HIV kills more CD4 cells, the body is
more likely to get various types of infections and cancers.
Causes of HIV:
HIV is transmitted through bodily fluids that include:
• blood
• semen
• vaginal and rectal fluids
• breast milk
Some of the ways HIV is spread from person to person include:
• through vaginal or anal sex — the most common route of
transmission, especially among men who have sex with men
• by sharing needles, syringes, and other items for injection drug
use
• by sharing tattoo equipment without sterilizing it between uses
• during pregnancy, labor, or delivery from a woman to her baby
• during breastfeeding
• through “pre-mastication,” or chewing a baby’s food before
feeding it to them
• through exposure to the blood of someone living with HIV,
such as through a needle stick
Causes of AIDS
AIDS is caused by HIV. A person can’t get AIDS if they haven’t
contracted HIV.
Healthy individuals have a CD4 count of 500 to 1,500 per cubic
millimeter. Without treatment, HIV continues to multiply and destroy
CD4 cells. If a person’s CD4 count falls below 200, they have AIDS.
Also, if someone with HIV develops an opportunistic infection
associated with HIV, they can still be diagnosed with AIDS, even if
their CD4 count is above 200.

Note: The teacher can present the discussion through a
powerpoint presentation with enough images for the signs
and symptoms so that the learners especially the average
ones can fully grasp the content of the lesson.
Furthermore, games may also be included in presenting
the concepts. (The teacher can visit all the links included
for further information and research.)
E. Discussing new RAISE YOUR BOARDS AND SPEAK UP YOUR ANSWERS

concepts and • The learners are again grouped into five for the group
practice skills #2 activity.
• The teacher serves as the quizmaster for this part of the
lesson. He divides the content into three categories
namely easy, average and difficult.
• Each group shall hold a drill board and shall raise their
boards for their answers.

• The same process is repeated. The group that wins the
game is provided with incentives.
F. Developing MAKE ME WHOLE (A puzzle Differentiated
mastery activity) Instruction
(Leads to • The learners are retained in
Formative their groups of five. Each For this part of the
Assessment) group is given a puzzle to lesson, the learners are
work on. given freedom to
• The correct image of the choose the group that
puzzle will only be revealed if they want to work with
the students (by group) in order to target
assemble correctly the multiple intelligences of
puzzle through connecting the students. The
the correct signs and teacher holds a bowl of
symptoms to the causes to topics (communicable
the concepts of the diseases) and asks
communicable disease each group to draw one
assigned to them. which will be the content
• The teacher will assist the of their presentation.
groups who will find difficulty
in the activity. • (The Visual Artists.
• The teacher processes the The learners will
activity. present their topic
through a poster or
collage displaying its
causes and signs
and symptoms.)
• (The Singers. The
group is tasked to
create a short jingle
that would help
create awareness
on the
communicable
diseases that they
have picked.)
• (The Actors.
Through a 5-minute
simulation, the
learners interpret
their topic through
creative and
dramatic
movements.)
• (The Intellectuals.
The group will
create an
infomercial on their
chosen

communicable
disease.)
• (The Dancers.
Through an
interpretative dance,
the group interprets
the causes and
signs and symptoms
of the topic they
have picked.)
• The teacher
processes the
activity.
• Teacher assesses
the performance of
each group through
a rubric.
(Pleaserefer to the
link on the
Differentiated
Learning Rubric by
Maxine –
www.atozteacherstu
ff.com)
G. Finding MY LEARNING JOURNAL MY LEARNING

practical Having gained enough insights on JOURNAL
applications of these communicable diseases, here Having gained enough
concepts and skills is one thing that I promise to do to insights on these
in daily living help spread awareness about them. communicable
diseases, here are the
I will ________________________ three things that I
promise to do to help
(Note: The answers can be written spread awareness
on sticky notes and can be posted about them.
on a wall in the classroom)
I will
__________________
I will
___________________
___
I will
__________________
(Note: The answers can
be written on sticky
notes and can be
posted on a wall in the
classroom)

H. Making • Have the learners generalize their insights on the most
generalizations common communicable diseases, their causes and
and abstractions signs and symptoms.
about the lesson • The teacher will elicit enough responses and will give an
overall generalization with the maximum participation of
the learners.
I. Evaluating IT’S ASSESSMENT TIME
learning (For Average Learners)
Part I. MATCHING TYPE TEST
Directions: Match the definitions in Column A with their
corresponding terms in Column B
Column A Column B
_____1. This is a disease caused by bacteria a. AIDS
called Mycobacterium tuberculosis. The b.
Syphilis
bacteria usually attack the lungs, but they c.
Tuberculosis
can also damage other parts of the body. d.
Bronchitis
_____2. It is a viral infection that attacks your e.
Influenza
respiratory system — your nose, throat and lungs f.
Dengue Fever
and is commonly called the flu. g.
genital herpes
_____3. Is a chronic, potentially life-threatening h.
Pneumonia
condition caused by the human
immunodeficiency virus (HIV).
_____4. It is a mosquito-borne tropical disease
caused by the dengue virus carried
by female mosquitoes of the Aedes type,
principally A. aegypti.
_____5. It refers to an inflammation or swelling
of the bronchial tubes (bronchi), the air passages
between the mouth and nose and the lungs.
_____6. It is an infection that inflames the air sacs in one
or both lungs. The air sacs may fill with fluid or pus
(purulent material), causing cough with phlegm
or pus, fever, chills, and difficulty breathing.
Part II. SUPPLY TYPE TEST

Choose at least 2 communicable diseases and give 2 signs
and symptoms for each.
Key Answers: (For Average Learners)
Part I Part II
1. c (Answers vary.)
2. e
3. a

4. f
5. d
6. h
(For Advanced Learners)

THINK-PAIR-COMBINE ANSWERS
Find a partner and give the short definition, 2 causes and at
least 3 signs and symptoms for all the communicable diseases
that you have learned from this lesson. Follow the format
below.
Communicable Disease:
Short Definition:
Causes Signs and Symptoms

1. 1.
2. 2.
3.
Key Answers for Advanced Learners: Answers vary.

J. Additional Instruct the learners to gather and Instruct the learners to
activities for wrap up some myths, beliefs and gather and wrap up
application or misconceptions that they have some myths, beliefs and
remediation heard about their newly learned misconceptions that
communicable diseases. they have heard about
their newly learned
communicable
diseases.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below 80%
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?

Teacher Learning Area MAPEH ( Health )
Time & Date Quarter 3rd LC18
I. OBJECTIVES
A. Content The learner demonstrates understanding of principles in the
Standard prevention and control of communicable diseases for the
Standard responsibility and healthful practices in the prevention and
control of communicable diseases
C. Learning The learner corrects misconception, myths, and beliefs
Competencie about common communicable diseases H8DD-IIIb-c18
s/Objectives(
Write the LC
code for
each)
II. CONTENT C. Most common communicable diseases and its prevention
and control
2. Pneumonia
3. Bronchitis
4. Influenza
6. Dengue
8. HIV and AIDS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR)
B. Other www.acphd.org › communicable-disease
Learning
Resources
IV. PROCEDURE Advanced Student Average Student
A. Reviewing Review the previews Review the previews
previous lesson: lesson:
lesson or Check learner‘s prior Check learner‘s prior
presenting knowledge by how they knowledge by how they
the lesson interpret the statement given interpret the statement given
“Prevention is “Prevention is
better than cure” better than cure”
Such information will be the Such information will be the
baseline in explaining what baseline in explaining what
are the things they need to are the things they need to
know about communicable know about communicable
diseases and as well as the diseases and as well as the
reasons why it is needed to reasons why it is needed to
be studied. be studied.
Presenting the Lesson: Presenting the Lesson:
Then, Communicate Then, Communicate
learning objectives for the learning objectives for the
day day through key questions.
Learning Objectives: Key question:

At the end of the lesson 1. What are the correct
the student should be able conceptions and truth
to: on communicable
1. rectify the misconception, diseases.
myths and beliefs on
B. Establishing In establishing the purpose In establishing the purpose

a purpose for of the lesson, it is preferable of the lesson, it is preferable
the lesson to ask in a form of thought- to ask in a form of thought-
provoking questions provoking questions
(engagement triggers) and (engagement triggers) and
let the student share the let the student share the
experiences on having a experiences on having a
fever. fever.
Ask them questions like: Ask them questions like:

1. What do you feel 1. What do you feel
when you have a when you have a
fever? What are your fever? What are your
experiences? experiences?
2. Have you ever
questioned the cause Follow-up questions are also
of your illness? Where recommended to elicit
do you think it came more/further ideas/concepts.
from?
3. What do you think is Note: The teacher may use
the type of organism vernacular/mother tongue in
involved in your expressing the question
fever/illness?

Follow-up questions are also
recommended to elicit
more/further ideas/concepts.
C. Presenting In this section, the learners In this section, the learners
examples/inst are provided with structured are provided with structured
ances of the learning experiences that will learning experiences that will
lesson assess their prior knowledge, assess their prior knowledge,
clarify their understanding, clarify their understanding,
and require them to answer and require them to answer
some focus questions about some focus questions about
human sexuality. human sexuality.
REMINDER: Accept all REMINDER: Accept all

answers of your students. answers of your students.
However, take note of those However, take note of those
areas that you need to clarify areas that you need to clarify
details. Make sure that the details. Make sure that the
learners fully understand learners fully understand
how they are assessed so how they are assessed so
that they can clearly set their that they can clearly set their
expectations such as expectations such as
performing well in the performing well in the
activities especially at the activities especially at the
end of the grading period. end of the grading period.
Let the student do the activity Let the student do the

Activity 1: Read, Analyze, activity
and React. Activity 1: Read, Analyze,
and React.
One summer, my family went One summer, my family went

to Ilocos for our yearly to Ilocos for our yearly
summer vacation. One night summer vacation. One night
my daughter had a fever and my daughter had a fever and
what I did was to let her have what I did was to let her have
medicine to lower the fever. medicine to lower the fever.
In the morning, I saw that In the morning, I saw that
rashes have appeared on rashes have appeared on
her arms so I suspected her arms so I suspected
measles. I had her occupy measles. I had her occupy
another room where she was another room where she was
alone to prevent cross- alone to prevent cross-
infections. After breakfast, infections. After breakfast,
my late mother-in-law my late mother-in-law
brought my daughter out at brought my daughter out at
the backyard and started the backyard and started
scattering some rice while scattering some rice while
talking indistinctively. She talking indistinctively. She
got some soil near a tree got some soil near a tree

where my daughter played where my daughter played
and rubs it on my daughter’s and rubs it on my daughter’s
arms, face, and feet. She arms, face, and feet. She
said that she did that said that she did that
because my daughter might because my daughter might
have disturbed some spirits have disturbed some spirits
in the back yard when she in the back yard when she
played there. played there.
Have them react on what Have them react on what

they read. they read.
Help them analyze the Help them analyze the

questions and assist them by questions and assist them by
reading the questions aloud. reading the questions aloud.
Let them raise their hands if Let them raise their hands if
they need assistance. they need assistance.
Questions for analysis: Questions for analysis:
1. Are the rashes a result of 1. Are the rashes a result of
some disturbed spirit? ( ) some disturbed spirit? ( )
yes ( ) no yes ( ) no
2. Can playing at the back 2. Can playing at the back
yard harm some spirits?( ) yard harm some spirits?( )
yes ( ) no yes ( ) no
3. Will scattering some rice 3. Will scattering some rice
around help heal the rashes? around help heal the rashes?
( ) yes ( ) no ( ) yes ( ) no
4. Does rubbing the soil in 4. Does rubbing the soil in
the arms, face, & feet ( ) the arms, face, & feet ( )
yes ( ) no heals the yes ( ) no heals the
rashes? rashes?
1. What can you say 1. What can you say

about the story? about the story?
2. Do you agree with the 2. Do you agree with
belief of the mother-in- the belief of the
law? Why or why not? mother-in-law? Why
3. If you were the or why not?
mother-in-law, what 3. If you were the
should you do? mother-in-law, what
4. Have you heard of a should you do?
similar story? Share 4. Have you heard of a
your answer to the similar story? Share
class. your answer to the
class.
Encourage the learners to

Encourage the learners to evaluate their answers using
evaluate their answers using the following description.
the following description.

• If you got 4 correct
• If you got 4 correct answers, then you
answers, then you really know the truth
really know the truth about some false
about some false beliefs and practices.
beliefs and practices. • If you got 3 correct
• If you got 3 correct answers, then you are
answers, then you are not sure of some false
not sure of some false beliefs and
beliefs and practices.
practices. • If you got 2 correct
• If you got 2 correct answers, then you
answers, then you need to take focus,
need to take focus, listen and learn.
listen and learn. • If you got 1 correct
• If you got 1 correct answer, then you are
answer, then you are in danger, you
in danger, you practice a lot of false
practice a lot of false
Post-activity Discussion
Post-activity Discussion Have the learners do the
Have the learners do the CRITICAL THINKING
CRITICAL THINKING
Make them answer the
Make them answer the following questions. -If you
following questions. -If you were to give some questions
were to give some questions about the readings, what will
about the readings, what will these be? Tell them use
these be? Tell them use their own words
their own words
Questions for Analysis:
Questions for Analysis:
1. What can you say 1. What can you say
about the story? about the story?
2. Do you agree with the 5. Do you agree with the
belief of the mother-in- belief of the mother-
law? Why or why not? in-law? Why or why
3. If you were the not?
mother-in-law, what 6. If you were the
should you do? mother-in-law, what
4. Have you heard of a should you do?
similar story? Share 7. Have you heard of a
your answer to the similar story? Share
class. your answer to the
class.
Let the student use their use Let the student use their
their own words own words (
vernacular/mother tongue)

D. Discussing In this section, students will In this section, students will
new do the Activity no. 2, do the Activity no. 2,
Concepts entitled” Did you Know?”, entitled” Did you Know?”,
and
practicing ne Dear Naomi, Dear Naomi,
skills #1
I received your text I received your text
message about the Factors message about the Factors
that Influence Disease that Influence Disease
Transmission. Anyway, thank Transmission. Anyway,
you for this opportunity to thank you for this opportunity
share to you what I learned to share to you what I
in my medical training. As learned in my medical
far as I can remember, the training. As far as I can
following are factors that remember, the following are
influence disease factors that influence disease
transmission. 1) transmission. 1)
Environmental Factors. Environmental Factors.
Sanitation and sanitation Sanitation and sanitation
facilities can affect the facilities can affect the
transmission of diseases transmission of diseases
where food and water can where food and water can
become contaminated become contaminated
because of poor sanitation. because of poor sanitation.
Pollution also plays a major Pollution also plays a major
role in disease transmission role in disease transmission
as evidenced by floods as evidenced by floods
during the rainy season. during the rainy season.
These floods were the These floods were the
culprits in the spread of culprits in the spread of
Leptospirosis. Climate also Leptospirosis. Climate also
takes its role as an takes its role as an
environmental factor. In our environmental factor. In our
country we only have the dry country we only have the
and wet seasons where dry and wet seasons where
various microorganisms that various microorganisms that
can cause morbidity can can cause morbidity can
thrive on each of these thrive on each of these
seasons. 2) Socio-economic seasons. 2) Socio-economic
Factors. Cultural practices Factors. Cultural practices
influence disease influence disease
transmission. For instance, transmission. For instance,
there are some places in the there are some places in the
Cordilleras where people Cordilleras where people
drink wine after a tiring day drink wine after a tiring day
of planting and when they of planting and when they
drink they use one glass to drink they use one glass to
show unity. I also experience show unity. I also experience
one practice among the one practice among the
Ilocanos, in a barrio where I Ilocanos, in a barrio where I

had my medical practice, that had my medical practice,
all the members of the that all the members of the
family are to wash their family are to wash their
hands in one basin of water hands in one basin of water
before they eat. Living before they eat. Living
arrangements in some arrangements in some
cultures where people tend cultures where people tend
to live near their livestock to live near their livestock
without knowing that these without knowing that these
can be sources of diseases. can be sources of diseases.
Prostitution due to economic Prostitution due to economic
factors where the poor tend factors where the poor tend
to engage themselves into to engage themselves into
this activity is one avenue this activity is one avenue
for the transmission of for the transmission of
communicable diseases as communicable diseases as
well. There are other factors, well. There are other
but for now these are the factors, but for now these are
things I can share you. I the things I can share you. I
encourage you to read books encourage you to read books
that can give you more that can give you more
information. information.
Have a nice day, Have a nice day,
Calvin Paul Calvin Paul
• After reading the letter • After reading the letter

form the activity, invite form the activity, invite
the learners to do the the learners to do the
following: following:
1. Do this activity as a 1. Do the activity as a

group. Row one will class, facilitated by
be group 1, row two the teacher.
will be group 2, and 2. Copy the format
row three will be below on the board.
group 3. And ask the student
2. Copy the format below to read the questions
in your activity you see beside the
notebook. Based from shapes and fill in the
what you read, read shapes with your
the questions you see answers, based from
beside the shapes the readings letter
and fill in given from the activity.
the shapes with your
answers. The first
group to finish will
write their answer on
the board.

Activity 2. As a group, Activity 2. As a group,
complete the graphic complete the graphic
organizer based on the guide organizer based on the guide
questions. Share your output questions. Share your output
to the class. to the class.
Key Answers: Key Answers:
Ask the learners to evaluate Ask the learners to evaluate

their answer. their answer.
• If your group got 9 • If your group got 9

correct answers, then correct answers, then
your group is in the your group is in the
advanced level. advanced level.
• If your group got 7-8 • If your group got 7-8
proficient level. proficient level.
correct answers, the correct answers, the
approaching approaching
proficiency level. proficiency level.

developing level. developing level.
beginner’s level. beginner’s level.
E. Discussing ✓ You may present a ✓ You may present a

new concepts statement as statement as
and engagement triggers engagement triggers
practicing on communicable on communicable
new skills #2 diseases such as diseases such as
“People get infected “People get infected
with hepatitis as they with hepatitis as they
have ‘sinned.” have ‘sinned.”
(you can post the statement (you can post the statement
on the board through any on the board through any
media/learning resources). media/learning resources).
✓ As the discussion
✓ As the discussion continue explain to
continue explain to them the concepts of
them the concepts of communicable
communicable disease and let the
disease and let the student understand
student understand the truth on
the truth on communicable
communicable diseases though this
diseases though this seatwork.
seatwork.
Instruction: put a (√) mark Instruction: Make them put a

check before the statement if (√) mark check before the
they have knowledge about statement if they have
it, an X mark before the knowledge about it, an X
statement that you have just mark before the statement
learned, and put a? mark on that you have just learned,
the statement that they want and put a? mark on the
to know more about. statement that they want to
know more about.
______A communicable ______A communicable

disease is an illness disease is an illness
transmitted through contact transmitted through contact
with microorganisms. with microorganisms.
______People, animals, ______People, animals,
food, surfaces, and air can food, surfaces, and air can
all be carriers of the all be carriers of the
microorganisms that pass microorganisms that pass
infectious illnesses from one infectious illnesses from one
host to the next. host to the next.

______The exchange of ______The exchange of
fluids or contact with a fluids or contact with a
contaminated substance or contaminated substance or
individual may be individual may be enough to
enough to allow the spread allow the spread of
of communicable disease. communicable disease.
✓ To concretize the ✓ To concretize the

seatwork given, an seatwork given, an
interactive lecture interactive lecture
discussion with the aid discussion with the
of a PowerPoint aid of a PowerPoint
presentation is ideal to presentation is ideal
explain the following to explain the
concepts: following concepts:
1. A communicable 1. A communicable
disease is one that is disease is one that is
spread from one spread from one
person to another person to another
through a variety of through a variety of
ways that include: ways that include:
contact with blood and contact with blood and
bodily fluids; breathing bodily fluids; breathing
in an airborne virus; or in an airborne virus; or
by being bitten by an by being bitten by an
insect. insect.
2. A communicable 2. A communicable
disease is an illness disease is an illness
caused by a specific caused by a specific
infectious agent or its infectious agent or its
toxic products. It toxic products. It
arises through arises through
transmission of that transmission of that
agent or its products agent or its products
from an infected from an infected
person, animal, or person, animal, or
inanimate reservoir to inanimate reservoir to
a susceptible host, a susceptible host,
either directly or either directly or
indirectly (through an indirectly (through an
intermediate plant or intermediate plant or
animal host, vector, or animal host, vector, or
the inanimate the inanimate
environment). environment).
3. Communicable 3. Communicable
diseases may be diseases may be
classified according to classified according to
the causative agent, the causative agent,
the clinical illness the clinical illness
caused, or the means caused, or the means

of transmission. Often of transmission. Often
all three all three
characteristics are characteristics are
used (e.g., food- used (e.g., food-
borne Salmonella gast borne Salmonella gast
roenteritis). Causative roenteritis). Causative
agents include agents include
bacteria, viruses, and bacteria, viruses, and
parasites parasites
For further discussion refer For further discussion refer

to to
https://www.lcps.org › cms › https://www.lcps.org › cms ›
lib › Centricity › Domain › lib › Centricity › Domain ›
Disease PowerPoint Disease PowerPoint
F. Developing For developing mastery, the For developing mastery, the

Mastery ( student will be working in student will be working in
leads to groups of 3-4 people to bring groups of 3-4 people to bring
formative a “creative presentation” on a “creative presentation” on
assessment stage. Each group choose a stage. Each group choose a
3) specific role-play specific role-play
presentation to work in presentation to work in
(example: TV show, drama (example: TV show, drama
series, commercial, , etc.) series, commercial, , etc.)
and will establish the major and will establish the major
characters, relationships, characters, relationships,
setting, and have a clear setting, and have a clear
beginning, middle and end. beginning, middle and end.
Each “presentation” will also Each “presentation” will also
utilize props to add utilize props to add
resourcefulness in their work. resourcefulness in their
work.
Sugested Rubric for Role-
Play presentation: Sugested Rubric for Role-
Play presentation:

Source: Source:
Assessment Rubrics - A Role-Play Rubric
Question of Influence https://www.edu.gov.mb.ca ›
www.druged.ednet.ns.ca › ... cur › socstud ›
› The Curriculum frame_found_sr2 › g_blms
Supplement › Appendices
G. Finding Give practical application of Give practical application of

practical concepts and skills relevant concepts and skills relevant
applications to the students’ daily living to the students’ daily living
of concepts and let the student share and let the student share their
and skills in their own ideas and own ideas and experiences
daily living experiences
H. Making Let the student generalize Let the student generalize
generalizatio the lesson based on their the lesson based on their
ns and own understanding about the own understanding about the
abstraction correct/true concept of correct/true concept of
about the communicable diseases. communicable diseases.
lesson
I. Evaluating Essay Type of Test Essay Type of Test
learning
1. As a learner, how will 1. As a learner, how will
you correct the you correct the
misconception, myths, misconception, myths,
and beliefs about and beliefs about
common common
communicable communicable
diseases ? diseases ?
2. As you answer the 2. As you answer the
question 1, elucidate question 1, elucidate
facts and truths on facts and truths on

communicable communicable
diseases. diseases.
Rubrics for essay type of test Rubrics for essay type of test
Source Source
iRubric: Scoring Rubric for Essay iRubric: Scoring Rubric for Essay
Questions - F4A59A ... Questions - F4A59A ...
https://www.rcampus.com › https://www.rcampus.com ›
rubricshowc rubricshowc
J. Additional
Activities
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80 % in the evaluation
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?

Teacher Learning Area MAPEH (Health)
I. OBJECTIVES
A. Content The learner demonstrates understanding of principles in
Standard the prevention and control of communicable diseases for
B. Performanc The learner consistently demonstrates personal
e Standard responsibility and healthful practices in the prevention and
control of communicable diseases
C. Learning The learner enumerates steps in the prevention and
Competenci control of common communicable diseases H8DD-IIIb-c19
es/Objective
s(Write the
LC code for
each)
II. CONTENT C. Most common communicable diseases and its
prevention and control
2. Pneumonia
3. Bronchitis
4. Influenza
6. Dengue
8. HIV and AIDS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR)
B. Other
Learning
Resources

IV. PROCEDURE Advanced Student Average Student
K. Reviewing Review the previews Review the previews
previous lesson: lesson:
lesson or Start the class with an Start the class with an
presenting excerpt on Flu myths and excerpt on Flu myths and
the lesson legends: Five common flu legends: Five common flu
misconceptions dispelled misconceptions dispelled
Date: January 28, 2013 Date: January 28, 2013
Source: Mayo Clinic Source: Mayo Clinic
Summary: It seems you can’t Summary: It seems you
go anywhere these days can’t go anywhere these
without hearing “the flu this” days without hearing “the
or “the flu that.” flu this” or “the flu that.”
Unfortunately, this season’s Unfortunately, this
influenza outbreak is one of season’s influenza
the worst in years. And it’s outbreak is one of the
not just the flu virus that’s worst in years. And it’s not
causing problems; there are just the flu virus that’s
also many myths about the causing problems; there
flu that are keeping people are also many myths about
from doing more to prevent it. the flu that are keeping
Myth No. 1: Flu vaccines can people from doing more to
give me the flu prevent it.
Myth No. 1: Flu vaccines
Through this activity you can
can give me the flu
elicit recap of the previous
lesson Through this activity you
can elicit recap of the
Correct answer: False.
previous lesson
Injectable flu vaccines are
composed of pieces of Correct answer: False.
inactivated flu proteins -- and Injectable flu vaccines are
it's impossible for them to composed of pieces of
"cause" flu. The nasal spray inactivated flu proteins --
vaccine has live flu and it's impossible for them
organisms weakened so they to "cause" flu. The nasal
cannot multiply or cause spray vaccine has live flu
disease. organisms weakened so
they cannot multiply or
Presenting the lesson:
cause disease.
Let the learners focus on the Presenting the lesson:
statement that they want to
know more about because Let the learners focus on
the following activities will be the statement that they
dealing more on the things want to know more about
they need to learn which are because the following
the nature, prevention and activities will be dealing
control of communicable more on the things they
diseases. need to learn which are the
nature, prevention and

Encourage to do Activity 3: control of communicable
Germs, germs now has diseases.
wandered
Encourage to do Activity 3:
Dear students, Germs, germs now has
wandered
Hello! Let’s do some
activities that will help you
discover the importance of Dear students,
protecting yourself from the
different threats to your Hello! Let’s do some
health. As you do this activity,
activities that will help you
you will explain the differentdiscover the importance of
elements of the chain of protecting yourself from the
infection. So I will group youdifferent threats to your
into male and female group. health. As you do this
The male will form a circle activity, you will explain the
likewise with the female. different elements of the
Select a leader who will hold chain of infection. So I will
the colored ball (ball is group you into male and
painted with washable paint). female group. The male
The leader will sing the song will form a circle likewise
first to be followed by the with the female. Select a
group while the ball is passedleader who will hold the
around. Select an “it” who will
colored ball (ball is painted
be looking for the ball when it
with washable paint). The
will be passed around. While leader will sing the song
singing the song (germs, first to be followed by the
germs now has wandered…in group while the ball is
the tune of “dollar, dollar now
passed around. Select an
has wandered) the leader will “it” who will be looking for
pass the ball to her/his right.
the ball when it will be
The “it” will start to look for
passed around. While
the ball. If she/he finds/points
singing the song (germs,
at the person holding it then germs now has
that person becomes the “it”, wandered…in the tune of
but if not, then he/she “dollar, dollar now has
remains the “it”. wandered) the leader will
pass the ball to her/his
right. The “it” will start to
Keep singing until all of you look for the ball. If she/he
hold the ball or have paints finds/points at the person
on your hands. Try to analyze holding it then that person
the lyrics/wordings of the becomes the “it”, but if not,
song. then he/she remains the
“it”.
“Germs, germs now has
wandered From one hand to
one another It is here, it is Keep singing until all of you
hold the ball or have paints

here to get anybody standing on your hands. Try to
there.” analyze the lyrics/wordings
of the song.
Allow them to start singing
and pass the ball, the” it” will “Germs, germs now has
stay at the center of the circle wandered From one hand
and go around looking for the to one another It is here, it
ball. The passing of the ball is here to get anybody
stops when everyone has standing there.”
paint on her/his hand.
Allow them to start singing
and pass the ball, the” it”
will stay at the center of the
circle and go around
looking for the ball. The
passing of the ball stops
when everyone has paint
on her/his hand.
L. Establishing Communicate the learning Communicate the learning
a purpose objectives to the students objectives to the students
for the
lesson
M. Presenting To stimulate Learners’ To stimulate Learners’
examples/in interest on presenting interest on presenting
stances of instances about instances about
the lesson communicable disease, communicable disease,
present evocative audio present evocative audio
visual presentation. visual presentation.
1. Speak Up: Prevent 1. Speak Up: Prevent
the Spread of Infectio the Spread of
https://www.youtube. Infectio
com/results?search_ https://www.youtub
query=speak+up+pre e.com/results?sear
vention+of+communi ch_query=speak+u
cable+diseases p+prevention+of+c
ommunicable+dise
ases
let the student identify let the student identify

instances presented in the instances presented in the
video presentation and elicit video presentation and
ideas from the video. Next, elicit ideas from the video.
encourage the learners to do Next, encourage the
learners to do
the Activity 4 - Share and the Activity 4 - Share and
Care. Care.
A) What did you
A) What did you understand understand about the lyrics
about the lyrics of the song? of the song?

B) How do you relate the B) How do you relate the
lyrics of the song to your daily lyrics of the song to your
experiences? daily experiences?
Figure 1 will be flashed on Figure 1 will be flashed on

the board. The teacher will the board. The teacher will
guide you as you fill out each guide you as you fill out
space with appropriate each space with
description. appropriate description.
Use the questions as your Use the questions as your

guide. guide.
1. In the context of disease 1. In the context of disease
transmission, what does the transmission, what does
following represents? the following represents?
A. ball A. ball
B. leader B. leader
C. act of passing C. act of passing
the ball the ball
D. student having D. student
paints on their hands having paints on their
2. How would you name the hands
activity? 2. How would you name
the activity?
Key Answer:

After doing the activity make After doing the activity make
sure to elucidate the sure to elucidate the concepts
concepts derived from the derived from the activity
activity which serve as a which serve as a leading
leading statement of the topic statement of the topic for the
for the day, then present the day, then present the lesson
lesson.
N. Discussing Before you proceed to the Before you proceed to the
new interactive lecture- discussion interactive lecture-
Concepts let the learners to discussion let the learners
and to
practicing Activity 5: What do you
ne skills #1 know? Activity 5: What do you
know?
In their activity notebook,
make them draw their palm In their activity notebook,
and fingers. Have them recall make them draw their palm
the healthful things their and fingers
parents have done to them Have them recall the
since they were a baby up to healthful things their
the present in order to parents have done to them
prevent them from getting since they were a baby up
sick. Make them write each to the present in order to
one on each finger in three prevent them from getting
minutes. Give them one sick. Make them write
minute each to share their each one on each finger in
work to the class. After three minutes. Give them
sharing your work with the one minute each to share
class, take note of the focal their work to the class.
point they have had. Then After sharing your work
have them list down the with the class, take note of
common and vital practices the focal point they have
that their parents have done had. Then have them list
to them. down the common and vital
practices that their parents
have done to them.
Activity 5 - What Do You
Know?
Activity 5 - What Do You
Instruction: In your activity Know?
notebook, draw your hands.
Recall the things your parents Instruction: In your
taught you to prevent getting activity notebook, draw
sick. your hands. Recall the
things your parents taught
Write these things in each you to prevent getting sick.
finger in three minutes. You
will be given one minute each Write these things in each
to share your work to the finger in three minutes.
class. You will be given one

minute each to share your
List down in your activity work to the class.
notebook key words
heard/learned from the List down in your activity
sharing of inputs notebook key words
heard/learned from the
sharing of inputs
If in the sharing, the following If in the sharing, the

words are mentioned, list following words are
them down and find out how mentioned, list them down
they will be explored in the and find out how they will
following activities. be explored in the following
activities.
Immunity, vaccines, personal
hygiene, physical fitness, and Immunity, vaccines,
or biofeedback personal hygiene, physical
fitness, and or biofeedback
Key Answer
Key Answer Key Answer:
After the post activity- After the post activity-

discussion and evaluating discussion and evaluating
make the learners do Activity make the learners do
6: Know what you see. Activity 6: Know what you
see.
Invite them to look at the
figure (power point) and write Invite them to look at the
in their notebook what they figure (power point) and
should do and what they write in their notebook what
should not be doing if they they should do and what
are the one in the picture. Let they should not be doing if
them copy figure 2 on their they are the one in the
notebook and write their picture. Let them copy

answers on the column figure 2 on their notebook
provided. and write their answers on
the column provided.
Have them look at the Have them look at the

choices below and write the choices below and write
appropriate answer on the the appropriate answer on
column. the column.
Activity 6: Know What You Activity 6: Know What You

See. See.
Look at the pictures. Write in Look at the pictures. Write

your notebook what you in your notebook what you
should do and should not do should do and should not
if you are the one in the do if you are the one in the
picture. Complete the picture. Complete the
columns with the appropriate columns with the
choices provided for. appropriate choices
provided for.
Figure 1. Figure 1.

After the activity make sure to After the activity make sure
elucidate the concepts from to elucidate the concepts
the activity on prevention and from the activity on
control of communicable prevention and control of
diseases communicable diseases
O. Discussing Have the learners do Activity Have the learners do

new 7: Act what you know Activity 7: Act what you
concepts Group them into five. Each know
and group is composed of 10 Group them into five. Each
practicing members. Make them do the group is composed of 10
new skills following: members. Make them do
#2 the following:
Each group will draw from the
box the type of pathogens Each group will draw from
their group will represent. the box the type of
Read the lesson about your pathogens their group will
drawing and discuss on how represent. Read the lesson
you will present to class the about your drawing and
lesson. discuss on how you will
present to class the lesson.

Post Activity Discussion: Post Activity Discussion:
Rubrics: Rubrics:
Clear explanation of the Clear explanation of the
lesson – 50% lesson – 50%
Presentation of the lesson is Presentation of the lesson
creative using is creative
the suggested means without using the suggested
help from others means without
– 25% Group help from others
participation (all the members – 25% Group
actively participated) participation (all the
– 25% Total--------- members
----------------------------------- actively participated)
100% – 25% Total------
------------------------------------
--100%
After the post activity After the post activity

discussion, the discussion on discussion, the discussion
the type of pathogen will on the type of pathogen will
follow follow
TYPES OF PATHOGEN& TYPES OF PATHOGEN&
NATURE , Pls refer to TG, NATURE, Pls refer to TG,
Pp. 22-26 Pp. 22-26
✓ Enumerate and ✓ Enumerate and

explain explain
healthy habits to protect the healthy habits to protect
learners from disease and the learners from disease
prevent pathogens and and prevent pathogens and
infectious diseases from infectious diseases from
spreading. spreading.

1. Handle & Prepare Food 1. Handle & Prepare Food
Safely Safely
Food can carry germs. Wash Food can carry germs.
hands, utensils, and surfaces Wash hands, utensils, and
often when preparing any surfaces often when
food, especially raw meat. preparing any food,
Always wash fruits and especially raw meat.
vegetables. Cook and keep Always wash fruits and
foods at proper temperatures. vegetables. Cook and keep
Don't leave food out - foods at proper
refrigerate promptly. temperatures. Don't leave
2. Wash Hands Often food out - refrigerate
3. Clean & Disinfect promptly.
Commonly Used Surfaces 2. Wash Hands Often
Germs can live on surfaces. 3. Clean & Disinfect
Cleaning with soap and water Commonly Used
is usually enough. However, Surfaces
you should disinfect your Germs can live on
bathroom and kitchen surfaces. Cleaning with
regularly. Disinfect other soap and water is usually
areas if someone in the enough. However, you
house is ill. You can use an should disinfect your
EPA certified disinfectant bathroom and kitchen
(look for the EPA registration regularly. Disinfect other
number on the label), bleach areas if someone in the
solution, or rubbing alcohol. house is ill. You can use an
4. Cough & Sneeze Into EPA certified disinfectant
Your Sleeve (look for the EPA
5. Don't Share Personal registration number on the
Items label), bleach solution, or
Avoid sharing personal items rubbing alcohol.
that can't be disinfected, like 4. Cough & Sneeze Into
toothbrushes and razors, or Your Sleeve
sharing towels between 5. Don't Share Personal
washes. Needles should Items
never be shared, should only Avoid sharing personal
be used once, and then items that can't be
thrown away properly. disinfected, like
6. Get Vaccinated toothbrushes and razors,
Vaccines can prevent many or sharing towels between
infectious diseases. There washes. Needles should
are vaccines for children and never be shared, should
adults designed to provide only be used once, and
protection against many then thrown away properly.
communicable diseases. 6. Get Vaccinated
There are also vaccines that Vaccines can prevent
are recommended or required many infectious
for travel to certain parts of diseases. There are
the world. Our Immunization vaccines for children and
Program can advise you on adults designed to provide

immunizations and clinics protection against many
where you to get needed communicable diseases.
shots. There are also vaccines
7. Avoid Touching Wild that are recommended or
Animals required for travel to
Be cautious around wild certain parts of the world.
animals as they can spread Our Immunization
infectious diseases to you Program can advise you on
and your pets. immunizations and clinics
8.Stay Home When Sick where you to get needed
shots.
7. Avoid Touching Wild
For further research and Animals
discussion refer to links Be cautious around wild
below animals as they can spread
✓ Protect Yourself - infectious diseases to you
ACPHD and your pets.
www.acphd.org › 8.Stay Home When Sick
communicable-disease ›
protect-yourself
For further research and
✓ https://www.sfcdcp.org discussion refer to links
› communicable- below
disease › healthy- ✓ Protect Yourself -
habits ACPHD
www.acphd.org ›
✓ https://www.slideshare communicable-disease ›
.net/waleedameen1/co protect-yourself
mmunicable-disease
✓ https://www.sfcdcp.o
rg › communicable-
disease › healthy-
habits
✓ https://www.slidesha
re.net/waleedameen
1/communicable-
disease
P. Developing PANTOMIME PANTOMIME

Mastery (
leads to Instruction: You will be Instruction: You will be
formative working in groups of 3-4 working in groups of 3-4
assessment people to bring a “silent people to bring a “silent
3) movie” to life on stage. Each movie” to life on stage.
group is to choose a specific Each group is to choose a
genre to work in (example: specific genre to work in
horror, action/adventure, (example: horror,
science fiction, fantasy, etc.) action/adventure, science
and will establish the major fiction, fantasy, etc.) and

characters, relationships, will establish the major
setting, and have a clear characters, relationships,
beginning, middle and end. setting, and have a clear
Each “silent movie” will be beginning, middle and end.
presented using NO speaking Each “silent movie” will be
(IT’S PANTOMIME). Also, all presented using NO
props must be pantomimed. speaking (IT’S
PANTOMIME). Also, all
Time: Pantomime scenes props must be
should be between 2-4 pantomimed.
minutes in length.
Time: Pantomime scenes
Music: You must have should be between 2-4
background music that minutes in length.
matches the storyline/mood.
The music you choose must Music: You must have
also have no words. Hint: the background music that
music is best used when the matches the
action happening goes with storyline/mood. The music
the song you choose must also have
no words. Hint: the music
Your challenge is to be as is best used when the
clear, detailed and action happening goes with
imaginative as possible to the song
ensure the audience
understands the story. Your challenge is to be as
Remember to keep your clear, detailed and
pantomime of objects imaginative as possible to
consistent and clear. ensure the audience
understands the story.
Remember to keep your
WHO your character is, pantomime of objects
WHAT your relationship is consistent and clear.
with other characters,
WHERE the action takes
place, WHAT the major WHO your character is,
conflict in the story is, HOW WHAT your relationship is
the conflict is resolved at the with other characters,
end WHERE the action takes
place, WHAT the major
conflict in the story is,
Intertitles: Posters must be HOW the conflict is
used to create intertitles for resolved at the end
lines of dialogue or to help
create the setting – no more
than 4 lines on a poster or for Intertitles: Posters must be
scene transitions. Letter used to create intertitles for
must be large enough to be lines of dialogue or to help
read from the audience. create the setting – no
Example: “Later that Day…” more than 4 lines on a

“Oh no!” “A long time ago in poster or for scene
France…” transitions. Letter must be
large enough to be read
from the audience.
Assessment: You will Example: “Later that
complete a worksheet to plan Day…” “Oh no!” “A long
your character, story, conflict time ago in France…”
and action (one per group).
You will also complete a post-
performance evaluation form Assessment: You will
(Individual). complete a worksheet to
plan your character, story,
You will have some time to conflict and action (one per
plan and rehearse your group). You will also
pantomime performances in complete a post-
class prior to the final performance evaluation
presentation. form (Individual).
For further discussion please You will have some time to

refer to _________________ plan and rehearse your
pantomime performances
Each Group must have: 1) 2- in class prior to the final
4 minute performance 2) 2-5 presentation.
Intertitles 3) Costumes
(optional) 4) Music that
enhances the mood of the For further discussion
story please refer to
_________________
Grading:
Each Group must have: 1)
1-5pts = 1 6-11pts = 2 2-4 minute performance 2)
12-18pts = 3 18-20pts = 4 2-5 Intertitles 3) Costumes
(optional) 4) Music that
enhances the mood of the
story
Grading:
1-5pts = 1 6-11pts = 2
12-18pts = 3 18-20pts =
4
Pantomime Performance Assessment
www.kyrene.org › Domain › Pantomime

Assessment Assignment.Rubric.pdf

Pantomime Performance
Assessment
www.kyrene.org › Domain ›
Pantomime Assessment
Assignment.Rubric.pdf
Q. Finding Give practical application of Give practical application
practical concepts and skills on of concepts and skills on
applications prevention and control of prevention and control of
of concepts communicable diseases communicable diseases
and skills in relevant to the students’ daily relevant to the students’
daily living living and let the student daily living and let the
share their own ideas and student share their own
experiences ideas and experiences
R. Making Let the student generalize the Let the student generalize
generalizati lesson based on their own the lesson based on their
ons and understanding about the own understanding about
abstraction prevention and control of the prevention and control
about the communicable diseases of communicable diseases
lesson
S. Evaluating Paper and Pencil test Paper and Pencil test
learning I.Multiple Choice test I.Multiple Choice test
Choose the correct/best Choose the correct/best

answer to the following answer to the following
questions: questions:
1. Which of the following is 1. Which of the following is
NOT a risk factor for NOT a risk factor for
contracting a communicable contracting a
disease? communicable disease?
a. Working as a a. Working as a medical
medical volunteer volunteer in Haiti.
in Haiti. b. Working with preschool
b. Working with aged children.
preschool aged c. Working as an
children. accountant.
c. Working as an b. Working as an aide in a
accountant. nursing home
b. Working as an
aide in a nursing
home
2. How are infectious

diseases, such as colds and 2. How are infectious
influenza, most commonly diseases, such as colds
spread? and influenza, most
a. Breathing commonly spread?
viruses in air
b. Hand-to-face a. Breathing viruses in air
contact b. Hand-to-face contact

c. Drinking c. Drinking infected water
infected water d. Eating contaminated
d. Eating contaminated food food
3. Which is the 3. Which is the most

most important important hygiene habit to
hygiene habit to teach young children?
teach young a. Use a tissue to cover a
children? sneeze
a. Use a tissue to b. Don't share a glass or
cover a sneeze eating utensil
b. Don't share a c. Wash hands
glass or eating d. Take a bath daily
utensil 4. "Sleep hygiene" refers to
c. Wash hands the promotion of regular
d. Take a bath sleep. Which of these can
daily help you develop healthy
4. "Sleep hygiene" refers to sleep habits?
the promotion of regular a. Eat a big meal late in the
sleep. Which of these can day
help you develop healthy b. . Go to bed and get up at
sleep habits? the same time every day
a. Eat a big meal c. Cut back on the amount
late in the day of exercise you get
b. . Go to bed d. All of the above
and get up at the 5. According to the CDC,
same time every when should infants start
day vaccines against serious
c. . Cut back on diseases?
the amount of a. Birth
exercise you get b. 2 months old
d. All of the c. 6 weeks old
above d. 6 months old
5. According to
the CDC, when II. Enumeration:
should infants Enumerates 10 health
start vaccines habits that helps in the
against serious prevention and control of
diseases? common communicable
a. Birth diseases
b. 2 months old
c. 6 weeks old
d. 6 months old
II. Enumeration:
Enumerates 10 health habits
that helps in the prevention
and control of common

Key Answers: Key Answers:
I Multiple Choice Test I Multiple Choice Test
1. c 1. c
2. a 2. a
3. c 3. c
4. d 4. d
5. a 5. a
II. Enumeration II. Enumeration
Answers may vary Answers may vary
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80 %
in the evaluation
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?
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?

Teacher Learning Area MAPEH (Health)
I. I. OBJECTIVES
A. A. Content The learner…
Standards demonstrates an understanding of principles in the
prevention and control of communicable diseases for the
B. B. Performance The learner…
Standards consistently demonstrates personal responsibility and
healthful practices in the prevention and control of
C. C. Learning The learner analyzes the nature of emerging and re-
Competencies emerging diseases
(With code) H8DD-IIId-e-20
II. II. CONTENT Emerging and re-emerging diseases
1. Leptospirosis
2. Severe Acute Respiratory Syndrome (SARS)
3. Chikungunya
4. Meningococcemia
5. Foot and mouth disease
6. Avian Influenza
7. AH1N1 Influenza
III. III. LEARNING K to 12 Resources
RESOURCES
A. A. References
1.Teacher’s Guide N/A
pages
2. Learners N/A
Materials pages
3. Textbook pages N/A
4. Additional N/A
Materials from
Learning Resource
(LR) Portal
5. Other Learning 1. Understanding Emerging and Re-emerging Infectious
Resources Diseases
https://www.ncbi.nlm.nih.gov/books/NBK20370/?fbclid=IwAR1SHujU
Am_l9UmoOoLqT_l1hcchfGp-jlduWOnAwCZTAD6_951o1g95VaY
VI. PROCEDURES
AVERAGE ADVANCED
A. A. Reviewing Instruct the students to enumerate the steps in the
previous lesson or prevention and control of common communicable
presenting the new diseases. They will write their answer in their health
lesson notebook. Select at least 4-5 students to read their
B. answers with the class.
C. Lead them to focus their attention on the objective for this
lesson.

D. B. Establishing a • analyzes the nature of emerging and re-emerging
purpose for the diseases
lesson
E. C. Presenting Post pictures showing emerging and re-emerging
examples/ diseases. Instruct the students to complete the given
instances of the graphic organizer.
new lesson
Suggested Internet Resources:
http://www.ah1n1.com
http://www.yogavanahill.com/diseases/meningococcemia
http://www.histopathology-india.net/Avian.htm
https://www.healthline.com/health/severe-acute-respiratory-
syndrome-sars
https://www.physio-pedia.com/Leptopirosis
https://www.under5s.co.nz/shop/Hot+Topics+Articles/Health+%26+W
ellbeing/Quick+guide+to+Hand+Foot+and+Mouth+Disease+In+Kids.
html
https://www.befitandfine.com/top-5-healthy-foods-treat-chikungunya/
F. D. Discussing new Enumerate the emerging and re-emerging diseases.

concepts and Engage the students in the discussion by asking them the
practicing new skill causes and preventive measures of these diseases.
#1
G. E. Discussing new Discuss and explain the nature of the following diseases.
concepts and Provide pictures of the diseases to be shown during the
practicing new skill discussion.
#2 1. Leptospirosis
2. Severe Acute Respiratory Syndrome (SARS).
3. Chikungunya
4. Meningococcemia
5. Foot and mouth disease
6. Avian Influenza
7. AH1N1 Influenza
H. F. Developing
mastery (Leads to
Formative
Assessment)
I. G. Finding practical The teacher asks the following questions to students:
applications of 1. Pretend that you are a mother of a child suffering
concepts and skills from one of the emerging diseases. What will you
in daily living do?
2. As a student, what can you do to make our
environment clean and keep yourself and other
people free from these diseases?
J. H. Making Ask this question:
generalizations and
abstractions about Why is it important to understand and analyze how re-
the lesson emerging and emerging diseases are transmitted?
K. I. Evaluating Form a group of three (3). Form a group of four (4).
learning Allow the students to prepare Allow the students to
their tasks outside the prepare their tasks
classroom but with outside the classroom but
supervision. Their performance with supervision. Their
will be graded based on the performance will be
criteria provided by the graded based on the
teacher. Read the criteria prior criteria provided by the
to the preparation of the tasks. teacher. Read the criteria
prior to the preparation of
Task: the tasks.
Group 1. Picture Task:
Draw and color a picture about Group 1. Picture

the nature of re-emerging and
emerging diseases. Draw and color a picture
about the nature of re-
Group 2. Essay emerging and emerging
diseases.
Construct 3 paragraphs essay
about the nature of re- Group 2. Essay
emerging and emerging
diseases. Construct a 4-5
paragraphs essay about
Group 3. Interview the nature of re-emerging
and emerging diseases.
Interview at least 10 students
or classmates about the nature Group 3. Interview
of re-emerging and emerging
diseases. Write the copy of the Interview at least 10
interview in a long size bond students or classmates
paper. about the nature of re-
emerging and emerging
diseases. Write the copy

of the interview in a long
size bond paper.
Group 4. Poem
Compose 3 stanzas
poem that talks about the
nature of re-emerging
and emerging diseases.
L. J. Additional Discuss the nature of re-emerging and emerging diseases

activities for with your friends and family members.
application or
remediation
IV. REMARKS
SCORING RUBRIC
Put a score of 3 (three) if the corresponding indicator is observed and put a
score of 1 (one) if the given indicator is not observed. The highest possible
rating is 15.
Indicators Observed Not Observed
It provides substantial
information about the
topic.
It has a very clear and
attractive message that
catches the attention of
the people.
It is presented in a very
creative manner.
Group participation is
evident.
The ideas presented are
well organized.
SCHOOL GRADE LEVEL 8

TEACHER LEARNING AREA Health
TEACHING DATE AND TIME QUARTER 3rd LC 21
I. OBJECTIVES
A. Content The learner demonstrates understanding of principle in the
Standard prevention and control of communicable disease for the
Standard responsibility and healthful practices in the prevention and
control of communicable disease.
C. Learning Demonstrates self-monitoring skills to prevent
Competencies/ communicable disease (H8DD-IIIf-h-21)
Objectives
PREVENTION AND CONTROL OF DISEASE AND
II. CONTENTS DISORDER (Communicable)
Development of personal life skills to prevent and control
communicable disease
III. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s guide pp 6 - 10
pages
2. Learner’s pp. 303 – 307 PE and HEALTH 8 learners Manual
material pages
3. Textbook pages
4. Additional
materials from
learning resource
(lr) portal
B. OTHER
LEARNING
REFERENCES
IV. PROCEDURES
A. Reviewing Activity 1: “How well do you
previous lesson know the nature of Possible answer:
or presenting diseases?” put a check (√)
new lessons
mark on the appropriate
column below if the
statement is true or false.

B. Establishing a After answering the activity,
purpose for the check and show their
lesson results following their
scores.
C. Presenting This time, they are going to Give the learners

examples / rate themselves by doing 4 points for each most of
instances of the activity 2: Self-Inventory on the time;
new lesson 2 points for each some of
the LM p. 305
the time;
They will put a check (√) O points for each never
mark under the appropriate answer.
column.
Get their total and read the
M if the statement describes result of their score below:
you most of the time,
S if the statement describes 60 to 80 = Excellent!
you some of the time, and Their disease prevention
N if the statement never efforts are outstanding.
applies to you. Congratulations!
40 to 59 = Good.

They are doing very well in
their efforts to prevent
20 to 39 = Fair!
Disease prevention is not
important to them. Some
efforts will be beneficial to
them and to others.
Below 20 = Needs
Improvement!
Be careful. They may be
spreading communicable
diseases to others. Tell
them now is a good time to
start taking good care of
themselves.
D. Discussing new Group the learners into five,

concepts and each group will look closely
practicing new on the pictures illustrating
skills # 1
different kinds of
Make them choose their
answer from the choices
given. Have them reflect on
what the causes of each
communicable disease then
plot their ideas on the
appropriate box.

E. Discussing new
concepts and
practicing new
skills # 2
F. Developing Together with your
mastery (leads to students, analyze the
formative results of your pre-
assessment 3)
assessment to determine
where they are in terms of
background knowledge and
skills; their strengths and
weaknesses as your bases
for planning instructional
activities.
G. Finding practical
applications of
the concepts and
skills in daily
living
H. Making How can we prevent
generalizations communicable diseases?
and abstractions
about the lesson
I. Evaluating The teacher will group the students into two.
learning Group1: The group members are going to make an
advertisement on how to prevent communicable disease.
Expected Indicators of student performance
quality High (5) Medium (3) Low
(2)
Advertisement Presents Presents Presents
concept advertisement advertisement advertisement
a. Developme as concept in a form that as a rough
nt of a design, is close to or sketch
concept including just a little
design for detailed more than the
an labeling concept
advertiseme design stage
nt with minimal
labeling
b. Demonstrati Employs a Employs some Employs a few
on of an range of generally or generally
awareness strategies appropriate inappropriate
of the target highly strategies for strategies for
audience appropriate for the target the target
the target audience of audience of
audience of the the
the advertisement advertisement
advertisement,
Ex. Power
point, pictures,
etc.

Oral Clearly Explains the Experience
presentation explains the advertisement difficulty in
a. Relevant advertisement but not so explaining the
and to the clearly advertisement
appropriate audience to the target
content audience
b. Appropriate Shows Shows some Shows limited
structure of evidence of evidence of ability to
the having planning and structure the
presentatio planned and structure presentation
n structure the
presentation
logically and
coherently
c. Effective Demonstrates Use some Demonstrate
skills of oral a consistent aspects of limited
presentatio awareness of body language awareness or
n the audience (eye contact, acknowledge
for the oral posture, ment of
presentation. gestures) audience
Ex. By actively appropriately
promoting the and effectively
concept
advertisement
and seeking to
convince the
audience
Group 2: The group are going to make a 5 minutes role
play on how to prevent communicable disease.
Exceptional Admirable Acceptable Attempted
Criteria
5 4 3 2
▪ Factual ▪ Factual ▪ Factual ▪ Information is
information is information is information is inaccurate
accurate mostly somewhat ▪ Presentation
Understanding
▪ Indicates a accurate accurate is off topic
of Topic
clear ▪ Good ▪ Fair
understandin understandin understanding
g of topic g of topic of topic
▪ Accepts ideas ▪ Accepts most ▪ Unwilling to ▪ Group does
of others; ideas without compromise not work
able to negative ▪ Few members together
compromise comments; contribute ▪ One person
Cooperation ▪ All members able to does all the
contribute compromise work
▪ Some
members
contribute
▪ Shows ▪ Shows some ▪ Unsure of ▪ Portrayal
confidence confidence responsibility stalls
▪ Informative ▪ Presents ▪ Somewhat ▪ Lacks
▪ Entertaining; some informative information
engages information ▪ Engages ▪ Audience
Presentation audience ▪ Engages audience bored
▪ Speaks loudly audience intermittently ▪ Mumbles
and clearly ▪ Can be heard ▪ Hard to hear ▪ Body
▪ Appropriate ▪ Some use of ▪ Some language is
use of body body movement lacking;
language language inappropriate

J. Additional
activities for
application and
remediation
K. Assignment
V. REMARKS
VI.REFLECTION
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional for
remediation who
scored below
80%
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
strategies
worked well?
Why did this
work?
did I encounter
which my
principal or
supervisor
helped me
solved?
G. What innovation
or localized
materials did I
use / discover
which I wish to
share with other
teachers?

School Grade Level GRADE 8
Teacher Learning Area MAPEH (HEALTH)
Time & Dates Quarter 3 LC22
I. OBJECTIVES
A. Content Standards The learner…
Demonstrates understanding of principles in the
prevention and control of communicable diseases for
B. Performance Standards The learner…
Consistently demonstrates personal responsibility
and healthful practices in the prevention and control
of communicable diseases.
C. Learning Competencies Promotes programs and policies to prevent and
/ Objectives control communicable diseases
H8DD-IIIf-h-22
II. CONTENT Programs and policies on communicable disease
III. LEARNING RESOURCES K to 12 Resources
A. References
1. Teacher’s Guide pages N/A
2. Learner’s Materials N/A
pages
3. Textbook pages N/A
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning 1. Physical Education and Health Learner’s Module.
Resources pp. 315-340
2. Internet (Google)
www.slideshare.net
https://www.slideshare.net/mobile/kennethreyronquillo/grade-8-
health-3rd-grading
www.doh.gov.ph/orgchart-dpcb
IV. PROCEDURES
A. Reviewing previous The teacher will post a word web on the board
lesson or presenting the similar to the diagram below:
new lesson
B. Establishing a purpose for Let the class answer this activity:
the lesson I plan to learn more about disease prevention
by__________.
My timetable for accomplishing this is__________.
I plan to share my information with other people
by____________.
My behavior I am most likely to change is________.
These steps involved in making these change
are____________.
My rewards for making this change will be________.

C. Presenting Average
examples/instances of the
new lesson Show pictures of the different communicable
diseases.
Ask the students to identify each and write the cause
of the disease.
COMMUNICABLE (look at the choices below).

Diseases Write on the second row the cause
disease.
1
.
2
.
3
.
4
.
Advance
Advertise what you know

Form (3) groups and do this activity. Make an
advertisement/drawing on the prevention of the skin
diseases described in column B.
Column A Column B
Acne has always been a common skin
problem among teenagers and adults. This
disease causes stress or embarrassment,
thus, it has become dreaded skin condition.
Prevention:
Wash your face daily
Wash acne-prone areas only twice a day
Avoid heavy make-up
Remove make-up before going to bed
Athlete’s foot is caused by fungus that

grows on or in the top layer of the skin.
Prevention:
Dry the feet or area in-between toes after a
shower to prevent spread to other parts of
the skin.
Change socks daily. Cotton socks keep the
feet cooler
Use clean towels in drying your feet

Jock itch is characterized by an itchy, red
rash on the genital, inner thighs, and
buttocks. It occurs in warm, moist areas of
the body and is common to athletes and
people who are obese or perspire a great
deal.
Prevention:
Wash the infected areas daily. Dry the skin
carefully with clean towel after bathing.
Change underwear daily.
D. Discussing new Can you name different agencies in our country?
concepts and practicing
new skills #1 The student will answer
Department of Health
E. Discussing new Discuss the develops policies, standards and

concepts and practicing guidelines for the prevention and control of
new skills #2 communicable diseases. Engage the students in the
discussion by asking: what are the general functions
of disease prevention and control?
As a teenager, how can you prevent or control the
communicable diseases?
F. Developing mastery Choose one of the general functions of the disease
(Leads to Formative prevention and control BUREAU (DPCB). Prepare a
Assessment 3) concept map showing factors on how to prevent or
control the communicable disease.
G. Finding practical Average
applications of concepts
and skills in daily living Divide the class into two groups. They will pick a
topic regarding disease prevention and control
BUREAU to each group and present a Pantomime
showing how to develop programs for disease
prevention, control and health protection.
The second group will do the reporting.

Advance
Divide the class into four groups. Assign specific

disease prevention and control BUREAU to each
group. Have them perform a skit showing how to
develop plans, programs, projects and strategies for
disease prevention, control and health protection.
The second group will present a talk show on how to

develop plans, programs, projects and strategies for
disease prevention, control and health protection.
H. Making generalizations As teenagers, you are at that stage where you can
and abstractions about the consistently demonstrate personal responsibility and
lesson healthful practices in the prevention and control of
communicable diseases. Why should one be
concerned with plans, programs and projects to
carry out preventive and control of communicable
disease?
I. Evaluating learning Answer the following (5pts. each)
1. What is the general function of DOH in
preventing and controlling communicable
disease?
2. In your barangay what program and policies
implemented to prevent and control
communicable disease?
Is it effective?
3. Make an advocacy campaign promoting
healthy community
J. Additional activities for application or remediation
➢ Assignment/Agreement (_____ minutes). Fill-in below
any of the four purposes
• Reinforcing / strengthening the day’s lesson
• Enriching / inspiring the day’s lesson
• Enhancing / improving the day’s lesson
• Preparing for the new lesson
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?

Teacher Learning Area MAPEH (HEALTH)
Teaching Dates and Time Quarter 3 LC 23
I. OBJECTIVES
A. Content The learner demonstrates understanding of principles in
Standards the prevention and control of communicable diseases for
Standards responsibility and healthful practices in the prevention
and control of communicable diseases.
C. Learning Identifies agencies responsible for communicable
Competencies/ disease prevention and control H8DD-IIIf-h-23
Objectives 1. Identifies agencies responsible for communicable
disease prevention and control
II. CONTENT PREVENTION AND CONTROL OF DISEASES AND
DISORDERS (Communicable) – 3rd Quarter (H8DD)
Agencies responsible for communicable disease
III. LEARNING
RESOURCES
A. References
1. Teachers’ https://www.depednegor.net/uploads/8/3/5/2/8352879/art
Guide pages _teachers_guide_1.pdf
2. Learners’ Grade 7 PE and Health p.405 – 412

Material Grade 8 PE and Health p.405
pages Grade 10 PE and Health p. 261 - 276
3. Textbook
N/A
pages
4. Additional http://healthyeducationalknowledge.expertscolumn.com/a
Materials rticle/agencies-and-referral-procedures-for-
from communicable-disease-philippines
Learning https://www.doh.gov.ph/orgchart-dpcb
Resource
(LR)
portal/Websi
tes/Links
B. Other Learning Projector, PowerPoint presentation, and Speaker.
Resources
IV. PROCEDURES Teacher’s Activity
A. Reviewing AVERAGE ADVANCE
previous lesson Activity 1: DOH who? Activity 1: DOH who?
/ presenting the -“Do you still remember the -“Do you still remember the
new lesson different divisions of the different divisions of the
Department of Health’s Department of Health’s
Disease Prevention and Disease Prevention and
Control Bureau? Let’s test Control Bureau? Let’s test
your memories through your memories through

completing the diagram by completing the diagram by
writing the correct acronym writing the correct acronym
of each division. of each division.
Disease Prevention and Disease Prevention and

Control Bureau Control Bureau
(DPCB) (DPCB)
IDP OO ENC CH IDP OO ENC CH

CD D DD DD CD D DD DD
IDE ER LRD WM IDE ER LRD WM

D DD D HDD D DD D HDD
Expected Answers: Which among these

IDPCD – Infectious divisions of Disease
Diseases for Prevention Prevention and Control
and Control Division IDEP - Bureau (DPCB) can help in
Infectious Diseases for the prevention and control
Elimination Division of communicable
OOD – Occupational diseases? Explain briefly.
Diseases Division
ERDD – Environmental Expected Answers:
Related Diseases Division IDPCD – Infectious
ENCDD – Essential Non- Diseases for Prevention
Communicable Diseases and Control Division IDEP
Division - Infectious Diseases for
LRDD – Lifestyle-Related Elimination Division
Diseases Division OOD – Occupational
CHDD – Children’s Health Diseases Division
and Development Division ERDD – Environmental
WMHDD – Women and Related Diseases Division
Men’s Health and ENCDD – Essential Non-
Development Division Communicable Diseases
Division
LRDD – Lifestyle-Related
Diseases Division
CHDD – Children’s Health
and Development Division
WMHDD – Women and
Men’s Health and
Development Division
B. Establishing a “Just like other countries, Philippines is also bombarded
purpose for the with different health issues, concerns and trends. Today,
lesson we will know more about the agencies responsible for
communicable disease prevention and control.”
C. Presenting Government agencies were created to target the
examples/ prevention and control of communicable and chronic
diseases, as well as HIV, leptospirosis, dengue, measles,

instances of the influenza, and others. The National Center for Disease
new lesson Prevention and Control is the government agency
responsible for conducting studies on the pathology of
disease, its prevention, and cure.
The Department of Health (DOH) retains the overall
technical authority on health, as it is a national health
policy-maker and regulatory institution. Basically, DOH
has three major roles in the health sector:
1. Leadership in public health programs and policies
2. Enabler and capacity builder of health institutions and
infrastructure
3. Administration of specific health services
The main office of DOH is located in Santa Cruz, Manila.
A secretary who is appointed by the president heads it.
Several undersecretaries and assistance secretaries help
coordinate the department’s work nationwide.
Together with its attached agencies, DOH, which is
constituted of various bureaus and services, works to
continuously improve the country’s healthcare system. In
almost every town and city in the country, one can avail
of municipal/city health centers, which are staffed by
doctors, nurses, medical technologists, and other health
workers. Depending on the kind of services one needs,
the health center is ready to respond.
Under the municipal health center is the barangay
health center. Its goal is to provide first aid, maternal and
child health care, social disease diagnosis, and other
basic health services to all the community members. It
provides free services and medicine for those who need
them.
Some of the DOH-attached agencies are as follows:
▪ National Center for Disease Prevention and
Control. The center is tasked with developing plans,
policies, projects, and strategies for disease
prevention and control and health protection. It is also
tasked to provide coordination, capability building, and
advisory services. Some of its well-know programs
include the “Ligtas Tigdas” and “Kontra Dengue”
programs which are conceptualized in coordination
with this agency.
▪ National Epidemiology Center. This agency is
expected to develop surveillance and other health
information systems. Part of its responsibilities is to
maintain routine surveillance and other health
information systems. The center keeps a Philippine
HIV and AIDS registry of the total number of
laboratory-confirmed AIDS cases and deaths, as well
as HIV-positive persons in the Philippines. It also
keeps a monthly morbidity calendar, and disease

surveillance reports on leptospirosis, dengue,
measles, and influenza.
▪ Research Institute for Tropical Medicine. As the
principal research arm of the Department of Health, it
is mandated to conduct high quality multidisciplinary
research and development and production of
biological and vaccines that contribute significantly to
the prevention and control of infectious and tropical
diseases, especially those of public health importance.
The detection of the deadly swine influenza or H1N1
virus and its antidote was part of the institute’s
contribution toward the well-being of the citizenry.
Further, under R. A. 8504 or the Philippine AIDS Law or
the Philippine AIDS Prevention and Control Act states
that:
a. The Government must promote education and
information campaigns through the Department of
Education. Schools and non-formal education programs
must include HIV/ AIDS education.
b. The DOH must conduct public health education
campaigns.
c. The government must provide education for Filipinos
going abroad.
d. Employers, working with DOLE must develop
workplace education and safety.
e. The Department of Tourism must provide education
for tourists and transients.
f. LGUs must develop local HIV prevention and education
efforts.
Referral Procedures. The term “referral” means the

recommendation of a person to a medical or paramedical
professional for health assistance. In the aftermath of
devastating natural disasters and other crisis situations,
health facilities are often confronted with a demand for
urgent treatment that far exceeds their capability to
provide it. Referral systems help provide healthcare for
those in need of further treatment. Beyond providing
healthcare, referral systems are meant to reestablish
health infrastructure, communication, and transport
between primary, secondary, and tertiary healthcare
facilities. Referral systems have to be adapted to the
specific crisis situation, which may be different from
normal or other crisis services.
Oftentimes part of referral activities would be to facilitate
hospital discharge for vulnerable patients, and to help
them return home by providing transportation and a
means of communication as may needed for further
referral systems.

Source:
http://healthyeducationalknowledge.expertscolumn.com/a
rticle/agencies-and-referral-procedures-for-
communicable-disease-philippines
D. Discussing new Say:
concepts and -“The dengue outbreak in most areas in the Philippines
practicing new recently made most of the Filipinos aware about how
skills #1 serious and deadly it could become as it claims hundreds
of lives across the country. The Bicol Region has
recorded a 200% increase of the dengue cases from 1st
quarter to 2nd quarter this year against previous year.
Name at least two (2) agencies can we rely on handling
dengue cases? Write your responses in the space
provided below.
❖ _________________ (Name of agency)
Role of the agency in the prevention and control of
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
❖ _________________ (Name of agency)

Role of the agency in the prevention and control of
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
E. Discussing new
concepts and
practicing new
skills #2
F. Developing
mastery (leads
to Formative
Assessment)
G. Finding Now that the learners know about the different agencies
practical responsible for prevention and control of diseases, ask
applications of them about how it affects a person’s surroundings. Give
concepts and the learners a few minutes to think about how alcohol
skills in daily drinking affects the relationships of a person to his/her
living family, community and country.
Activity 2: Let’s Hear from Others

Read the following testimonials of other teenagers. They
were asked to explain the effect of communicable
diseases in their family and in the community.

Testimony A
HIV affected our family so much. My mother used to work
as a prostitute in her younger days. She used to sleep
with different men in one night. Years passed and she
had me and started building a family without knowing that
she got infected with HIV by one of her costumer. When
my sister was born, she was very sickly and my parents
brought her to hospital for a medical check-up. My sister
underwent several test she was diagnosed with HIV
infection which she got form our mother through
breastfeeding. The doctor also added that my father and I
are infected too. Since then my father and mother argue
most of the time blaming the latter for all the mishaps that
happened in our life.
- Teenager A
Testimony B
Our barangay is known as dengue-infested area. Almost
every week, there are reported case of dengue. Some of
our neighbors started moving away from the barangay.
We cannot transfer to another place because we don’t
have money. We are worried about our safety.
- Teenager B
Ask the students to pair up. Have them reflect on the

testimonials.
Let’s Analyze!
How did you find the testimonials of the other teenagers?
Do you share the same answers? Find a partner and
discuss your answers.
H. Making Ask the learners to complete the statement below:
generalizations
and As a Grade 8 learner, I can help in the prevention and
abstractions control of communicable diseases through
about the __________________________________________
lesson __________________________________________
__________________________________________
I. Evaluating Say: “Get ½ sheet of paper for a quiz.

learning
1) Agency that serves as a national health policy-maker
and regulatory institution for communicable diseases
2) An agency responsible for promotion of education and
information campaigns about communicable diseases
3) An agency that is tasked to develop safe workplace.
4) The principal research arm of the Department of
Health, it is mandated to conduct high quality
multidisciplinary research and development and
production of biological and vaccines that contribute
significantly to the prevention and control of infectious

and tropical diseases, especially those of public health
importance.
5) This agency is expected to develop surveillance and
other health information systems. Part of its
responsibilities is to maintain routine surveillance and
other health information systems.
Answers:
1) Department of Health (DOH)
2) Department of Education (DepEd)
3) Department of Labor and Employment (DOLE)
4) Research Institute for Tropical Medicine
5) National Epidemiology Center
J. Additional
activities for
application or
remediation
V. REMARKS

Health 8 3rd Quarter Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Health 8 3rd Quarter Final

Uploaded by

Copyright:

Available Formats

DETAILED

ii | Region V/Daily Lesson Plan/2019-2020

MELISA EVE C. PAJIMOLA

JOSE P. GAMAS, JR.

ii | Region V/Daily Lesson Plan/2019-2020

Discuss the stages of infection (H8DD-IIa-15) ........................................................... 1

iii | Region V/Daily Lesson Plan/2019-2020

II. CONTENT Prevention and Control of Diseases and Disorders

B. Establishing The students watch a video presentation entitled Stages of

1 | Region V/Daily Lesson Plan/2019-2020

After students have their answers, we can now presents the

D. Discussing New The teacher provides inputs on The Stages of Infections

E. Discussing New http.//www.slideshare.net

2 | Region V/Daily Lesson Plan/2019-2020

The presence of a pathogen does not mean that an infection

1. Infectious Agent- A microbial organism with the ability

3 | Region V/Daily Lesson Plan/2019-2020

The presentation is graded according to the following

Group 2: Sing like a Pro! (Music Group)

Sing the song in front of the class. The presentation is

For Advanced Learners

Group 1: Whats the word (Bodily-Kinesthetic Group)

The presentation is graded according to the following

4 | Region V/Daily Lesson Plan/2019-2020

5 | Region V/Daily Lesson Plan/2019-2020

Illustration Judging Rubric

6 | Region V/Daily Lesson Plan/2019-2020

7 | Region V/Daily Lesson Plan/2019-2020

II. CONTENT Top 10 leading causes of morbidity and mortality in the

B. Establishing The students watch a video presentation of the Top 10

8 | Region V/Daily Lesson Plan/2019-2020

Morbidity- is the condition of being ill, disease or

After students have their answers, we can now presents

9 | Region V/Daily Lesson Plan/2019-2020

Top 10 causes of Morbidity

1.Acute Respiratory Infection- is a serious infection that

10 | Region V/Daily Lesson Plan/2019-2020

E. Discussing New THINK-PAIR-SHARE

11 | Region V/Daily Lesson Plan/2019-2020

12 | Region V/Daily Lesson Plan/2019-2020

Modified from the rubrics from the lm. Pg325

13 | Region V/Daily Lesson Plan/2019-2020

14 | Region V/Daily Lesson Plan/2019-2020

Links for Internet References:

15 | Region V/Daily Lesson Plan/2019-2020

B. Establishing a • The learners will answer the pre-assessment found in

16 | Region V/Daily Lesson Plan/2019-2020

SCORE COMMENT INDICATIONS

7-9 Very Good They need to review someone so that

4-6 Good They are prone to get infected easily.

1-3 Poor They have to do something because

The students will number their activity notebook from 1 to 20.

M if the statement describes them most of the time,

17 | Region V/Daily Lesson Plan/2019-2020

18 | Region V/Daily Lesson Plan/2019-2020

C. Invite the learners to do, “What are your goals?”

19 | Region V/Daily Lesson Plan/2019-2020

20 | Region V/Daily Lesson Plan/2019-2020

(Note: Links of the pictures 7.

Dengue Hepatitis A (Note: Links of the

The teacher processes the activity Dengue

21 | Region V/Daily Lesson Plan/2019-2020

22 | Region V/Daily Lesson Plan/2019-2020

23 | Region V/Daily Lesson Plan/2019-2020

A communicable A communicable