Grades123/Q1/Health Education-Self Hygiene

Integrated Multigrade Lesson Plans

Grades 1, 2, and 3
Quarter : ONE
Theme: Health Education
Self Hygiene
Grade 1 Grade 2 Grade 3
Learning Resources TM, TG, BOW, Code Book/CG, TM, TG, BOW, Code Book/CG, TM, TG, BOW, Code Book/CG,
pictures, charts, posters pictures, charts, posters, strip pictures,charts, posters,
(others) cards (others) stripcards (others)
Procedure Grouping Structures (tick boxes):
Use these letter icons to  Whole Class  Mixed Ability Groups  Friendship Groups
show methodology and Describe the parts of the lesson (for  Ability Groups  Other (specify)
assessment activities. example the introduction), where you may  Grade Groups  Combination of Structures
T address all grade levels as one group.
Direct Teaching
Teaching, Learning and Assessment Activities
G Group Activity
PRIMING ACTIVITY
I Individual Activity Do the singing-game activity.
A Assessment 1. Group the class into 3 and have each group form a circle.
2. Sing the song “Ako at Ikaw” by part while joining hands and moving in a
clockwise direction.
3. After singing each part, ask the pupils to do the task indicated in the song
before proceeding to the next part.

Ako at Ikaw
(Tune of “Lumipad Lumipad ang Ibon”)

I. Sabihin ang iyong pangalan, tirahan at gulang

Sabihin ang iyong pangalan, tirahan at gulang.

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 Grades123/Q1/Health Education-Self Hygiene

II. Banggitin ang mga bahagi, bahagi ng katawan

Banggitin ang mga bahagi ng iyong katawan.

III. Bilangin ang mga kasapi, kasapi ng inyong pangkat

Bilangin ang mga kasapi, kasapi ng pangkat.

IV. Tanungin, tanungin ang katabi, kumustahin kung masaya?

Tanungin, tanungin ang katabi, s’ya ba ay masaya?

(tanungin din kung bakit s’ya masaya o malungkot)

DAY 1 Developmental Activities
English T
(50 minutes) Talk and Share Activity
• To talk about oneself Ask:
(self and body parts) 1. What personal information did you give during the activity?
(Gr.1 ) 2. What other personal information can you give aside from the name, address and age?
EN1OL-IIIa-b – 1.17
T G G
• To talk about one’s
1. Show a picture of a healthy 1. Group the class into two. 1. Group the class into two.
name & other
child with labelled body 2. Have each group talk about 2. Have each group relate the
personal
parts. (Appendix 1) personal information such information heard during
information(name,
2. Say: “This is Carlo. He has as name, age, birthday, the last part of the song
address, age, gender,
eyes, nose, ears, mouth, birthplace, gender, (reason for feeling sad or
date of birth, place of
hands, body, legs, and feet.” address, and nationality happy) to their own
birth, nationality) -
3. Ask: Do you have the same through a game “spin a feelings and personal
Gr.2
body parts as of Carlo? wheel” experiences.
EN2OL-If-1.3.1
4. Say: I’m going to point (Refer to Appendix 8 for the 3. Have them use the
• To connect
Carlo’s body parts and you rubrics.) following guide questions
information heard to
are going to show me yours in their sharing activity:
personal experience
by pointing it or moving it. a. How do you feel today?
(about other’s feelings
5. Teach the song “ Be b. What makes you happy
and emotion) - Gr.3
Careful” (to the tune of and what makes you
EN3OL-Ii-j-1.10.3
Kung Ikaw ay masaya sad?
Tumawa Ka) c. Would you share your

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 Grades123/Q1/Health Education-Self Hygiene

Little eyes be careful what happy or sad experience

you see (2x)
For the Lord up above is
watching down on us
Little eyes be careful what you
see.
1. Nose - smell
2. Ears - hear
3. Tongue - say
4. Hands - do
6. Discuss the importance of
body parts and proper ways
of caring them.
G T
Group 1:
Talk about body parts and
describe each one.
(familiarization and awareness
of body parts)
Group 2:
Talk about body parts.
Compare one’s body parts with
others. (appreciation of
similarities and acceptance of
differences)
I I
Have each pupil draw the face
of his/her bestfriend with
complete parts and write
his/her name below.
to the group?
(Refer to Appendix 8 for the
rubrics.)
1. Ask: What other personal information did the grade 2 group
shares?
2. Discuss caution on sharing personal information to
strangers.
Ask:
a. How does grade 3 group feel when they relate their own
feelings and experience with others?
b. Were you able to know more about yourself when you
share your feelings with others?
3. Explain to the class that expressing one’s emotion or feelings
in an appropriate manner is also a healthful habit.
I
Show a bio-data form written Have the pupils draw their
on chart. Have the pupils copy personal experience when they
5 words that they could easily heard one of the following
read. news/information: (choose only
(Appendix 2) one)
• friend’s birthday party

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 Grades123/Q1/Health Education-Self Hygiene

• loss of family members

• good news in the family
• upcoming typhoon
• school celebration
Filipino (50 minute/day) G G G
• Makikilala Sorting Out Activity (Ability (Ability Group) Group 1: Ipahayag ang
angPangngalan.(Gr.1) Group) Group 1: Ilatag ang mga interpretasyon ng mga
• Mababasa ang mga Group 1: Pangkatin ang mga salitang kinopya sa bio-data at larawang ginuhit sa aralin sa
salita sa unang kita larawan ng mukhang ginuhit ipabasa. English
(Gr.2) F2PP-IIf-2.1 sa aralin sa English ayon sa Group 2: Basahin ang isang
• Magagamit ang wika kasarian. (lalaki - babae) Group 2: Tingnan ang mga sitwasyon tungkol sa
bilang tugon sa Group 2. Pangkatin ang iba’t strip cards na nasa envelop at suliraning pangkalusugan at
sariling ibang larawan ayon sa sarili basahin ang nakasulat na mga personal hygiene. Ipaliwanag
pangangailangan at nilang pagpapasya. salita/ parirala/pangungusap. kung paano nila ito tutugunan
sitwasyon (Appendix 3) nang maayos.
(Gr.3) F3PL-Oa-j-2
T
1. Ipaulat sa bawat pangkat ang kanilang output
2. Talakayin ang ukol sa pangngalan (ngalan ng tao, bagay, hayop, lugar at pangyayari). Ipasuri
kung tama ang kanilang ginawang pagpapangkat. Gabayan ang klase sa pagwawasto.
3. Bigyan ang mga mag-aaral ng pagkakataong makapagbigay ng mga halimbawa ng
pangngalan.
4. Iugnay ang talakayan ng pangngalan sa pagtukoy ng mga salitang nababasa sa unang kita
doon sa bio-data at mga strip cards. Alin bang impormasyon sa bio-data ang pwede sa ngalan
ng tao at lugar?
5. Itanong: Bukod sa paaralan, saan pang tanggapan ginagamit ang personal na impormasyon
tulad ng pangalan, edad, tirahan at kalagayang pisikal ng isang tao?
6. Iugnay ang talakayan sa pagtugon ng sariling pangangailangan at sitwasyon tulad ng pag-
iwas sa sakit at pangangalaga sa kalusugan.

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 Grades123/Q1/Health Education-Self Hygiene

Mother Tongue G G G
(50 minutes) Group the class into two and Ability Grouping Group 1:Discuss ways on how
• To talk about oneself have each group talk about Group 1: Read a paragraph to take care of their health.
and one’s personal oneself and personal with content area-related sight
experiences (self) - experiences using the pattern words Group 2: Discuss ways on how
Gr.1 below: (Math - from one to five) to maintain cleanliness of their
MT1OL-Ia-i-1.1 I am ______. I am _____ (Appendix 4) body.
• To read content area- years old.
related sight words I live in ___________. Group 2: Read a paragraph
(Math from 1 to 10) – I was born on __________. with content area-related sight
Gr. 2) I play with my brothers and words
MT2PWR-Ie-i-7.7 sisters everyday. (Math - from six to ten)
• To speak clearly and I go to church with my (Appendix 5 )
comprehensively family every Sunday.
(Gr.3) (Teacher may add sentence
MT3OL-Ig-i-12.1 pattern focused on talking
about self and health.)
T
1. Presentation of output
2. Ask: Did you understand the information shared by the Grades 1 and 3? Are the information
given clear to everyone?
3. Discuss the importance of speaking clearly and comprehensively when sharing ideas and
experiences to others.
4. Ask: How about the paragraphs read by the Grade 2 group? Were you able to understand all
the words used in the paragraph?
5. Have the pupils read content area-related sight words in Math like numbers from one to ten.
6. Have the pupils present a table display or exhibit of the following items using
pictures/concrete objects, and have them give a title for their exhibit (Mixed Group):
Group 1: Display of four fruits, three vegetables, two pieces of bread, five glasses of milk and
one cup of rice
Group 2: Display of six towels, ten combs, seven toothbrushes, nine soaps and eight tubes of
toothpaste

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Mathematics
(50 minutes)
• To count the number 1. Name concrete objects on
of objects in a given the table . (comb, brush,
set by ones. (Gr.1) soap, glass of water,
M1NS-Ib-2.1 toothpaste, fruit, towel,
• To read and write
vegetable, shampoo)
ordinal numbers from
first to 10th. (Gr.2) 2. Ask: When do we use these
M2NS-Ie-17.2 objects? Do you eat
• To add mentally 2- vegetables? Fruits?
digit and 1-digit 3. Let’s count how many
numbers without objects are there on top of
regrouping using the table.
appropriate 4. Let’s group these objects
strategies. into set.
M3NS-Ie-28.7 a. Objects that are used in
cleaning the parts of the
body
b. Objects that make us
healthy
Ask:
How many objects in a group?
Tell: There are 6 objects in a
given set (Appendix 6)
Do Group Activity (2 groups)
1. Distribute the envelops
with pictures. Group the
Grades123/Q1/Health Education-Self Hygiene
T G
1. Group the pupils into two
and have them do the
picture-puzzle activity.
2. Distribute envelopes with 5
picture-puzzle on each.
Group Task:
a. Leader will distribute
each picture –puzzle to
members.
b. Assemble the picture-
puzzle to form the
activity indicated.
c. Sequence the assembled
pictures using 1st, 2nd,
3rd etc (ordinal
numbers) based on the
activities they usually
do before going to
school.
d. Present to the class.
Note:
Inside the envelope are picture-
puzzles of a child:
• drinking clean water
• wearing clean uniform
• washing his hands
• taking a bath
• brushing his teeth
(Appendix 9)
G T
Presentation of output.
Discuss the concept of
ordinal numbers
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G
1. Form 2 groups.
2. Provide each group an
envelope with sets of cut-
out pictures and activity
sheets.
3. Have each group play
“addition game” using sets
of cut-out pictures. Instruct
them to add 2-digit and 1
digit numbers without
regrouping. Have them also
record the addition
sentence they used during
the game such as
12 papayas
+ 7 oranges
19
Group 1- 18 peanuts
8 bananas
Group 2 - 18 avocados
8 eggplants
4. After the “addition game”
have each group answer
mentally the exercises in
the activity sheet.
(Appendix No. 10A/10B )

pictures. (vegetables &
fruits) (Appendix 7)
2. Show and count objects in a
given group.
3. Provide some more
exercises on counting the
number of objects in a given
set by ones. Refer to LM.
1. Draw three activities that
2. Sequence the activities
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Grades123/Q1/Health Education-Self Hygiene
Let the pupils read and
write ordinal numbers.
I T
1. Presentation of ouput.
you usually do before going Say: The fruits and
to bed at night. vegetables you used during
the game activity are good
using ordinal numbers food for the brain. Aside
from keeping ourselves
physically fit, we need also
to keep our mind mentally-
healthy and alert. In this
lesson, your mental
alertness will be enhanced.
2. Discussion:
Ask: How do we add
numbers without
regrouping?
3. Discuss concepts on adding
mentally 2 and 1 digit
numbers without
regrouping based on pupils’
outputs.
4. Demonstrate and explain
to the class the process.
Tell them that the numbers
are written in its respective
place or column. Add ones
 Grades123/Q1/Health Education-Self Hygiene

in its own column and copy

the tens number down
below.
3 5
+ 3
38
5. Show addition flashcards
and let the children add
numbers mentally.
(Appendix No. 11 )
Science Simple Stretching Activity – Moving the Body Parts in 16 counts
(50 minutes) (head, shoulder, hands, hips, feet)
• To demonstrate (This activity can be done with a lively music.)
movements using
G G G
different body parts.
Demonstrate movement that 1. Assemble the puzzle. 1. Group pupils into two.
(Gr.1)
you can do with the following 2. Identify the body parts 2. Have each group select one
PNEKBES-1c-3
body parts: indicated. sense organ. Identify
• To identify one’s basic
head, shoulder, ankle, (Appendix 12) health habits to protect it.
body parts. (Gr.2)
knee, legs Choose a way on how to
PNEKBS-1d-1
present their output.
• To enumerate
(poster, slogan, song ,
healthful habits to
poem)
protect the sense
organs. (Gr.3) S3LT- I
IIa-b-2 1. Presentation of output.
2. Discussion:
3. Ask: What are the basic body parts?
4. Present a chart of a body parts and sense organs.
5. Discuss the concept of the lesson.
6. Demonstrate some movements using body parts and explain healthful habits in protecting
body parts and sense organs.

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Araling Panlipunan Banggitin ang kwento ng Grade 3 group sa araw-araw nilang

(40 minutes) ginagawa sa pangangalaga ng kanilang sense organs.
Makabubuo ng kwento
tungkol sa pang araw- G G G
1. Pangkatin ang klase sa 1. Pangkatin ang klase sa 1. Pangkatin ang klase sa
araw na gawain (Gr.1)
dalawa. dalawa. dalawa.
AP1PAM-lib-5
2. Ipasunod-sunod ang mga 2. Ipabasa ang kwento ni Ana. 2. Ipatukoy ang wastong
larawan ayon sa pang-araw Si Ana paraan ng
Maisasagawa ang
disiplinang pamsarili sa araw na gawain para Madaling araw ng nagigising a. pagsisipilyo
pamamagitan ng makabuo ng kwento. si Ana. Nililigpit niya ang b. paghuhugas ng kamay
pagsunod sa a. batang nagsisipilyo. kanyang higaan. at
b. batang nagsusuklay ng Naghihilamos siya at c. pagliligo
pangangailangang
buhok. kumakain ng agahan. Hindi
pangkalusugan (Gr.2)
c. batang kumakain ng din niya nakakaligtaang
AP2PSK-IIId-4
gulay. uminom ng sariwang gatas.
d. batang naliligo. Nakakapasok siya sa paaralan
Maibibigay ang
kahulugan ng sariling e. batang naghuhugas ng nang maaga at may mga
kultura at mga kaugnay kamay ngiting kaiga-igaya.
na konsepto (Gr.3) 3. Ipabahagi sa kapareha.
(Appendix 13) Ipasagot:
AP3KR-IIIa-1 a. Ano-ano ang ginagawa ni
Ana sa umaga?
b. Ang mga nabanggit ba ay
pagsunod sa wastong
pangangalaga ng
kalusugan?
c. Pangkat 1: Ipakitang kilos
ang kwento
d. Pangkat 2: Ipaguhit ang
maaaring mangyari kay
Ana kung hindi susunod sa
pangangailangang

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 Grades123/Q1/Health Education-Self Hygiene

pangkalusugan.

T
1. Pagpakita ng pangkatang output.
2. Talakayan:
Itanong:
a. Anong kwento sa araw-araw na gawain ang nabuo ng pangkat
ng Grade 1?
b. Paano isinagawa ni Ana ang disiplinang pansarili? Kaya ninyo
rin ba itong isagawa?
c. Anong kultura ang ipinapakita ng isinagawa ng pangkat ng
Grade 3?
3. Buuin ang konsepto ng aralin batay sa ginawang talakayan.
ESP Sabihin: Ang mga gawain natin sa araw-araw ay nagpapakita ng
(30 minutes) ating mga interes at potensiyal. Patuloy nating tuklasin at
• Makikilala ang pagyamanin ang ating mga kakayahan sa pamamagitan ng
sariling: sumusunod na gawain:
- gusto
T G
- interes (Gr.1)
1. Pag-usapan ang tungkol sa Bumuo ng tatlong pangkat (mixed group).
EsP1PKP- Ia-b – 1
pagkilala ng sariling gusto Pangkat 1: Ipakitang kilos ang paraan ng pagpapanatili ng
• Maisakikilos ang mga
at interes. kalinisan ng mga kamay at daliri
paraan ng
2. Itanong:
pagpapanatili ng
a. Natukoy nyo na ba ang Pangkat 2: Ipakitang kilos ang paraan ng pagpapanatili ng
kalinisan. (Gr.2)
sarili nyong mga gusto at kalinisan ng katawan at mga paa
EsP2PKP- Id – 11
interes?
• Makagagawa ng mga
b. Paano nyo Pangkat 3: Ipakitang kilos ng paraan ng pagpapanatili ng
wastong kilos at gawi
pagyayamanin ang kalinisan ng mukha at mga bahagi nito.
sa pangangalaga ng
inyong mga interes?
sariling kalusugan
3. Magbigay ng mga wastong
(Gr.3)
pag-uugali para
EsP3PKP- Ie – 18
mapagyaman ang kanilang

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 Grades123/Q1/Health Education-Self Hygiene

interes tulad ng pagsali sa

mga gawain at
organisasyon sa paaralan,
pagbabasa ng aklat, at iba
pa.
. G T
1. Pangkatin ang klase sa 1. Pag-usapan ang mga paraan ng pagpapanatili ng kalinisan
dalawa ng buong katawan gamit ang mga larawan sa tsart.
2. Ipagrupo sa bawat pangkat (Appendix 15)
ang mga larawang nasa 2. Pag-usapan din ang wastong pag-iingat ng mga bahagi ng
plaskards ayon sa katawan. Sabihing may mga bahagi tayo ng katawan na
kategoriyang: mga gusto at hindi dapat ipinapahipo at ipinapagalaw sa ibang tao kung
mga interes (Indoor or kaya kailangang tayo mismo ang matutong maglinis ng mga
Outdoor) Ipagamit ang ito.
pocket chart (Appendix 14)
3. Pag-usapan kung alin sa
mga larawan ang kagaya
ng gusto at interes ng
bawat isa sa kanila
MAPEH T
(40 minutes) Tell them that today they are going to conduct simple activity on maintaining one’s good health.
• To discuss the effect Ask: Do you want to become healthy? What does a healthy person looks like?
of clean water on one’s
G G G
health (Gr.1)
1. Group the class into two. Group the class into two. Group the class into two.
H1FH-IIIb-2
Group 1: Clean the dirty Conduct a game “Maria went 1. Conduct a game on forming
• To display good
plastic doll with water. to town”. the picture puzzle of a
decision making skills
Group 2: Clean and remove 1. Each group will start the healthy person.
in choosing the right
the clog of the 2-feet long activity from listing down (Appendix 17)
kinds of food to eat
hose with water. commodities to be bought in 2. Have each group describe a
(Gr.2)
2. Ask: the market. Such as fruits, healthy person by listing
H2N-lij-10
a. Were you able to clean vegetables, fish or meat, down the descriptions on a
• To describe a healthy
the plastic doll with etc. They need to display manila paper.
person. (Gr.3)
water? good decision making skills (Refer to Appendix No. 18

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H3N-1ab-11 b. Were you able to remove
the clog in the hose with
water?
3. Explain to the pupils that
the activity they had just
performed is similar to
cleansing our human body. 3. Then, have the “Marias” go
Just like cleaning the dirty
doll, our body needs also to
be cleaned with water by
washing our body parts and
taking a bath everyday. The
same way with cleaning the
clogged hose with water.
We need to drink 8 glasses
a day to remove the toxins
in our body.
in choosing the right food to in English for Rubric)
eat.
2. Choose one member from
the group to be the “Maria”.
(to wear saya and bandana
with basket and umbrella)
to the market (market
corner inside the classroom
with real/pictures of
nutritious
food/commodities) and buy
the listed commodities.
4. The “Marias” will return to
their group for checking of
the commodities bought.
(Refer to Appendix No. 8 in
English for Rubrics)

I T
Have the pupils color the 1. Ask: 1. Which group displayed good decision making skills in
pictures that show importance choosing the right food? Why?
of water to one’s health such as 2. Present and discuss the Chart of Food Pyramid containing
taking a bath, brushing one’s the right foods needed by our body. (Appendix 18)
teeth, washing one’s feet, 3. Tell the pupils to describe a healthy person. Have the Grade
drinking 8 glasses a day, etc. 3 pupils present their output made during the activity and
(Appendix 16) guide them to the concept of the lesson.
Have the pupils color the poster of a healthy person and a food
pyramid.
T
Singing the song: This is the way “ (Song about personal hygiene)
This is the way I brush my teeth, I brush my teeth, I brush my teeth
This is the way I brush my teeth so early in the morning. (wash my
face, comb my hair, clean my ears)

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DAY 2
English Singing the song: “This is the way” (for mastery of the song and
(50minutes) recalling the previous lessons).
• To talk about oneself
G G T
(likes & favorites) -
1. Have the pupils group Group the pupils into two. 1. Teacher will share a news
Gr.1
themselves according to Group 1: Talk about their about “food poisoning”
EN1OL-IIIa-b – 1.17
their likes and favorites height. They could use the 2. Ask:What do you think was
• To talk about one’s
(color, pet, cartoon measuring tool available in the cause of the reported
name & other
characters, food) school if needed. food poisoning incident?
personal information
2. Talk about their likes and Group 2: Talk about their 3. Encourage the pupils to
(height and weight) –
favorites weight. They could use the express their ideas and
Gr. 2
Use Observation Checklist – weighing scale available in guide them to arrive with
EN2OL-If-1.3.1
(Appendix 19) school to check their the concept of cleanliness
• To connect
weight. and sanitation in preparing
information heard to
Use Observation Checklist- the food.
personal experience
(Appendix 20) 4. Discuss cleanliness and
(news) - Gr.3
sanitation issue in
EN3OL-Ii-j-1.10.3
preparing food using a
poster or chart.
5. Connect the concept to
personal hygiene and
health.
T G
1. Ask the Grade1 pupils to say something about their favorite Have the pupils form a triads
color, pet, cartoon characters. Then ask them if what is the and have them connect the
common favorite food of the group. news heard about incident on
2. Show a chart of a food pyramid. Discuss to the class the right food poisoning to their personal
food needed by the body. (Appendix 18) experience.
3. Relate the discussion to the nutritional status of pupils
specifically on their weight. Tell them that if they won’t eat
the right food needed by the body they will become

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 Grades123/Q1/Health Education-Self Hygiene

malnourish.
I
Have the pupils sing the song “Watermelon (2x) Papaya (2x) apple (6x) Fruit Salad (2x) “.

Filipino T
(50 minutes) 1. Itanong: Anong mga prutas ang binanggit sa awit? Magbigay sa klase ng mga larawan at
• Makikilala ipahanap ang larawan ng mga prutas na nabanggit. Ipalagay sa pocket chart na may label na
angPangngalang Prutas.
Pambalana.(Gr.1) 1. Ano naman ang mga hayop na paborito nyo? Ipahanap ang larawan ng mga ito at
F1WG-lic-f-2 ipalagay sa kabilang pocket chart.
• Mababasa ang mga 2. Ipahanap din sa mga Grade 2 na mag-aaral ang mga flashcards na may nakasulat na
salita sa unang kita pangalan ng mga larawang nasa pocketchart. Ipalagay ito sa katabi ng larawan.
(Gr.2) 3. Gumamit ng graphic organizer sa pagtalakay ng konsepto ng Pangngalang Pambalana
F2PP-IIf-2.1 4. Magbigay ng mga halimbawa at hayaan din ang mga batang magbigay.
• Magagamit ang wika
. G G
bilang tugon sa
Ipagawa ang sumusunod na mga gawain: Sharing Activity
sariling
Grade 1 - Gamit ang pocket chart at mga larawan ng tao, hayop, Pangkat 1: Magbigay ng
pangangailangan at
bagay, lugar at pangyayari, i-grupo ang mga ito ayon sa tamang hinuha kung bakit
sitwasyon
pagka-pangkat-pangkat. (e.g. prutas: kabilang ang mangga, kinagigiliwan ang mga batang
(Gr.3)
atis, santol; manggagawa: kabilang ang guro, pulis, doctor; malulusog at malinis.
F3PL-Oa-j-2
ibon: kabilang ang maya, Martinez, kalapati; pagdiriwang:
piyesta, krismas, kasal) Pangkat 2: Magbigay ng
(Appendix No.21) hinuha kung bakit kinaaawaan
ang mga batang kulang sa
Grade 2 – Tingnan ang mga larawang ginamit ng mga bata sa nutrisyon, kaayusan at
grade 1. Hanapin sa envelop ang mga pangalan ng bawat kalinisan sa sarili?
larawan at ilalagay sa tabi nito sa pocket chart.

T
1. Pagpakita at pag-uulat ng output ng mga mag-aaral.
2. Gamit ang graphic organizer, talakayin ang konsepto ng
pangngalang pambalana. Pagbigayin pa ang mga mag-aaral ng

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 Grades123/Q1/Health Education-Self Hygiene

mga karagdagang halimbawa.

3. Iugnay ang talakayan ng pangngalan pambalana sa pagtukoy ng
mga salitang nababasa sa unang kita na naisulat ng mga bata sa
Grade 2. Alin sa mga ito ang tumutukoy sa ngalan ng tao, hayop,
bagay, lugar o pangyayari..
4. Iugnay ang talakayan sa paggamit ng wika sa pagtugon ng
sariling pangangailangan at sitwasyon tulad ng pangangalaga sa
kalinisan ng katawan at kalusugan.
Pagbasa ng Tula nang sabayan.
Ako ay may alaga, isang asong mataba
buntot ay mahaba ,
makinis ang mukha.
Mahal niya ako, at mahal ko rin siya,
Kaya kaming dalawa ay laging magkasama.
Mother Tongue T G G
(50 minutes) Ask: Group Discussion
• To talk about oneself 1. What animal is mentioned Read Me Aloud (Ability Group)
and one’s personal in the poem? Assign one pupil to read the
experiences (pet) 2. Do you have pets at home? first sentence.Then, the first Group the pupils into 2. Do the
MT1OL-Ia-i-1.1 Aside from dog, what other pupil-reader will call a given task.
• To read content area- pets do you have? classmate to read the next
related sight words 3. How do you take care of sentence. Same strategy will be Group 1 – Discuss ways on how
(Math from 11 to 20) – your pets? used until all the sentences to take care of our pets in our
Gr. 2) Coloring Activty have been read aloud in the homes.
MT2PWR-Ie-i-7.7 1. Distribute activity class.
• To speak clearly and worksheets to the pupils. Group 2 – Discuss the reasons
comprehensively (Appendix No. 22) Examples: why pet dies.
(Gr.3) 2. Let the pupils color the 1. There are 11 boys in the
MT3OL-Ig-i-12.1 drawing of their favorite class. Reminder: Animals need
animal/pet. 2. There 12 months in a year. proper care and treatment.
3. Marina collected 13

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 Grades123/Q1/Health Education-Self Hygiene

After doing the activity the different types of a

pupils will post their work in
the chalkboard.
headband.
4. The Cruz family has 14 pets
in their house.
5. Jose and Andres picked 15
guavas in the backyard.
6. Andeng saved 21-peso coin
in a week.

1. Presentation of output.
2. Have the pupils compare commonalities and differences of pet likes.
3. Ask: Why do we consider our pet as our best friend? How should we
treat them?
4. Relate the lesson to proper hygiene. Tell them that though we love
our pets , we still need to be cautious with our safety and hygiene.
5. What have you learned from this lesson?
Song: “May Tatlong Bibe”
ni Vice Ganda sa “It’s Show Time”
May tatlong bibe akong nakita. Mataba, mapayat mga bibe.
Ngunit ang may pakpak sa likod ay iisa.
Siyang lider na nagsasabi ng quack, quack.
Tayo na sa ilog ang sabi. Kumendeng, kumendeng ang mga bibe.
Ngunit ang may pakpak sa likod ay iisa.
Syang lider na nagsasabi ng kwak, kwak.
Math G I G
(50 minutes) Group pupils into two Distribute activity sheets. 1. Form two groups.
To count the number of 1. Distribute activity sheets. Read the story and complete 2. Provide each group an
objects in a given set by 2. Directions: Encircle the the data below. envelope with sets of cut-
tens (Grade I) object asked in a given set. Ana bought one fruit each out pictures and activity
M1NS-Ib-2.1 Count how many tens in a day in the market to make sheets.
given set. herself healthy.She has done 3. Have each group play
To read and write ordinal a. Things used for this for ten consecutive days “addition game” using sets
numbers from 1st to 10th brushing teeth (brush, of cut-out pictures. Instruct

Page 16 of 42

(Grade II)
M2NS-Ie-17.2
To add mentally 2-digit
and 1-digit numbers with
regrouping using
appropriate strategies.
M3NS-Ie-28.7
1. Presentation/Checking of
2. Ask: How do we count
3. Demonstrate how counting
toothpaste)
b. Things used for washing
hands (soap, towel)
(See Appendix 23 )
I
Group Output
objects in a set? (Expected
Answer: by tens)
by tens be done in a given
set. Use semi-concrete
materials.
I I
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Grades123/Q1/Health Education-Self Hygiene
First, she bought guava, then them to add 2-digit and 1
banana, pineapple, lemon, digit numbers with
chico, mabolo, atis, langka, regrouping. Have them also
sampaloc and papaya. record the addition
sentence they used during
the game such as
Complete the data. 17 papayas
Fruit Days bought + 5 oranges
(using ordinal 22
numbers) Group 1 - 19 fishes
papaya 9 glasses of milk
guava Group 2 - 19 eggs
lemon 9 bundle of
pineapple stringbeans
mabolo 4. After the “addition game”
sampaloc have each group answer
chico mentally the exercises in
atis the activity sheet.
langka (Appendix No. 26 & 27 )
(Appendix No. 25)
T
 Grades123/Q1/Health Education-Self Hygiene

Count how many tens in a Oral-Flashing of ordinal Presentation of ouput.

given set. number cards 1. Connect the previous
lesson to the present one.
Nutritious foods Tell them that the food
30 guavas they were talking about in
20 stem of kangkong the activity are actually
(Appendix 24 ) foods that develop the
brain. Encourage them to
continue participate in the
discussion to enhance their
mental alertness.
2. Discussion:
Ask: How do we add
mentally 2 and 1 digit
numbers regrouping?
3. Discuss the concept of the
lesson based on pupils’
outputs.
4. Introduce the concept of
regrouping by using tens
and ones blocks to show
how to regroup 10 ones as 1
ten. Guide the pupils think
of numbers in terms of ones
and tens instead of just
ones. Tell them to use the
place-value concepts. When
adding two-digit numbers,
they need to look at the
ones and decide if they can
regroup them for a ten.

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 Grades123/Q1/Health Education-Self Hygiene

5. Demonstrate and explain

to the class the process.
1
3 9
+ 3
4 2
6. Show addition flashcards
and let the children add
numbers mentally.
(Appendix No.28 )
7. Have a contest/game in
answering the flashcards
shown.
T I
Presentation/Checking of IL Provide the pupils an activity
activity using the exercises in the LM
Model on how to write and read
ordinal numbers
Science I
(50 minutes) Give situations.
• To demonstrate Pupils show emotions through their faces based on the situations mentioned
movements using the 1. Receiving 10 new beautiful dresses
body parts found on 2. Seeing 8 giants
the face part of the 3. Visiting 3 sick members of the family in the hospital
body (Grade I) Ask: What do you think are the parts of our body used in showing those emotions.
PNEKBES-1c-3 Grade level activities
• To identify one’s basic Grade I- Form the picture-puzzle (face)
body parts found on Grade II-Identify the parts of the body found on our face part using name cards (eye,
the face part of the nose, moth, tongue, ear, cheek, chin, eyebrow, eyelid, lips)
body (Grade II) Grade III- Post appropriate healthful habits of taking care of the nose, ears and tongue
PNEKBS-1d-1 using statement cards.
(Appendix 29)

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 Grades123/Q1/Health Education-Self Hygiene

• To enumerate Post responses on board one at a time.

healthful habits to Ask: What are the different parts of the body found on our face part?
protect the organs of Can we move these parts? How?
the ears, toungue,
nose and eyes (Grade
III)
S3LT-IIa-b-2

G T
1. Group the class into 2 Ask:
2. Choose a part of the body found in our face. Draw the chosen 1. What specific sense organs
part. are found in the face?
3. Perform a movement showing the chosen part 2. When do we use our ear?
Nose? Tongue?eyes?
3. What healthful habits can
we do to take care of our
ear? Nose? Tongue? Eyes?
I
Draw a smiling face if the statement shows healthful habit in taking care of our nose, tongue and
ear. Frowning face if not. (Appendix No. 30)
1. Ana eats too much sweets and junk foods.
2. Ramil use clean cloth in cleaning his ears.
3. The girls talk loudly.
4. Jenifer gently brush her teeth to remove tiny bits of food.
5. Charlie takes a bath daily.

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 Grades123/Q1/Health Education-Self Hygiene

Araling Panlipunan T
(40 minutes) Pagpakita ng mga larawan ng pagkain sa mga bata.(papaya, atis, pakwan, pechay, malunggay,
• Makabubuo ng kamote, guyabano, kangkong, kalabasa, sitaw, tsitsirya, sofdrinks)
kwento tungkol sa Ipapalakpak ang kamay ng bata kapag ito ay masustansiya at ipapadyak ang paa kapag ito ay
pang araw-araw na hindi masustansiya.
gawain (Grade I)
G T
AP1PAM-lib-5
• Maisasagawa ang 1. Dyad Ipatukoy sa mga bata ang mga dapat isagawa bago kumain .
disiplinang pamsarili Humanap ng kapareha. Ipakitang-turo ang wastong paraan ng paghuhugas ng kamay.
sa pamamagitan ng 2. Ipamahagi ang mga Itanong:
pagsunod sa larawan sa bawat bata at 1. Bakit kailangan nating hugasan ang ating mga kamay bago
pangangailangang pabuuin ng kwento batay sa kumain
pankalusugan (Grade larawang nakuha. 2. Anu-ano ang mga hakbang at paraan ng wastong paghugas
II) (kamay, tubig, sabon, palad, ng kamay?
AP2PSK-IIId-4 kuko, hinlalaki, tuwalya) 3. Sa paghugas ng mga kamay bago kumain, ano-anong
• Maibibigay ang (Appendix No.31) konsepto ang maaring malinang dito? (hal. pagtitipid ng
kahulugan ng sariling 3. Ipabahagi ang nabuong tubig)
kultura at mga kwento sa kanilang (Appendix 31)
kaugnay na konsepto kapartner.
(Grade III) AP3KR- T G
IIIa-1 Ipakitang-turo sa mga bata 1. Pangkatin ang klase sa dalawa.
ang wastong paraan ng 2. Ipamahagi ang mga larawan sa bawat pangkat.
paghuhugas ng kamay. (flashcards/larawang nagpapakita ng tamang paraan ng
paghugas ng kamay)
3. Ipasunud-sunod ang mga ito ayon sa tamang hakbang ng
paghuhugas ng kamay.
I
1. Ipagawa ang tamang paraan ng paghugas ng kamay.
2. Pagkatapos ng paghugas ng kamay, magkaroon ng simulation ng
“Pictorial of the Stars” kung saan magkukunwari ang mga bata na
sila ay mga tanyag na artista. Magmomodel sila at magpapakita ng
kanilang mga malilinis at bagong hugas na kamay.
ESP T G

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 Grades123/Q1/Health Education-Self Hygiene

(30 minutes) 1. Magpakita ang guro ng mga 1. Pangkatin ang klase sa dalawa. (mixed-grade grouping)
• Makikilala ang larawan ng tanyag na 2. Bigyan ng sitwasyon ang bawat pangkat ukol sa suliraning
sariling: manlalaro, manunulat, pankalusugan at pangkaligtasan (batang laging matamlay at
1.3. potensyal mang-aawit, atbp. malnourish o kulang sa timbang) Itanong: Kung kayo itong
EsP1PKP- Ia-b – 1 2. Pag-usapan ang kanilang bata, ano ang inyong gagawin upang bumuti ang kalagayan
• Maisakikilos ang mga mga potensyal. Sabihin sa ng inyong kalusugan at kayo ay sumigla . Hayaan silang
paraan ng klase na bawat isa ay mag-isip ng mga paraan o hakbang kung paano nila ito
pagpapanatili ng mayroong kakayahan at sosolusyonan.
kalusugan. (Gr.2) potensyal na kailangang 3. Ipasakilos ang naisip na mga paraan.
EsP2PKP- Id – 11 linangin at pagyamanin.
• Makagagawa ng mga 3. Itanong: Paano malilinang
wastong kilos at gawi ang inyong mga kakayahan
sa pangangalaga ng at potensyal?
sariling kalusugan . 4. Pag-usapan at magbigay ng
(Gr.3) mga paraan kung paano
EsP3PKP- Ie – 18 malilinang ang kanilang
mga potensyal at
kakayahan. Ipaliwanag din
na malaking factor ang
pagkakaroon ng malusog na
katawan sa paglinang ng
potensyal at kakayahan.

5. Magkaroon ng paligsahan T
sa pagbuo ng puzzle 1. Pagpresenta ng pangkatang output
(larawan ng isang batang 2. Itanong: Anong mga paraan, wastong kilos at gawi ang
atleta na nagsasanay para naisakilos ninyo para mapanatili at maalagaan ang sariling
sa darating na palaro sa kalusugan? (Appendix 33)
paaralan) 3. Magkaroon ng talakayan.
(Appendix 32)
Magparinig ng isang masiglang tugtugin. Ipakilos sa mga mag-aaral
ang mga wastong gawi sa pangangalaga ng kalusugan gamit ang iba’t
ibang bahagi ng katawan sa saliw ng tugtugin.

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 Grades123/Q1/Health Education-Self Hygiene

MAPEH G T
(40 minutes) 1. Group the pupils and have 1. Show a poster with models on proper posture in walking,
• To describe the each group sing the song standing and sitting. (Appendix No. 34)
different parts of the “This is the Way I Brush 2. Have the pupils follow/imitate the model in the poster
body and their My Teeth” with movements 3. Talk about proper posture and flexibility exercises to
movements through using their body parts. improve posture.
enjoyable physical 2. After singing the action 4. Explain to the pupils the connection/relation of physical
activities. (Gr.1) song, have them describe fitness to one’s health.
PE1BM-Ic-d-2 their body parts.
• To assess body
T G G
posture. (Gr. 2)
1. Show picture of body parts 1. Group the pupils into two Group the pupils
PE2PF-Ia-h2
and let them describe each. 2. Group 1: model proper 1. Perform warm-up activities
• To perform
(Appendix 35) posture through performing 2. Perform simple
conditioning and
2. Ask:How do we take care of of a “modelling show”. conditioning and flexibility
flexibility exercises
our body parts? Group 2: will serve as exercises to improve
that will improve body
3. Connect their answers to audience of the show posture. Follow the models
posture.
the concept of personal 3. Have the two groups and activities in the chart.
(Gr.3) PE3PF-IA-H-2
hygiene. exchange task.
Have the pupils sing again the song “Be Careful”. (tune of Kung Ikaw ay
Masaya Tumawa Ka) taught in English lesson during the previous day.
Little eyes be careful what you see(2x) For the Lord up above is looking
down on us. Little eyes be careful what you see
(little nose: what you smell; little ears: what you hear; little tongue what
you say)
DAY 3
English (50 minutes/day) Play a lively music and have the pupils dance and move their body parts
To talk about oneself to the rhythm of the music.
(interest & potentials)
G T
Gr.1
Pair and Share 1. Show a picture of a family. Have them identify the members
EN1OL-IIIa-b – 1.17
Have the pupils look for a in the family (father,mother, sister, brother and baby).
To talk about one’s name
partner. Tell them to recall 2. Ask: How members are there in your family? What’s the

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 Grades123/Q1/Health Education-Self Hygiene

& other personal their previous lesson in name of your father, mother and siblings?
information(name of EsP about one’s potential. 3. In what religious belief/group is your family belongs?
parents, siblings and Tell them to talk about 4. Tell the class that each family has its own belief and
religion) – Gr. 2 their interest and potential practices not only pertaining to spiritual beliefs, but also on
EN2OL-If-1.3.1 such as singing, dancing, certain health related beliefs and practices such as
To connect information drawing, engaging in “prohibiting the family from taking a bath when a member
heard to personal specific sports game, is dead until the time of his/her burial”. Provide more
experience (belief & cooking, writing, etc. examples. Then, explain to them that they need to respect
practices) – Gr.3 the belief and culture of others.
EN3OL-Ii-j-1.10.3
T G G
1. Ask some volunteer pupils Pair and Share Pair & Share
to say something about Have the pupils look for a Have the pupils look for a
his/her interest and partner and talk about partner and have them
potential. name of father, mother, connect/relate the health
2. Tell them to take care of brothers and sisters. Let beliefs and practices heard
themselves specially their them talk also about their to their personal
health so that they could be religious belief.Then, have experiences.
able to experience success them talk about healthful
in their field of interest habits and practices in the
someday. family.
3. Discuss specific ways of
taking care one’s health and
proper hygiene using
pictures/posters –
(Appendix 36)
Provide the pupils a 2-minute rest by telling them to sit properly, close
their eyes while listening to a soft music and visualize a picture of
themselves, happy, full of life and healthy individual ready to be with
other people in the community.
Filipino Whole Class
(50 minutes) ACTION SONG
• Makikilala Ipaawit ang kantang, 1. Ako, ako , ako at ang pamayanan (3x)
Ako at ang pamayanan.

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 Grades123/Q1/Health Education-Self Hygiene

angPangngalang 2. ikaw 3. tayo

Pantangi.(Gr.1) a. Itanong: Anong mga salita sa kanta ang tumutukoy sa tao?
F1WG-lic-f-2 b. Talakayin sa mga bata na ang pangngalang pantangi ay
• Mababasa ang mga tumutukoy sa tanging ngalan ng tao, hayop, bagay, lugar o
salita sa unang kita pangyayari.
(Gr.2) c. Pagbigayin ng halimbawa ang mga bata sa bawat pangkat.
F2PP-IIf-2.1
I T G
• Magagamit ang wika
1. Bigyan ng activity card ang Magpakita ng mga salitang Tahimik na Pagbasa
bilang tugon sa
bawat bata. nakasulat sa word strip at 1. Ipabasa nang tahimik sa
sariling
2. Panuto: Bilugan ang mga tumawag ng batang babasa mga bata ang maikling
pangangailangan at
Pangngalang Pantangi. nito. Kung di mababasa ng kuwento, Ang Sarap Talaga!
sitwasyon
(see appendix no.37) natawag na bata tatawag siya (Appendix No. 38 )
(Gr.3)
3. Itanong : Sa anong letra ng tutulong sa kanya. 2. Pagkatapos basahin ang
F3PL-Oa-j-2
nagsisimula ang mga (e.g. Robinson, Mactan, Pia, kuwento, pipili ng kapareha
pangngalang pantangi? Hongkong, Leon , Plaza ang bawat bata at
May tinutukoy bang Miranda , Bulkang Mayon, magtatanungan gamit ang
partikular o tiyak ang Cavite , Luzon , Ospital ng mga patnubay na tanong:
bawat salita? Maynila , Baguio City , a. Ginagawa mo rin ba ang
4. Magbigay ng halimbawa ng Panagbenga, Luna , Marso , at mga ginawa ni Ian?
pangngalang pantangi. iba pa) b. Masaya ka bang
nakakatulong ka sa
inyong tahanan?
c. Sa araw ng Sabado lang
ba maaaring tumulong
sa mga gawaing bahay?
d. Sa pagtulong sa mga
gawaing bahay, ano ang
dapat mong gawin
upang mapanatili ang
sariling pangkalinisan
at pangkalusugan?
T
1. Pagpresenta at pagwasto ng gawain ng mga grade 1.

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 Grades123/Q1/Health Education-Self Hygiene

2. Itanong sa mga grade 2, Sa anong letra nagsisimula ang mga salitang nabasa niyo? Ano ang
tinutukoy ng mga salitang ito?
3. Iugnay ang talakayan sa paggamit ng wika sa pagtugon ng sariling pangangailangan at
sitwasyon tulad ng pangangalaga sa kalinisan at kalusugan ng katawan.
Mother Tongue T
(50 minutes) Ask: Who are the specific persons mentioned in Filipino lesson? Have them count .
• To talk about oneself Say: Let’s continue counting by adding your names in the row. (Let them count up to 20)
and one’s personal
T I G
experiences (favorite
Pupils will share their personal Distribute an activity card to Role Play
food) Gr.1
experiences about their favorite each pupil. Then do what is Group 1 – A mother is buying
MT1OL-Ia-i-1.1
food. asked in the activity vegetables and fruits in the
• To read content area-
Ask: (Appendix No.39) market. She is asking a
related sight words
1. Why do you like that Activity Card discount from the vendor. The
(Math from First to
food? Using the ordinal numbers vendor refuses to give a
Tenth) –Gr. 2
2. Why do we need to eat (1st to 10th) Arrange the discount.
MT2PWR-Ie-i-7.7
healthy foods? following activities that you
• To speak clearly and
3. Why should we not eat do before going to school to Group 2 - A mother preparing
comprehensively
junk foods ? keep yourself tidy and to cook their meal. Her son and
(Gr.3)
Let the pupils realize the healthy. daughter wants to help her.
MT3OL-Ig-i-12.1
importance of eating healthy _____ Eat breakfast.
foods like vegetables and fruits. _____ Brush my teeth.
_____ Drinking milk.
Draw and Tell _____ Wear clean clothes.
Let the pupil draw their _____ Take a bath.
favorite fruit and they will tell _____ Comb my hair.
why? _____ Shampoo my hair.
_____ Go to comfort room.
_____ Give parents a
goodbye kiss.
_____ Wear shoes.
Call pupils to read their
activities in proper order as
numbered in the activity card.

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 Grades123/Q1/Health Education-Self Hygiene

T
Presentation of output and discussion
Relate the lesson to one’s health and hygiene.
Song: “Ten Little Indians” o “Sampung Mga Daliri”
Math G I G
(50 minutes) Group pupils into two Present data on the activities of Group pupils into two.
• To count the number Distribute activity sheets. Ana from the 11th to 20th day. Provide each group an
of objects in a given Day Activity activity on adding mentally
set by ones and tens Group 1. 11th Visit friends 2-digit and 1-digit numbers
(Grade I) Directions: Encircle the 12th Attend mass with and without
M1NS-Ib-2.1 object asked in a given set. 13th Drink fresh milk regrouping.
• To read and write Count how many tens and 14th Harvest fruits (Appendix No.41 )
ordinal numbers from ones in a given set. 15th Do gardening
11th to 20th 16th Cleaning backyard .
(Grade II) Use picture of things used 17th Do cooking
M2NS-Ie-17.2 for eating (spoon, plates, 18th Take swimming
• To add mentally 2- etc.), and taking a bath lessons
digit and 1-digit (soap, towel) 19th Take running
numbers without or (Appendix No.40) exercise
with regrouping using 20th Go out with relatives
appropriate Group 2.
Ask: What days does Ana make
strategies. Directions: Encircle the
hersef physically- healthy?
M3NS-Ie-28.7 object asked in a given set.
1. Spiritually- healthy?
Count how many tens and
2. Emotionally-healthy?
ones in a given set.
3. Sociall-healthy?
Pupils will write their answers
Use picture of fruits (apple,
using ordinal numbers on the
mango, etc,), and vegetables
board. Read the ordinal
(potato, carrot)
numbers written. Discuss the
concept of the lesson.

T I

Page 27 of 42

Presentation/Checking of
Group Output
Ask: How do we count
objects in a set by tens and
ones?
Explain the concept of the
lesson and demonstrate
counting using semi-
concrete materials.
I T
Count how many tens and ones
in a given set.
Nutritious foods
1. 15 santols
2. 43 eggs
Science Perform a body exercise
(50 minutes)
• To demonstrate
Ask: What are the parts of our body used in performing the exercise?
Page 28 of 42
Grades123/Q1/Health Education-Self Hygiene
Write on the blank the ordinal Continuation of of Group
numbers being asked in the Activity
following item:
1. Your placement in the Have each group work on the
family ______________ exercises in the Learner’s
2. The placement of your Materials.
oldest brother/sister in the
family ______________
3. The placement of your
youngest brother/sister in
the family____________
4. The placement of your
father in their
family___________
5. The placement of your
mother in their
family___________
Checking of group output.
Ask: How did you find
adding mentally 2-digit and
1-digit numbers with and
without regrouping?
Affirm the class mental
alertness in participating
the lesson’s activity and
discussion. Encourage them
to continue living with good
health practices.
 Grades123/Q1/Health Education-Self Hygiene

movements using Why is physical fitness exercise important to us?

parts of the body Do grade level activities
found on the arms Grade 1 – Form the picture-puzzle (arm and hand) Appendix No. 42
and hand parts of the Grade 2 – Identify the parts of the body found in the arm and hand parts using name cards
body (Grade I) (forearm, elbow, upper arm, shoulder, finger, wrist, thumb)
PNEKBES-1c-3 Grade 3 – Post an appropriate healthful habits of taking care of the skin using statement
• To identify one’s basic cards
body parts found on Post responses on the board one at a time.
arm and hand parts of Ask: What parts of our body found in our arms and hands?
the body (Grade II) How do we move our forearm? Elbow? Upper arm? Shoulder? Finger? Wrist? Thumb?
PNEKBS-1d-1
I T
• To enumerate
1. Choose a part of the body found in our arms and hands. Ask:
healthful habits to
Draw the chosen part. 1. What specific organs are
protect the organ of
2. Have the pupils perform a movement using the chosen body found in our arms and
the skin (Grade III)
part. hands?
S3LT-IIa-b-2
2. What is the use of our
skin? Why is it important?
3. What healthful habits can
we do to take care of our
skin?
Wave your right hand if the
statement shows a healthful
habit in taking care of our skin
and close fingers if not.
1. Ana eats green fruits and
vegetables.
2. Ramil uses clean towel
after taking a bath.
3. The girls played under the
heat of the sun.
4. Jenifertakes a bath daily..
Charlis went to visit the doctor
for his skin infectiony.

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Araling Panlipunan T
(40 minutes) Ipatukoy ang mga bagay na nasa mesa. (sipilyo, isang basong tubig,
• Makabubuo ng bimpo, tutpeyst, larawan ng ngipin)
kwento tungkol sa Tanong: Kailan natin ginagamit ang mga bagay na ito?
pang araw-araw na Paano ang tamang paraan ng pagsisipilyo?
gawain (Grade I)
A. Ipamahagi ang larawang nagpapakita ng senaryo ng tamang
AP1PAM-lib-5
pagsipilyo. (Appendix No. 43)
• Maisasagawa ang
B. Ipasunud-sunod ang mga ito.
disiplinang pamsarili
C. Ipadikit sa pisara.
sa pamamagitan ng
D. I-tsek ang pagkasunud-sunod.
pagsunod sa
E. Tanong: Ano-anong bagay ang kailangan sa pagsipilyo?
pangangailangang
Ano ang unanag gawin? Pangalawa?, panagatlo?
pankalusugan (Grade
Bakit mahalaga ang pagsisipliyo ng ngipin?
II)
Ano-anong konsepto ang maaring malinang sa tamang
AP2PSK-IIId-4
paraan ng
• Maibibigay ang
pagsisipilyo?
kahulugan ng sariling
(kahalagahan ng tubig, gamit ng sipilyo at bimpo)
kultura at mga
kaugnay na konsepto G
(Grade III) AP3KR- Grade Level Grouping:
IIIa-1 Pangkatin ang klase sa tatlo.
Pangkat 1: Bumuo ng kwento tungkol sa pang araw-araw na gawain
kaugnay ng kalinisan at kalusugan.
Pangkat 2: Iguhit ang mga dapat sundin upang mapanatili ang
magandang kalusugan ng katawan.
Pangkat 3: Gumawa ng rap o jingle tungkol sa kahalagahan ng
pagiging malinis sa sarili.
T
Pagpakita ng pangkatang output
Pagtalakay ukol sa pang araw-araw na mga gawain kaugnay ng
disiplinang pansarili at kalusugan. Pag-usapan din ang kulturang
pangkalusugan tulad ng pagsisipilyo.
Aktwal na pagsasagawa ng tamang pagsipilyo.

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 Grades123/Q1/Health Education-Self Hygiene

ESP T G
(30 min./day) 1. Ipakita ang larawan ng 1. Pangkatin ang klase sa dalawa (Mixed-Grade Grouping)
• Makikilala ang batang sakitin. Pag-usapan 2. Bigyan ng sitwasyon ang bawat pangkat ukol sa suliraning
sariling: (Appendix 44) pangkalusugan at pangkaligtasan (batang laging masakit
1.4. kahinaan (Gr.1) 2. Itanong: ang tiyan at may mga bulate). Itanong: Kung kayo itong
EsP1PKP- Ia-b – 1 a. Ano kaya ang mga bata, ano ang inyong gagawain upang bumuti ang inyong
• Maisakikilos ang mga limitasyon ng isang kalagayan.
paraan ng batang sakitin? (sa 3. Hayaan silang mag-isip ng mga paraan o solusyon.
pagpapanatili ng pag- larangan ng paglalaro, 4. Ipakitang-kilos ang naisip na mga paraan.
iingat ng katawan mga gawain, sa
(Gr.2) larangan ng pag-aaral,
EsP2PKP- Id – 11 atbp.)
• Makagagawa ng mga b. Paano natin maiiwasan
wastong kilos at gawi ang pagkakasakit?
sa pangangalaga ng 3. Magkaroon ng talakayan sa
sariling kalusugan at pag-iwas ng sakit.
kaligtasan (Gr.3) Magpakita ng mga larawan.
EsP3PKP- Ie – 18 4. Sabihin sa klase na may
mga kahinaan din na
walang kaugnayan sa
kalusugan tulad ng
pagkamahiyaan at yong
mga ipinanganak na may
kapansanan. Pag-usapan
kung paano nila ito
malalabanan/
mapapangasiwaan.
5. Bigyan diin ang
kahalagahan ng pagkilala
sa sariling kahinaan para
maayos itong
mapangasiwaan.
6. Ituro din ang pagkakaroon
ng respeto sa kahinaan ng

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 Grades123/Q1/Health Education-Self Hygiene

iba at maging bukas ang

loob sa pagtulong kung
kinakailangan.
G T
1. Pahanapin ng kapareha Pag-uulat ng bawat pangkat
ang mga mag-aaral. Talakayan sa wastong mga paraan at hakbang sa
2. Papag-usapan ang kani- pangangalaga ng sariling kalusugan at kaligtasan
kanilang mga kahinaan at
mga paraan kung paano
nila ito
mapagtatagumpayan.
Ibahagi ang Slogan:”Iwas Sakit, Iwas Gipit. Manatiling Malusog at
Malinis.” Ipachant sa mga mag-aaral kasabay ng dalawang pagtapik
ng kamay sa paa at dalawang palakpak (Ostinato)
MAPEH T
(40 minutes) 1. Show the rhythmic pattern below. Have the pupils listen and
• To identify the observe the pattern as the teacher claps it.
difference between
sound and silence
accurately. (Gr.1)
MU1RH-Ia-1
• To distinguish aurally 2. Let the pupils follow the teacher in clapping the rhythm.
and visually between 3. Ask: In what part of the rhythmic pattern did you hear the sound
sound and silence. of clapping? In what part did you notice the silence?
(Gr.2) 4. Guide the pupils to identify the sound and the silence in the
MU2RH-Ia-1 rhytmic pattern. Let them discover the difference between the two
• To relate images with 5. Have the pupils clap again the rhythmic pattern. This time,
sound and silence introduce the visual representation of sound and silence. Have
within a rhythmic them repeat the clapping and enjoy the rhythm.
6. Have the pupils distinguish aurally and visually between sound
pattern. (Gr.3)
and silence by associating the sound and silence with the symbols.
MU3RH-Ia-1
7. Present the musical score of the song “Pan de Sal.”

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 Grades123/Q1/Health Education-Self Hygiene

8. Explain to the class that the symbols for sound and silence used
in the rhythmic pattern are now written in these images (notes
and rest).
9. Clap the rhythm of the song and have the pupils follow. Have
them relate images with sound and silence within the rhythmic
pattern and song.
10. Teach the song “Pan de Sal” through rote singing method.
11. Ask: Who likes pan de sal? In what food group is pandesal
belongs? (energy giving food- Go Food)
G I G I G I
Provide the pupils with Provide the pupils with Provide the pupils with
exercises on identifying the exercises on distinguishing exercises on relating images
difference between sound and aurally and visually between with sound and silence within
silence accurately using sound and silence using a rhythmic pattern using strip
flashcards posted on the flashcards posted on the pocket cards posted on the pocket
pocket chart. (Refer to TG and chart. chart.
LM) (Refer to TG and LM) (Refer to TG and LM)
Have the pupils sing again the song “Pan de Sal” while clapping the rhythm.
DAY 4
English Have the pupils sing the song “Kumusta Ka”
(50 minutes) Kumusta ka, halina’t magsaya. Ipalakpak ang kamay at ituro ang
• To talk about oneself paa. Padyak sa kanan. Padyak sakaliwa. Umikot nang umikot at
humanap ng iba.

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 Grades123/Q1/Health Education-Self Hygiene

(feelings and emotion) G G T

Gr.1 Triad Grouping Triad Grouping 1. Share a short story about a
EN1OL-IIIa-b – 1.17 Have each triad talk about Have each triad talk about child who won in the
• To talk about one’s what they feel today, what their hobbies and interests. contest for A-1 Child
name & other makes them happy or sad. during the Nutrition
personal information Month Celebration in
(hobbies and interest) school.
–Gr.2 2. Tell the class that most of
EN2OL-If-1.3.1 the criteria in the search
• To connect for A-1 Child are health
information heard to and hygiene related.
personal experience
(story) – Gr.3 T G
EN3OL-Ii-j-1.10.3 1. Ask some volunteer Grade 1 pupils to share their talk Triad Grouping
during the group activity. Have each triad connect/relate
2. Discuss the importance of listening and respecting one’s the story heard to their
feelings and emotion. Tell them that expressing one’s feeling personal experience. Are they
in a proper way is also a healthful habit. practicing also the same
3. Ask some volunteer Grade 2 pupils to share their talk healthful habits and hygiene?
during the activity. Share.
4. Discuss also the importance of engaging to activities related
to one’s interest and hobbies to develop a well-balanced
personality. It helps one to develop positive outlook in life.
5. Connect the lesson concept to maintaining one’s good health.
Guessing Game: The teacher will describe 2 healthy pupils in the class and have the pupils name
them.
Filipino G T I
(50 minutes) Sort Out Activity Pick and Match. A. Ipamigay sa mga bata ang
• Makikilala Igrupo ang klase sa 2. Tumawag ng pares ng mag- larawan ng iba’t-ibang
angPangngalang Magbigay ng envelope sa mga aaral.Pabunutin ang isa ng expression ng mukha
Pambalana at bata na naglalaman ng mga larawan at hahanapin naman (masaya, malungkot,
Pantangi.(Gr.1) larawan na naka-label ang ng isa ang ngalan nito at nagagalit, tumatawa, at
F1WG-lic-f-2 ngalan nito. I-grupo ang mga ipapaskil sa pocket chart. iba pa). Papiliin ng isa ang
• Mababasa ang mga ito ayon sa uri ng pangngalan. Halimbawa: bawat bata at isusulat sa

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 Grades123/Q1/Health Education-Self Hygiene

salita sa unang kita (Pantangi o Pambalana) larawan ngalan papel ang paliwanag kung
(Gr.2) Pambalana Pantangi Larawan ng bundok bakit ito ang napili niya.
F2PP-IIf-2.1 1. 1. bundok Pagbigayin ng isang
• Magagamit ang wika 2. 2. pangyayari o sitwasyon
bilang tugon sa 3. 3. kung saan naramdaman
sariling 4. 4. din nila ito..
pangangailangan at 5. 5.
sitwasyon (Appendix No.45)
(Gr.3)
F3PL-Oa-j-2
G G G
PICTURE PUZZLE Ipabasa ng mga salita sa unang Pangkatin ang klase sa 2.
I-grupo ang klase sa dalawa. kita. Ipatala sa tsart ang mga
Maglalaro ang bawat pangkat e.g. mata, ilong , kamay , braso kaugaliang pangkalusugan
ng pagbuo ng puzzle. , kuko , ngipin , suklay , sabon kaugnay ng paglalaro sa labas
, toothbrush , toothpaste , ng silid-aralan. Hayaan ang
shampoo mga batang mag-usap usap
kung anong mga dapat gawin
lalo na pagpawisan na sila
pagkatapos maglaro.
T
1. Ipapakita ang mga natapos na gawain.
2. Ipaalaala ang wastong gamit ng malaki at maliit na titik sa
karaniwan at tiyak na pangalan ng tao, bagay, hayop, lugar at
pangyayari (Pantangi/Pambalana)
1. Magpabigay pa ng mga halimbawa ng pangngalang pambalana
at pantangi.
3. Iugnay ang talakayan sa paggamit ng wika sa pagtugon ng
sariling pangangailangan at sitwasyon tulad ng pakikipag-usap sa
iba’t ibang uri ng tao gamit ang kanilang pangalan at paghahanap
ng mga tiyak at karaniwang lugar.
Mother Tongue Show the activity chart used in Filipino by the Grade 3 pupils. Let
(50 minutes/day) them show a thumbs up sign if they agree and thumbs down sign if

Page 35 of 42

• To talk about oneself they don’t on the listed health habits.
and one’s personal
T I
experiences (health
1. Pupils will share their
habits)
MT1OL-Ia-i-1.1 personal experiences about
• To read content area- their health habits.
related sight words Ask:
(Math from Eleventh a. Why do we need to take
to twentieth) –Gr. 2 a bath daily?
MT2PWR-Ie-i-7.7 b. Why do we need to eat
• To speak clearly and healthy foods?
comprehensively c. Why do we need to
(Gr.3) brush our teeth after
MT3OL-Ig-i-12.1 eating our meals?
2. Let the pupils realize the
importance of eating
healthy foods like
vegetables and fruits.
Draw and Tell
Let the pupils draw their
favorite fruit and tell why
they like it?
Page 36 of 42
Grades123/Q1/Health Education-Self Hygiene
I
1. Distribute activity cards to Pupils will write ways how to
the pupils. take care of their health.
2. Let the pupils analyze the (pupils possible answers)
illustration and answer the 1. Take a bath daily.
following questions: 2. Brush our teeth after
(the illustration shows 20 eating.
pupils lined up from 3. Always wear clean clothes.
smallest to the tallest. The 4. Eating fruits and
smallest is the first and the vegetables.
tallest is the 20th. 5. Sleep at least 8 hours a
(Appendix No.46) day.
Questions: 6. Drink 8 glasses of water
1. In what ordinal place does daily.
Tommy stands in the line?
2. How about Tina?
3. In what ordinal place does
Cris stands in the line?
4. In what ordinal place does
Amy stands in the line?
5. In what place does Zara
stands in the line?
(The teacher will provide
another activity card. This time
with 20 different kind of fruits
placed and arranged on top of a
table.)
G
Think, Pair and Share.
In a dyad, pupils will take
turn in sharing their
answers to their partner
 Grades123/Q1/Health Education-Self Hygiene

and discuss.
Mathematics T
(50 minutes) Have the pupils identify the number of boys and girls in the entire class.
• To count the number Ask: How many boys are there?
of objects in a given How many girls are there?
set by ones and tens How many boys and girls are there in all? (The teacher will write the answer on the board.)
(Grade I) How many tens and how many ones?
M1NS-Ib-2.1 Ask two volunteer pupils from the girls’ group. One will count the boys using ordinal numbers
• To read and write while the other will listen to the counting and write on the board the ordinal numbers heard.
ordinal numbers from
1st to 20th (Grade II) Say: I found out that your sense of sight and hearing are functioning well as you perform the
M2NS-Ie-17.2 given activities. Let’s find out if you could still follow further instructions correctly.
• To add mentally 2- First, group your pair of shoes/slippers by tens without removing them from your feet. (Ask: How
digit and 1-digit many group of tens do you have?) Second, add one group of ten pairs with five more pairs of
numbers without or shoes/slippers. (Ask: how many pairs do you have now?) Third, add the 15 pairs with 6 more pairs
with regrouping using of shoes/slippers. (Ask: How many pairs do you have this time?)
appropriate Ask: How many tens and ones were there in the second instruction given?
strategies. What ordinal numbers were used in the instructions?
M3NS-Ie-28.7 How did you do the addition process?
Guide the pupils in connecting the activities performed to the concept of their previous lesson in
Math.
Call the pupils’ attention to their shoes and slippers. Ask: Why do we use shoes and slippers for
our feet?
Relate the wearing of shoes and slippers to health practices and self hygiene.
I I I
Draw objects/food that makes Conduct a survey interview Have the pupils answer
you healthy showing numbers with the grade level exercises on adding mentally 2-
counted by tens and ones in a classmates. digit and 1-digit numbers with
set. 1. 1st boy among siblings or without regrouping.
2. 2nd girl among siblings (Appendix No.47 )
3. 3rd child in the family
4. born on the 17th day of the
month

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 Grades123/Q1/Health Education-Self Hygiene

5. started schooling at the age

of 5th
Science T
(50 minutes) Perform a foot and leg body exercise.
• To demonstrate Ask: What are the parts of our body used in performing the exercise?
movements usingthe Why do physical fitness and exercises important to our body?
body parts found on Do grade level activities
the the leg and foot 1. Grade I- Form the picture-puzzle (foot and leg) Appendix No. 48
of the body (Grade I) 2. Grade II-Identify the parts of the body found on the foot and leg parts using name cards
PNEKBES-1c-3 (knee, leg, ankle, heel, foot, toe)
• To identify one’s basic 3. Grade III- Post on appropriate healthful habits of taking care of the skin using statement
body parts found on cards
leg and foot body Post responses on the board one at a time.
parts (Grade II) Ask: What parts of our body found in our foot and leg?
PNEKBS-1d-1 How do we move our knee? ankle? heel? foot? toe?
• To enumerate
healthful habits to G T
protect the sense Form two groups. Ask:
organs 1. What are our sense organs?
(Grade III) Have each group choose a body part found in our leg and foot. 2. When do we use our skin?
S3LT-IIa-b-2 Perform movements using the chosen part. nose? eyes? ears? tongue?
3. What healthful habits can
we do to take care of our
sense organs?
T I
Talk about the basic body parts found on the leg and foot. Write 5 ways of healthful
habits on taking care of our five
sense organs
Araling Panlipunan Kilalanin ang mga bagay na nasa mesa. (sabon, tabo, tubig, twalya,
(40 minutes) shampoo)
• Makabubuo ng Tanong: Kailan natin ginagamit ang mga bagay na ito?
Paano ang tamang paraan ng pagligo?

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 Grades123/Q1/Health Education-Self Hygiene

kwento tungkol sa T
pang araw-araw na 1. Ipamahagi ang larawang nagpapakita ng senaryo ng tamang pagligo.
gawain (Grade I) 2. Ipasaayos ang mga ito ayon sa wastong pagkasunud-sunod. (Appendix 49)
AP1PAM-lib-5 3. Idikit sa pisara.
• Maisasagawa ang 4. I-tsek ang pagkasunud-sunod.
disiplinang pamsarili 5. Itanong:
sa pamamagitan ng a. Ano-anong bagay ang kailangan sa pagligo?
pagsunod sa b. Ano ang unang hakbang? Pangalawa?, panagatlo?
pangangailangang c. Bakit mahalaga ang paliligo?
pankalusugan d. Ano-anong konsepto ang maaring malinang sa tamang paraan ng pagligo?
(Grade II) (kahalagahan ng tubig, gamit ng sabon)
AP2PSK-IIId-4
• Maibibigay ang G
kahulugan ng sariling Grade Level Grouping:
kultura at mga Pangkatin ang klase sa tatlo.
kaugnay na konsepto Pangkat 1: Gumawa ng kwento tungkol sa pang araw-araw na gawain gamit
(Grade III) AP3KR- ang sabon.
IIIa-1 Pangkat 2: I-rap ang wastong paraan ng paliligo.
Pangkat 3: Magpakitang kilos ng sariling kultura o paniniwala kaugnay ng paliligo.

T
Ipapresinta ang pangkatang output.
Talakayin ang ukol sa pang araw-araw na mga gawain kaugnay ng
disiplinang pansarili at kalusugan. Pag-usapan din ang kultura at
paniniwalang pangkalusugan kaugnay ng paliligo.
EsP T
(30 minutes) 1. Itanong: Masaya ba kayo ngayong malinis na ang inyong mga
• Makikilala ang ngipin?
sariling: 2. Ipaawit: ”If You’re Happy and You Know it Clap Your Hands”
(stamp your feet, swing your hips, shout with joy)

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 Grades123/Q1/Health Education-Self Hygiene

• 1.5. damdamin / I I
emosyon (Gr.1) 1. Pagbalik-aralan ang aralin • Pasulatin ng journal ang mga mag-aaral sa Grade 2 at 3.
EsP1PKP- Ia-b – 1 nila sa English tungkol sa (simple journal only)
• Maisakikilos ang mga pagbabahagi ng kanilang • Ipatala ang mga natutunan nilang paraan ng
paraan ng mga nararamdaman at pagpapanatili at pangangalaga ng sariling kalusugan at
pagpapanatili ng emosyon. kaligtasan.
kalinisan, kalusugan 2. Ipalarawan sa mga mag- • Maaaring ipaguhit na lamang sa mga mag-aaral sa
at pag-iingat ng aaral ang kanilang mga Grade 2 ang kanilang mga pagtatala kung hindi pa
katawan (Gr.2) damdamin o emosyon sa kayang maisulat nang maayos.
EsP2PKP- Id – 11 pamamagitan ng kulay
• Makagagawa ng mga gamit ang krayola.
wastong kilos at gawi
sa pangangalaga ng
sariling kalusugan at T
kaligtasan (Gr.3) 1. Pag-usapan ang ginawa ng mga mag-aaral
EsP3PKP- Ie – 18 2. Itanong: Ano ang pakiramdam nyo ngayon na mas lalo nyong
naipahayag ang inyong mga damdamin at kaisipan sa
pamamagitan ng pagsulat at pagguhit?
3. Sabihin: Ang pagsulat at pagguhit ay mabisa at positibong paraan
sa pagpapahayag ng nilolob. Ito ay maituturing din na
pangkalusugang gawain sapagkat sa mga paraang ito napapasaya
natin ang ating mga sarili.
MAPEH G G G
(40 minutes) 1. Group the pupils into two. 1. Group the pupils into two 1. Group the pupils into two.
• To create a drawing to 2. Have each group make a 2. Have each group draw a 2. Have each group draw a
express one’s ideas collage of their art activity human body engaging in person in a distance
about oneself. (Gr.1) in EsP. activities for personal showing contentment and
A1PR-Ie-1 3. Tell them to add their craft hygiene. happiness because he/she
• To show motion or with drawings of things 3. Encourage them to be knows well himself/herself.
action in the drawing that keep them clean, creative in doing their art He/she is neat, clean and a
of human bodies. happy and healthy. work. healthy person.
(Gr.2) 4. Encourage them to be 3. Encourage them to be
A2EL-Ih-1 creative in making a creative in doing their art
collage work.

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 Grades123/Q1/Health Education-Self Hygiene

• To distinguish the 5. Let them give a title to

size of persons in their output.
drawing to indicate its
T
distance from the
Have the pupils display their works.
viewer. (Gr.3)
Ask one representative from each group to tell something about their
A3EL-1a
work.
T
Have the pupils chant the Slogan:”Iwas Sakit, Iwas Gipit. Manatiling
Malusog at Malinis” with two taps on their lap and two claps for every
measure or phrase.
Have them repeat the chanting and action several times to enjoy the
activity.
Day 5
Culminating Activities: #Selfieday
Acting Out, Singing, 1. Show Time Activity
Dancing, Reciting a In the morning, conduct a “Show Time Activity” inside the
Poem, Drawing, Viewing, classroom. Have the pupils present their talents by singing,
Playing Indoor Games, dancing, reciting a poem and others
Presenting Journals, 2. Play Time
Portfolio, Checklist, 10:00-11:00am - Pupils will engage in the activities they most
Assessment prefered to such as playing indoor games, drawing, reading, etc.
3. Hand Washing Activity
At 11:00 in the morning pupils will do the “Hand Washing
Activity”. Pupils will view a video clip modelling the proper way of
handwashing. After which, they will do the handwashing activity
together . A music will be played while they do the activity and
instruct them to finish washing their hands as the music stops.
4. Nutri - Time
After washing, the class will eat their lunch together. The class is
expected to show their KSAs on the following: prayer before meal,
eating the right kind of food and table manners.
5. Brushing of Teeth

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 Grades123/Q1/Health Education-Self Hygiene

Pupils will brush their teeth together.

6. Assessment
Pupils will accomplish Self-Assessment Checklist
Teacher will use Teacher Observation Checklist to track down &
validate pupils’ learning and progress.
(English-Appendix 50-51, EsP-Appendix 52 and MAPEH –
Appendix 53-53, Appendix 55 for English & other learning areas)
Remarks
Reflection

References
DepED Writers Team. 2013. K to 12 Grade 2 Mother Tongue Teacher's Guide. 5th Floor Mabini Bldg. DepEd
Complex, Meralco Avenue, Pasig City, Philippines 1600: Department of Education, Bureau of Learning
Delivery, Teaching and Learning Division.

DepEd Writers Team. 2014. K to 12 Grade 3 Music Learner's Material. 5th Floor Mabini Bldg. DepEd Complex,
Meralco Avenue, Pasig City, Philippines 1600: Department of Education, Bureau of Learning Delivery,
Teaching and Learning Division.

DepED Writers Team. 2016. Multigrade Budget of Work- Grades123. 5th Floor Mabini Bldg. DepEd Complex,
Meralco Avenue, Pasig City, Philippines 1600: Department of Education, Bureau of Learning Delivery,
Teaching and Learning Division.

2012. LRMDS-Portal. Na-access April 18, 2018. http://lrmds.deped.gov.ph/detail/26/6277.

Writers' Team Illustrators, DepED. 2017. “Images.” Department of Education. Department of Education. Pasig
City.

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