LESSON PLAN IN MAPEH 9

GRADE
QUARTER/DOMAIN DATE PAGE NO.
LEVEL

9 3rd Quarter - HEALTH

I. OBJECTIVES
A. Content Standards The learner...
Demonstrates understanding of first aid principles and procedures.
B. Performance Standard The learner...
Performs first aid procedures with accuracy.
C. Learning Competency The learner...
 Demonstrates the conduct of primary and secondary survey of the
victim (CAB). H9IS-IIIb-37
II. CONTENT
A. Subject Matter Injury Prevention, Safety and First Aid (Unintentional)
B. Topic Injury
C. Sub-topic First Aid Guidelines and Procedures
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages HEALTH 9 Quarter 3 – Module 1: First Aid Guidelines and Procedures
Survey the scene
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) Portal
B. Other Learning Resources
1. Materials PowerPoint presentation, Laptop and TV
2. Strategy Demonstration, Questioning and Collaborative Tasks

IV. PROCEDURES Teacher’s Activity Students Activity

Teacher: Good morning Class! Good morning
Warm-up Drills Ma’am!
Let’s have a prayer
(starts playing the prayer) (students will stand
up)
Teacher: Kindly settle down class Amen.

Who is absent? (students will state

the name of the
absent student/s)
A. Reviewing Teacher: Let’s have a short recap of our topic from yesterday’s discussion.
previous lesson or
presenting the new REMEMBER ME!
lesson 1. What does injury means? injury is a physical
harm caused by an
accident or an
attack
2. What is an immediate and temporary care given to a person who suddenly
gets ill or injured? CPR Ma’am

It seems like you really gain something from our previous lesson.

B. Establishing a VIDEO ANALYSIS!

purpose for the lesson
Guide Question:
1. What have you observed on the video presented? the man collapsed
 What do you think is our lesson for today? rescuing ma’am
First Aid Guidelines and Procedures (students starts to
Circulation-Airway-Breathing (CAB) read the learning
objectives)
The teacher will present the objectives to the class...
at the end of the period, you are expected to: Demonstrates the
conduct of primary
and secondary
survey of the victim
(CAB).
C. Presenting Teacher: Before we proceed to our discussion let’s have an activity.
examples/instances of
the new lesson Activity 1: EXECUTE ME!

Direction: Find a partner. Observe and demonstrate the following pictures

presented below.

Guide Questions:
1. Where can we usually use these first aid measures? Or in what scenario? If a person will
collapsed Ma’am.
2. Have you experience being injured/collapsed? How was it? No ma’am
D. Discussing new Teacher: Do you have any idea of what are the two ways to conduct
concepts and physical examination when giving first aid?
practicing new skills
1. Primary Survey
What comes into your mind if we say primary survey? first hand Ma’am.

Any Other Idea? a quick way to treat

any life threating
2. Secondary Survey conditions
What comes into your mind if we say secondary survey? head-to-toe
examination
Teacher: To further understand what is primary and secondary survey, let’s assessment to
watch a video. identify all
potentially
The teacher will present the video to the class... significant injuries.
E. Developing Activity 2: WHAT’S MORE!
Mastery Teacher: I will group the class into two groups. G1(column 1-3) G2(column
4-6)

Direction: Demonstrate the following guidelines and procedures of primary

and secondary survey of the victim and present it in front of the class. Do
this within 5 minutes.

Group 1 - Primary Survey

Group 2 - Secondary Survey

(The teacher will give printed materials with the guidelines and
procedures of primary and secondary survey to the two groups.)
F. Making 1. I learned that ________________________________ There are two ways
generalizations and to conduct first aid
abstraction about the measures ma’am
lesson
2. I found it difficult to _________________________ execute the CAB

3. I need to know to ____________________________ have knowledge

about rescuing
4. Next meeting, I want to ______________________ know more about
injury prevention
G. Evaluating Activity 3: ROLE PLAY!
learning Directions: With the same group. Think of an incident that will demonstrate
the primary and secondary surveys in rescuing a patient. Do this activity in
5 minutes. Be guided with the rubrics

Outstanding (10) Very Impressive Interesting

(9) (8)

Preparation Students were on Students were on Students were off

task for all of the task for most of task for the time
planning time the planning time of planning and
and developed a and developed a did not develop a
well thought out well thought out well thought out
skit. skit. skit.
Presentation Students made a Students made a Students did not
very strong good connection make a
connection to the to the subject connection to the
subject during during the subject during
the presentation presentation and the presentation
and did so in a did so in a and the material
believable believable was not
manner. manner. presented in a
believable
manner.
Collaboration All students in Some students in Students
the group worked the group worked appeared to have
well together. well together. strong difficulties
working in the
group together.

V. REMARKS
VII. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
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 have
caught up with the
lesson
D. No. of learners
who continue to
require
remediation
E. Which of the
teaching strategies
worked well?
Why did this
work?
F. What difficulties
or challenges
which my
principal or
supervisor can
help me solve?

Prepared by: Checked by:

HANNAH C. BILLONES GUILLERMO M. SODOMIA

Student Teacher Associate Professor V
BPED Program Coordinator
 Pre-Service Teachers Actual Teaching Checklist

Name of Mentee Name of Mentor

Subject Taught Date ____________ Time

Observed Not Remarks

Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to disturb the
students attention.
C. The teacher’s personality is strong enough to command respect
and attention.
D. The teacher shows dynamism and enthusiasm
E. The teacher has well-modulated voice.
II. LESSON PLANING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
The teacher:
A. demonstrates in depth knowledge of the subject matter.
B. is able to relate lessons to actual life situations
C. keeps abreast of new ideas and understanding in the field
D. gives sufficient and concrete examples to create meaningful
learning experiences
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and capabilities of
the students.
B. The teacher was creative enough to adapt his/her method to the
students’ capabilities.
C. Instructional materials were used to illustrate the lesson.
D. The teacher made effective use of the formative test results
during teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. attendance
2. assignment/Homework/Agreement
3. practice exercises
4. group work/projects
5. passing in and out of the room.
6. correcting, distributing, and all collecting paper.
B. Order and discipline were present in the classroom.
C. Instructional materials were within easy reach of the teacher
during his/her teaching
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following stimulates
discussion in different ways:
1. probing for learner’s understanding
2. helping students articulate their ideas and thinking process
3. promoting risk-taking and problem solving
4. facilitating factual recall
5. encouraging convergent and divergent thinking
6. stimulating curiosity
7. helping students to ask questions