Health6q4

DETAILED
LESSON PLAN
IN HEALTH 6
(Fourth Quarter)
Detailed Lesson Plan in MAPEH

Grade 6
i
Region V/Daily Lesson Plan/2019-2020
PAGKILALA
Mga Gurong Manunulat:
SANDRA G. GARCIA
MARIA LUZ G. BAUTISTA
LORENA B. TULIPAT
JENNIFE S. TENORIA
Quality Assurance Team
Editors:
NELSON T. SICIO LORENA B. TULIPAT
EDITA A. BARBA ROMER A. TEVES
MARY GRACE T. TAYAM EFREN O. MATIENZO
SANDRA G. GARCIA ROBERT B. MOLINA
Lay – out Artist
MARLY P. ESPIRITU
ALLEN B. MARINO
ROMER A. TEVES
EFREN O. MATIENZO
ROBERT B. MOLINA
ii
TALAAN NG NILALAMAN
Cover Page
Pagkilala
Talaan ng Nilalaman
CONSUMER HEALTH
Importance of Consumer Health

1–6
Components of Consumer health
7 – 14
Medicines as Health Products : Types and Uses
1. Over the Counter (such as antacid, analgesic,
antipyretic, antidiarrheal, laxative, and decongestant) 15 – 29
2. Prescription (such as antibiotic, antidepressant, and
antihypertensive)
Identifying the common propaganda techniques used in
30 – 38
advertising
Packaging and Labels of Health Products
39 – 43
Good Decision Making in Health Products Selection
44 – 51
Protection from Fraudulent Health Products
52 – 56
iii
Grade 6
Quarter 4
I. OBJECTIVES
A. Content Standard The learner understands the concepts
and
principles of selecting and using
consumer health
products.
B. Performance Standard The learner consistently demonstrates
critical
thinking skills in the selection of
health products.
C. Learning Competencies/ Explains the Importance of Consumer

Health
Objectives (Write the LC (H6CHIVa-13)
code for each) Enumerates the Components of Consumer
Health
(H6CHIVbc-14)
II. CONTENT Importance of Consumer Health

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials Enjoying Life Through Music, Art,
Physical
pages Education and Health 6 pp. 414-419
MAPEH In Action
3. Textbook pages pp. 294-296
4. Additional Materials from
Learning Resource (LR)
Portal
B. Other Learning manila paper, pictures
Resources
IV. PROCEDURE
A. Reviewing previous lesson When was the last time you went to the
grocery
presenting the new lesson store to buy foods and other stuff?
B. Establishing the purpose

for the lesson Which of the following choices
influence you the
most to purchase or buy a product or
avail a
service? Draw a check mark ( / ) for
your answer.
Clothes
Restaurants
____ brand ____ menu
selection
trend ____
ingredients
____material ___large
servings
Vitamins
_____ recommended by friends
_____ recommended by doctor
_____ recommended by a celebrity
c. Presenting examples/
instances of the lesson Teacher will present the lesson
D. Discussing new concepts 1. Who is a consumer?
and practicing new skills
1
#1 2. What is a consumer health?
3. Why is consumer health important?
4. What are the components of consumer
health?
E. Discussing new concepts . COLLABORATIVE LEARNING ACTIVITY (CLA)

and practicing new skills Class will be divided into two groups
#2 Set the Standard in a Group Work
activity.
Remind them to be tactful in talking with
their
group mates.
Directions: Each group will be given a
Task Card.
Discuss with your groupmates
the
given task, then record
your
answers. Be ready for a group
reporting afterwards.
Group I- FILL ME UP
Complete this graphic organizer.
Importance
of Health
Consumer
Health
Group II- FILL ME UP

Complete this graphic organizer
Components
of Consumer
Health
F.Developing Mastery
Say HA, HA, HA for Health Service, and
say HO
HO HO for Sources of Health Information
and HE
HE HE for Health Products
1. doctor 6. clinic
2. internet 7. magazine article
2
3. medicine
4. television
5. nurse
G. Finding practical There is a sale of canned goods in the
grocery. It
application of concepts so happened that these products are
cheap and
and skills in daily living nearly to expire. Are you going to buy
them?
Why?
H. Making generalization and 1. Is consumer health important? Why?
What
abstraction about the else?
lesson 2. Enumerate the components of consumer
health.
I. Evaluating learning
A. Identify what components of consumer
health
is stated. Write HI if it’s Health
Information, HP
Health Product and HS Health Services.
___1. Food
___2. Newspaper
___3. Dentists clean our teeth.
___4. Cleaning Agents like soap and
shampoo
___5. Internet
B. Write True if the statement shows the

importance of consumer health
and
False if not.
___1. Learning consumer health will help
you
become
a wise consumer.
___2. Consumer health gives consumers
the
knowledge, skills and values to
become
a responsible buyer.
___3. Consumer health makes the
consumers to
have the ability to differentiate
true
information from false
J. Additional activities for Ask your mother about the things she
considers in
application or remediation buying products. List down her answers.
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and
analyzing the
students’ progress this week.
A. No. of learners who
earned 80% in the
evaluation.
acquired additional
activities for
3
remediation who
scored below 80%.
B. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
C. No. of learners who
continue to require
remediation.
D. Which of my teaching
strategies worked
well? Why did this
work?
E. What difficulties did I
encountered with my
principal can help me
solve?
F. What innovation or
localized did I used /
discover which I wish
to share with other
teachers?
4
5
6
Grade 6
Quarter 4
I. OBJECTIVES
A. Content Standard The learner understands the concepts and
principles
of selecting and using consumer health
products.
B. Performance The learner consistently demonstrates
critical
Standard thinking skills in the selection of
health products.
C. Learning Describes the Different Components of

Consumer
Competencies/ Health
Objectives (Write the (H6CHIVcd-15 )
LC
code for each)
II. CONTENT Components of Consumer health
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials MAPEH In Action
pages
3. Textbook pages pp. 294-300
4. Additional Materials
from Learning Resource
(LR) Portal
B. Other Learning pictures from the internet, manila paper,
chalk,
Resources blackboard
IV. PROCEDURE
A. Reviewing previous Who are consumers?
lesson
presenting the new
lesson
B. Establishing the Today, we will describe the three major
components
purpose of consumer health.
for the lesson
c. Presenting examples/ Teacher will present the lesson.
instances of the
lesson
D. Discussing new 1. What are the three major components of
concepts consumer health?
and practicing new 2. Describe each component
skills
#1
E. Discussing new .
concepts COLLABORATIVE LEARNING ACTIVITY (CLA)
and practicing new Class will be divided into three groups
skills Set the Standard in a Group Work
activity.
#2 Remind them to be tactful in talking with
their group
mates
Directions: Each group will be given a

Task Card.
7
Discuss with your
groupmates the given
task, then record your
answers. Be ready
for a group reporting
afterwards.
Group I- FILL ME UP
Sources of
Health
Information
Group II- FILL ME UP

Health
Products
HEALTH
PRODUCTS
Group III- FILL ME UP

Complete this graphic organizer
Health Services
F.Developing Mastery
(Seat Work)
8
Write HI for Health Information, HP for
Health
Products, and HS Health Services.
1. milk
2. internet
3. rural health clinic
4. foods
5. health experts
G. Finding practical After eating chocolates, Dennis did not
brush his
application of teeth. He had a tooth ached for the whole
day. He
concepts wanted to consult a health expert. What
health
and skills in daily service he is going to avail?
living
H. Making 1. What are the three components of
consumer
generalization and health?
abstraction about the 2. Describe each component.
lesson
I. Evaluating learning
Write the following items under the proper
heading
A.
Health Health
Health
Information Products
Services
toothpaste nurse
magazine/article
powdered soap clinic
B. Match Column A with Column B
1. Health Information M. cleaning

agents, food,
personal
care products,
pharmaceutical
2. Health Products N. books, print

ads, radio,
television,
internet
3.Health Services O. health

professionals,
health units,
health care
plans and
programs
J. Additional activities List down health products that your family

is
for frequently using.
application or
remediation
V. REMARKS

analyzing the
9
earned 80% in the
evaluation.
B. No. of learners who

acquired 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 this work?
F. What difficulties did I

encountered with my
principal can help
me solve?
G. What innovation or
discover which I
wish to share with
other teachers?
10
What are the components of a consumer health?
There are three major component of consumer health namely:
health information,
health products, and health services.
What are the sources of health information?
Health information can be drawn from health professionals,

educators,
scientists, and the public to make health and safety news widely
available.
Consumer health tools are the media like the radio and television,
printed
materials such as magazines, newspapers or newsletter, and books, the
internet, computers and other information and communication systems to
raise
awareness on important health topics and educate the public about
preventive
medicine.
What are the health services enjoyed by the consumers?
Different helpful health services are being experienced and

enjoyed by
the consumers. These services are carried out by health professionals
like
doctors, nurses, dentist, dieticians, educators, scientists, chemists,
and many
others. Health practitioners promote the new vaccines, tests, and
therapies to
treat diseases and once posed a serious health risk and enhance consumer
health.
Dentist
Also known as a dental surgeon, a dentist is a health care

practitioner who specializes in diagnosis, prevention, and treatment
of diseases and conditions of the oral cavity.
Dermatologist
11
A dermatologist can diagnose and treat disorders of the skin,
mouth, external genitalia, hair, and nails, such as skin cancers,
moles, allergic disorders, and scarring.
Dietitian/Nutritionist
A nutritionist is a person who advises matters on food and

nutrition impacts on health.
Nurse
Nurses who receive special additional training to perform

physical examinations, make diagnosis, and prescribe treatment,
often under the supervision of a physician
ophthalmologist
Ophthalmologist
An ophthalmologist can diagnose and treat problems

related to the eyes and vision, including vision correction with
glasses or contact lenses and treatment of diseases such as
glaucoma.
Pharmacist
12
A pharmacist mixes and dispenses medications.
Psychiatrist
A psychiatrist is a medical doctor who specializes in the

diagnosis and treatment of mental disorders.
Radiologist
A radiologist makes use of radiology methods such as X-

ray, ultrasound and nuclear medicine or diagnosing and treating
diseases using radiation.
Social Worker
A social worker helps patients with matters such as

finances, insurance and family problems.
Speech
Therapist
A speech therapist treats and helps preventing disorders

related to speech.
13
Surgeon
A surgeon is a specialist in surgery. Surgery is a broad

category of invasive medical treatment that involves the cutting
of a body whether that of a human or animal, for a specific
reason such as removal of a diseased tissue or to repair a tear
breakage.
What government agencies provide health services for the
consumers?
There are government health agencies that provide health

services and protect the welfare of the consumers. These
agencies aims to make the people healthy and to prolong life
expectancy.
1. Department of Health (DOH)

2. Philippine Health Insurance Company (PHIC)
3. Department of Trade and Industry (DTI)
4. Bureau of Food and Drugs (BFAD)
5. Department of Social Work and Development
(DSWD)
6. Philippine Dental Association (PDA)
7. Philippine National Red Cross (PNRC)
14
Grade 6
Quarter 4
I. OBJECTIVES
principles of selecting and using consumer
health products.
critical
Standard thinking skills in the selection of health
products.
C. Learning The learner differentiates over-the
counter from
Competencies / prescription medicines.
Objectives H6CH-IVcd-16
II. CONTENT
C. Medicines as Health Products : Types
and Uses
1. Over the Counter (such as antacid,
analgesic,
antipyretic, antidiarrheal, laxative, and
decongestant)
2. Prescription (such as antibiotic,
antidepressant,
and antihypertensive)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Health Curriculum Guide August 2016
pages page 60 of 95
2. Learner’s Materials
pages
3. Textbooks pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning 2017 The Phoenix Publishing House Inc.
Artuz,
Resources Ma. Mignon C, Garcia, Ma. Elvira M.
Pascual,
Marisa C. Reyes,Irene Feliz, Enjoying Life
Through Music, Art, Physical Education and
Health 6
www.thecoversation.com
IV. PROCEDURES
A. Reviewing previous Ask pupils the component of consumer health
lesson or being described.(health information, health
presenting the new product or health services)
lesson 1. Eyeglasses, medicines,
cosmetics,
clothing, appliances and others
2. Actions, procedures,
medical
consultations and treatment.
15
3. Sources are from advertisements, health
professionals, magazines, print and
broadcast media.
B. Establishing a Using semantic web ask pupils their concept
purpose for the about medicines. Teacher writes the words
lesson. connected to the lesson. Example:
pain reliever
given
by
cure Medicines
doctors
bought in
drugstores
C. Presenting Ask pupils to arrange the jumbled letters

to form
examples/ a word.
instances of the MDEICNEIS AS HALEHT PORDCUTS
new lesson.
OEVR-THE-
PERCRSIPTOIN
CUONETR
D. Discussing new Before giving the group activity, ask

pupils
concepts and possible questions listed below:
practicing new (English and Science Integration) 1. What
skills # 1 are the things that we can compare?
2. How do you compare?
Possible Answers:1. Persons, Places,
Animals
etc.
2. We can compare using degrees of
adjectives. We can compare using words such
as “like” and “as”. We can compare by
looking
at the similarities and differences.
(Value Integration) What is the good about
comparing ourselves with others?
Lead pupils answer to the concept that
comparing ourselves with others lead us to
our
realization that everyone is unique. Each
person has his own strengths and
weaknesses,
thus, this is where sharing a part of
oneself
becomes valuable.
Group Activity:
16
Divide the class into 3 groups. Give each
group
the tasks below.
Group 1 –Based from the pictures, compare
OTC and Prescription medicines by
completing
the statement.
Over-The-Counter Prescription Medicines
Medicines
Over-the-counter medicines
are_____________________
while prescription medicines
are_____________________.
Group 2. Differentiate over-the-counter

medicines from prescription medicines by
filling
in in the Venn Diagram using the
words/phrases below.
Examples of words/phrases to be written in
metacards
With doctors’ prescription

Without doctors’ prescription
Relieves minor symptoms
Treatment for serious
diseases
are used for health reasons
have guidelines/instructions
found in drugstore
17
Over-the-Counter
Prescription
Group 3 Read carefully the article below

about
the types of medicines and have the pupils
differentiate Over-the-Counter medicines
from
Prescription medicines using the graphic
organizer below.
Health products include over-the-

counter drugs(OTC) as well as
prescription
drugs. Both are used to treat
diseases/illnesses,
relieve symptoms and prevent diseases and
improve/maintain health.
Over-the-counter medicines are
also
called nonprescription drugs. Purchasing
these
products does not require doctor’s
written
prescription. They can be purchased from
any
store- convenience store, pharmacy and
supermarkets. They could be used by
multiple
patients. The product is chosen based on
self-
care decision. They are used to treat
minor
diseases such as headaches, colds and
coughs.
They are less expensive than
prescription.
Prescription medicines require
doctor’s
written permission. They are purchased
from
licensed pharmacy and dispensed by a
licensed
pharmacist. These medicines are usually
more
powerful than OTC medications and have
individual dosages. This is the reason
why these
medicines are intended for a specific
patient
and are used to treat serious diseases
and illness
Prescription
Over-the-
Medicines
Counter
18
_______________
________________
How can you Where

can
buy/purchase it? you
buy it?
______________
_______________
What type of
sickness/illness
can be treated?
_________________
Note:
Teacher should emphasize important concepts
and may give additional information after
presentation of output.
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery Fill in the chart.
(leads to Formative Over-the-Counter and Prescription Medicines
Assesment)
Similarities
Differences
1.
1.
2.
2.
3.
G. Finding practical Ask: How will knowing over-the-counter

applications of medicines and prescription medicines help
you
concepts and skill when you are asked by someone to get them
in daily living for him/her?
H. Making Differentiate OTC medicines from
Prescription
generalizations and medicines
abstractions about
the lesson
I. Evaluating learning Through an essay, present similarities and
differences of OTC medicines and
prescription
medicines.
19
J. Additional activities Conduct interview of a physician or
pharmacist
and ask for additional information about
the
differences of OTC and Prescription
Medicines
V. REMARKS

analyzing the
earned 80% in the
evaluation.

acquired additional
activities for
remediation who
scored below 80%.
C. Did the remedial

learners who have
caught up with the
lesson.

continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did this
work?

encountered with my
solve?
to share with other
teachers?
20
Grade 6
Quarter 4
I.OBJECTIVES
principles of selecting and using consumer
health products.
critical
Standard thinking skills in the selection of health
products.
C. Learning The learner give examples of over-the
counter and
Competencies / prescription medicines.
Objectives H6CH-IVe-17
The learner explains the uses of some
over-the-
counter and prescription medicines
H6CH-IVf-18
II. CONTENT
C. Medicines as Health Products : Types
and Uses
1. Over the Counter (such as antacid,
analgesic,
antipyretic, antidiarrheal, laxative, and
decongestant)
2. Prescription (such as antibiotic,
antidepressant,
and antihypertensive)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide K to 12 Health Curriculum Guide August 2016
pages page 60 of 95
2.Learner’s Materials
pages
3.Textbooks pages
4.Additional Materials
from Learning
Resource (LR) portal
B. Other Learning 2017 The Phoenix Publishing House Inc.
Artuz,
Resources Ma. Mignon C, Garcia, Ma. Elvira M.
Pascual,
Marisa C. Reyes,Irene Feliz, Enjoying Life
Through Music, Art, Physical Education and
Health 6
homeremedymag.com,
iStock,
freepngimg.com, FrendlyStock, 123RF.com
https://www.drugs.com>otc
https://www.medicinenet.com>article
IV. PROCEDURES
A. Reviewing previous Read each statement. Write OTC if it tells
about
lesson or over-the-counter medicines and write P if
it tells
about prescription medicines.
21
presenting the new _____1. These are bought off-the-shelf in
lesson drugstore or supermarkets.
_____2. These have general recommended
dosages.
_____ 3. These are used to treat serious
diseases.
_____4. These are purchased from a licensed
pharmacy.
_____ 5. These are used to treat minor
diseases.
B. Establishing a Set standards for group activity.
purpose for the Ask: What are the standards that should be
lesson. followed during group activity?
Possible answers: Work harmoniously with
your group mates. Observe the time given
Group Activity
Group 1 Divide the pupils into five groups.
Give
each group a picture of a sick person.
Based
from their experiences and prior knowledge
ask
the pupils to identify the illness and make
a list
of medicines that can be given. Accept
pupils
responses expressing the culture and
beliefs
known in their community.
Group 1
Examples of
Medicine for
______
1.
2.
3.
Group 2
Examples of
Medicine for
______
1.
2.
3.
22
Group 3
Examples of
Medicine for
______
1.
2.
3.
Group 4
Examples of
Medicine
for ______
1.
2.
3.
Group 5
Examples of
Medicine for ______
1.
2.
3.
Group 2: Role playing. Present a situation

showing a family member who is sick and the
ways done to help him/her be healed.
C. Presenting
examples/ Presentation of Output
instances of the (ESP Integration) How can we show our love
new lesson. and care for people who are suffering from
illnesses/diseases?
D. Discussing new Discuss examples and usage of OTCs and
concepts and Prescription Medicines as shown in the
practicing new appendix.
skills # 1
Discussion of Information from the table
shown.
Possible Questions:
23
(Math Integration)
How many types of over-the-counter
medicines were presented? Name them.
How many types of prescription medicines
were presented? Name them.
How many examples of antacid were given?
Antipyretic? Analgesic? Etc…
Which OTC/Prescription medicine has the
greatest number of choices/examples given?
What is our basis for using antacid?
Antipyretic? Etc.
E. Discussing new Say: Remember, whether a medicine or drug is

concepts and a prescription or nonprescription, there are
practicing new skills
guidelines on its proper use for health
reasons
#2 and safety purposes. It is important to
clearly
understand the instructions/literature before
taking any medicine.
F. Developing mastery Have a game
(leads to Formative Divide the class into 5 groups. Teacher gives
Assessment) clues and by using “Show Me Board” have
each member give examples of medicines by
arranging the jumbled letters flashed on the
screen/posted on the board. The member who
gets the correct answer is given a point and
the group with the highest no. of correct
answer wins the game.
CLUES JUMBLED
LETTERS
Used to treat high LSAROOATN
blood pressure
Used to reduce ATNIPREYITC
fever
Pain reliever/pain ALNAEGISC
killer
Antibacterial AXOMIICILN
-to help clear DCOEGNETSNAT
blocked nasal
passages and
sinuses
Used to neutralize SMEIHTIOCNE
acid in the stomach
Antipyretic/Analges APARETCMOAL
ic
G. Finding practical Ask: What is the importance of knowing the

applications of uses and examples of medicines?
24
concepts and skill Possible Answer: We can carefully select
the
in daily living type of medicine that we need to cure our
illness.
H. Making How are medicines used?
generalizations and Possible Answer: We should carefully choose
abstractions about the medicine based on its
type/classification
the lesson and usage. Literature/Instructions about
the
medicine should be read and understand
carefully before taking medicines.
Give examples of medicines as to its usage.
I. Evaluating learning A. Fill in the table by giving
example of
each type of medicine. Select
your
answer from the given choices
inside
the box.
Simethicone Loperamide
Amoxicillin
Amlodipine Paracetamol
Medicine Example
Antacid
Antipyretic
Antidiarrheal
Antibiotic
Antihypertensive
B. Explain the use of each type of

medicine
by matching column A with column B
Column A Column B
1. Used to treat A. Analgesic
patient with
hypertension or
high blood
pressure. B. Antibiotic
2.Used to reduce
fever C. Antipyretic
3.Used to treat and
D. Antihyperten
prevent
sive
constipation
E. Antidepress
4. Used for
ant
treatment for
severe depression,
anxiety disorders,,
chronic pain
conditions and to
25
help manage some
addictions
5. Used as pain
reliever
J. Additional activities Conduct an interview of

a
physician/pharmacist/health professionals
and
ask them 5 examples each of OTC and
Prescription Medicines
V. REMARKS
VI. REFLECTION Assessing yourself as a teacher and analyzing

the
earned 80% in the
evaluation.

acquired additional
activities for
remediation who
scored below 80%.
C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson.

continue to require
remediation.
E. Which of my
teaching strategies
26
worked well? Why
did this work?

encountered with my
principal can help
me solve?
discover which I
wish to share with
other teachers?
27
Classification Medicine Examples
Usage
Aluminum
hydroxide/
Magnesium
Hydroxide
-to
neutralize acid in
1.Antacid Simethicone
the
stomach.
Magnesium
Carbonate
Calcium carbonate
2. Antipyretic Paracetamol -to reduce

fever
3. Analgesic Acetaminophen -to
relieves pain
+aspirin
Acetaminophen +
Caffeine
Acetaminophen +
dihyphendramine
Ibuprofen +
dihyphendramine
Over-the-counter
4.Decongestant Oxymetazoline -to help
clear
Phenylephrine blocked
nasal
Pseudoephedrine passages
and
sinuses
6. Antidiarrhea Loperamide -relieve
symptoms
l Bismuth subsalicylate of
diarrhea
7. Laxative Bisacodyl -to treat
and
Castor oil prevent
constipation
Aloe
8. Vitamins
9. Food
supplement
10. Herbal
Products
11. Cough Carbocisteine
Medicines Antitussive
Expectorant
1.Antibiotic/Ant Amoxicilin -treatment
of
ibacterial/Anti- Doxycline bacterial
infective Cephalexin
infection/disorders.
Ciphrofloxacin
Metronidazole
Prescription
Azithromycin
Medicine Levofloxacin
2.Antidepressan Citalopram -treatment
for
t Escitaplopram severe
depression,
Flouxetine anxiety
disorders,,
Flouvoxamine chronic
pain
28
Paroxetine conditions and
to
Sertraline help manage
some
Vortioxetine addictions
Vilazodone
3. Iisonopril -medication for

high
Antihypertensiv Amlodipine blood pressure
e Losartan
Hydrochlorothiazide
Metoprolol
29
Grade 6
Quarter 4
I. OBJECTIVES
Understands the concepts and principles
of
A. Content Standard selecting and using consumer health
products.
B. Performance Standard Consistently demonstrates critical

thinking skills
in the selection of health products.
C. Learning Competencies 1. Identifies the common propaganda
techniques
( write the LC Code) used in advertising.
H6CH-IVg-19
II. CONTENT Identifying the common propaganda

techniques
used in advertising
III. LEARNING RESOURCES

A. References
1. TG/CG pages CG p.61
2. Learner’s Materials
3. Textbook pages ENJOYING LIFE THROUGH MUSIC, ART,

PHYSICAL EDUCATION AND HEALTH - 6 PP.
425-427
4. Materials
downloaded from
LRMDS
B. Other Learning
Materials
IV. PROCEDURES
30
A. Reviewing previous Raise your RIGHT HAND if the
lesson and presenting statement shows proper use of
new lesson medicine and LEFT HAND if
not.
1.Bella has cough and colds.

She decided to combine two
over the counter medicines to
cure each illness.
2.Sue checked first expiration
date of the medicine before
taking it.
3.Fred doubled the prescribed
measurement of the medicine
for fast recovery.
4.Mother read first the
instructions in the prescription
before taking it.
5. Mother let her younger
daughter take the same
medicine as what her eldest
son took because they showed
the same symptoms.
B. Establishing a List down 3 products you want Yes,

maybe
purpose for the lesson to buy at the mall. because
we
Now, read your list. have
the same
Do you have the same needs
and
products with your wants.
classmates? Why? No,
maybe
because
I we
have
different
needs
and
wants.
C. Presenting What influence the consumer to buy certain

examples/instances of products like the products you listed?
the lesson How about your parents, what made them
decide
to buy certain products?
(List on the board the responses of the
pupils)
Today you will learn about propaganda
techniques used by advertisers to convince
the
consumer buy their products.
Let the pupils read the following Propaganda
Techniques, message and examples one at a
time.
(The teacher can use videos/pictures of the
different techniques. He/she may download
it.Use power point presentation)
31
Technique Message
Example
Testimonials Trustworthy “The
energy
people drinks
recommend
recommende
it because it d by
is effective.
Basketball
player”
Rewards Bonus “Get a
free
rewarded to toy for
every
consumers big pack.
for Hurry
collect
purchasing all 7
the products
superheroes
now!”
Bandwagon Everyone is “Don’t be
left
using the behind.
Use
products so Benjie
Bags.”
you should
use too.
Scientific Includes the
“Clinically
Evidence results of proven to
laboratory regrow
hair.”
tests
Humor Diverts the “Sabi sa
akin
audience by ng pinya:
giving a Anong
reason to
tinitingin,
laugh tingin,
tingin,
through tingin,
tingin,
clever use of tingin,
tingin,
visual and/or tingin mo
language diyan?!
Buti
na lang
may
dala
akong
Petra’s
Pineapple!”
Fear Suggests Coose
Tala.
that the user Your life
is safe from depends
on
danger it.”
Snob Aims to Real men
flatter or use it.
state that the
product is
better than
the others.
Plain folks Opposite of
“Maasahang
snob. The gamit sa
product is bahay man
o
used by
eskuwelahan
ordinary
people
Glittering Using simple “New and
generality phrases that intense
32
sound good shampoo
for
but have no a
beautiful
real meaning you.
or value.
Slogan A catchword “Always
or phrase bigger
and
loaded with better”
emotion
False image Tries to “Be
convince a
irresistible”
person that
they will
have a
certain
image if they
buy the
product
Facts and Use “8 out of
10
Figures statistics, Filipinos
buy
research, or Vega’s
other data to Veggies.”
make the
product
appear to be
better than
its
competitors
Price appeal The product “10 pesos
offers you lang,
busog
more for your ka na!
Ito
money ang sulit
na
merienda.
D. Discussing new Asks:

concepts and What made buyer buy
practicing new skills a product through
#1 testimonials?
( Through the
testimony of famous
people)
Reward?
(Through the rewards
given)
Bandwagon?
(Through the idea that
everyone is using it.)
33
Scientific evidence?
(Through the results of
laboratory test shown.)
Humor?
(Through the use of
visual and/or language)
Fear?
(Through the idea that
the user will become
safe)
Snob?
(through flattering
words)
Plainfolks glittering
generality?
(through the idea that
ordinary people use it)
glittering generality?
(through simple
phrases that sound
good )
Slogan?
(through catchy words
loaded with emotions)
False image?
(by being irresistible)
facts and figures?
(through the use of
statistics)
Price appeal?
(by using certain low
price of an object or
product)
Which technique used
recommendation of
prominent people or
trusted people?
Which technique gave
bonus for buying a
product
Which one used folks
or everyone using it in
convincing the buyer?
34
What technique used
laboratory test result to
convince the reader?
This technique used
visual and or language
to make people laugh.
It suggests safety for
the user.
Use flattering words to
show that the product
is better than the
others.
This one used ordinary
people to convince
user like nanay, son in
a fastfood chain.
Used simple phrase
that sound good but no
real meaning or value.
Used catchy words
loaded with emotion.
Tried to convince user
that they will transform
into a better image.
Uses facts, data and
statistics
It offers more for your
money.
E. Discussing new How is propaganda

concepts and technique designed?
practicing new skills What is the main
#2 purpose of
propaganda
technique?
Does it give facts and
information?
How does information
in a propaganda
technique become
misleading?
How does propaganda
technique convince or
persuade people?
Why do advertisers
need to use
propaganda
technique?
Group Activity
1.Group the class into 4
35
2. Show visual advertisement
or TV commercials and let
each group watch.
3.Let the group list
the propaganda technique
used in the advertisement.
4. Let each group CHOOSE
ONE TECHNIQUE from their
list and present another one of
their own.
GROUP PRESENTATION
(teacher should make a rubric
in rating the performance of
the pupils)
F. Developing mastery Identify the Propaganda
(lead to formative Technique described in each
assessment 3) number.
1.Products indorsed by famous
artists like ariel, head and
shoulders and others
2.The product is patronize by
housewives, husband and
children.
3. Product is used to protect
users from dangers like
safeguard.
4.” Mas puti ito” phrase use to
advertise powder detergent
5. Buy one take one strategy.
G. Finding practical Are you easily influenced by a

application of propaganda technique you
concepts and skills in watch?
daily living Do you believe in all
propaganda technique used by
advertiser? Why?
H. Making generalization What did you learn today?

and abstraction about What are the propaganda
the lesson techniques used by
advertisers? Which one is
always used?
36
I. Evaluating Learning Direction: Identify the
propaganda technique
described/shown in each
number.
1.Shiny, the no.1 toothpaste
recommended by dentist.
2.The best milk, for the best
baby.
3.You can have the world as
your runway.
4.Choose Moon life for a better
future.
5. Use Luya shampoo
recommended by famous artist
6.Everyone is using the
product so you should too.
7. Includes laboratory tests.
8. Trustworthy or prominent
people recommend it that it is
effective.
9. Diverts audience by giving a
reason to laugh through clever
use of visuals and or language
10. Aims to flatter or state that
the product is better than the
others.
J. Additional activities Find ads from old magazines that used the
for application or following propaganda. Cut them and paste
on a
remediation coupon bond and label.
1.Testimonials
2. Bandwagon
3.Plain folk
4. Fear
5. Reward
V. REMARKS:
VI. REFLECTION:
1. No. of learners who

earned 80% in the
evaluation.
37
acquired additional
activities for
remediation who
scored below 80%.
3. Did the remedial
learners who have
caught up with the
lesson.
continue to require
remediation.
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
38
Grade 6
Quarter 4
I.OBJECTIVES
principles
of selecting and using consumer health
products.
critical thinking
Standard skills in the selection of health products.
C. Learning H6CH-IVh-21 – The learner analyzes
packaging and
Competencies/ labels of health products.
Objectives
II.CONTENT Packaging and Labels of Health Products
III.LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Health Curriculum Guide 2016 page
61 of 95
2. Learners Materials
Pages
3. Textbook Pages
4. Additional Buying Wisely, A&E Learning Material, Deped
2001
Materials from
Learning Resource
(LR) portal
B. Other Learning Ligaya Bautista Garcia-Quinitio, Eduardo V.
Cipriano,
Materials Eliseo P. Buhain, Juliet H. Brioso, Diana
Alcoba-
Lacia, Almira Alcoba-Alonzo, Gernalyn
Adres-Solano
The 21st Century MAPEH in ACTION Worktext
in
Music, Arts, Physical Education and Health
IV.PROCEDURES
A. Reviewing previous Ask: What are the common propaganda
techniques
lesson or presenting used in advertising?
the new lesson Do you think you should always believe
those
propaganda? Why?
B. Establishing a Study the pictures.
Purpose of the
Lesson
https://www.betterhealth.vic.gov.au/-
/media/bhc/images/slideshow/cut-down-on-
salt/readlabels_1050x590.jpg
39
https://www.healthcomu.com/wp-
content/uploads/2016/06/FDA-
Reading-Food-Label-Woman-Grocery-Store-
Nutrition-Label-
Changes.jpg
http://2.bp.blogspot.com/-
HLe5GQhvQCI/UVSZTbL_DGI/AAAAAAAAAm0/Q24hd-
vUygk/s1600/woman+reads+the+label+on+a+jar.jpg
Ask: What do you think are the women doing?
C. Presenting examples Present the picture.

/instances of the
lesson
https://www.shutterstock.com/image-
vector/nutrition-facts-
label-design-template-food-769331125
Ask: Are you familiar with these?

Where can we find these?
What do you think is this called?
D. Discussing new (Teacher discusses the lesson using a sample

concepts and picture or a real thing.)
practicing new
skills # 1 Product Label-is a strip of paper, cloth,
metal or other
material attached to a container or
product
providing information of the products
brand, tag,
rise, origin, shelf life and disposal.
Information Found On The Product
Label
40
1. Name of Manufacturer- contains the
manufacturer of the product you bought.
For
example, Nestle Philippines,
Incorporated.
2. Active Ingredients in the Product- what
the
product is made of. For example, the
ingredients of a cheese spread are:
natural
cheese, water, butterfat, milk solids,
sugar,
emulsifiers, salt, spices, food acid,
preservatives and natural color.
3. Net Contents- this is the weight or
volume of
the product you are buying. For
example, 500
grams, 2 liters or 1 kilo.
4. Nutrition Information- the nutrients
which the
product presents to consumer. It also
contains
the suggested serving size the product
offers
to consumers.
5. Expiration Date- this is the date after
which
the product should no longer be used.
6. Directions for Use- these are
directions on
how to use or consume a product.
7. Consumer Services- This includes where
and
how to contact the manufacturer through
mail
or telephone if the consumer has
complaints
or comments about the product.
E. Discussing new Group Activity:

concepts and - I am going to divide you into 4 groups.
Select a leader
practicing new for each group. Select one member to be the
one to
skills #2 explain the output of the group to the class.
- You are going to work for 5 minutes only
then
present your output for not more than 3
minutes.
- What are to be observed while working with
your
group?
Directions: Each group will be given a health

product
and you are going to analyze the label by
writing the
correct information on the chart provided.
Name of Health Product:
Name of Manufacturer
Active Ingredients
Net Contents
Nutrition Information
Expiration Date
Directions for Use
Consumer Services
Group 1: Food
Group 2: Medicines
41
Group 3: Cleansing Agent
Group 4: Personal Care
(Presentation of Outputs)
(Teacher gives input and recognizes each
group )
F. Developing Identify what kind of information on the
product label
mastery is being described.
(leads to Formative
Assessment) 1. These are directions on how to use or
consume the product.
2. These are what the products are made
of.
3. These are the nutrients which the
product
presents to consumer.
4. This is where and how to contact the
manufacturer through mail or
telephone if the
consumer has some complaints or
comments
about the product.
5. This is the date after which the
product should
no longer be used.
G. Finding practical Why is reading a product label important?
application of
concepts and skills
in daily living
H. Making What can be found on the product label?
generalizations
and abstractions
about the lesson
I. Evaluating Analyze the health product label then write
what kind
Learning of information is the encircled part.
http://www.bigcitydesignandprint.com/Samples/Labels-
Stickers/img/label-PinoyFoodProducts.jpg
J. Additional Find a partner. Look for some product then

analyze its
Activities for label then tell it to your partner.
application or
remediation
V. REMARKS
42
Assessing yourself as a teacher and
analyzing the
VI.REFLECTION
earned 80% in the
evaluation.

acquired additional
activities for
remediation who
scored below 80%.
C. Did the remedial

lessons work? No.
of learners who
have caught up with
the lesson.

continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?

encountered with
my principal can
help me solve?
discover which I
wish to share with
other teachers?
43
Grade 6
Quarter 4
I.OBJECTIVES
A. Content Standard The learner understands the concept and
principles of
selecting and using consumer health
products.
critical thinking
Standard skills in the selection of health
products.
C. Learning H6CH-IVh-22 – Practices good decision
making skills
Competencies/ in the selection of health products.
Objectives
II.CONTENT Good Decision Making in Health Products
Selection
III.LEARNING
RESOURCES
A. References
1. TG /CG Pages K to 12 Health Curriculum Guide 2016 page
62 of 95
2.Learners Materials
Pages
3.Textbook Pages
4.Additional Materials from
Learning Resource (LR)
portal
B. Other Learning DECIDE
Materials A Decision-Making Model for More Effective
Decision
Making by Health Care Managers
57d6400deb752e2f89fa20be27c1a057c16b
IV.PROCEDURES
A. Reviewing Study the pictures.

previous lesson or
presenting the new
lesson
https://www.google.com/url?sa=t&source=web&rct=j&url=/imgres%3Flmgurl%3Dh
tt
ps://www.linkedin.com
44
https://wwwshutterstock.com/image-
vector/shelves-household-chemicals-shop-
vector-illustration-744621304
B. Establishing a Can you describe what’s in the first picture?
Purpose of the How about in the second picture?
Lesson
C. Presenting examples Look at the pictures again.

/instances of the If you were to buy a cleanser which would you
lesson choose?
What influenced you or made you decide to
choose
the product?
Do you think it is wise to buy items on
impulse?
Why?
D. Discussing new (Teacher discusses the DECIDE Model.)
concepts and
practicing new Decision -Making Model (DECIDE)
skills # 1
45
E. Discussing new Group Activity:
concepts and - I am going to divide you into 3 groups.
Select a
practicing new leader.
skills #2 - What are to be observed while working with
your
group?
- Now, here are your group activity card.
You are going
to plan for 5 minutes only then present your
output for
not more than 3 minutes.
Fill up the needed information according
to your
assigned situation to practice the decision-
making
process.
Group 1- Select between buying banana or
grapes.
Group 2- Select between a liquid medicine or
a
tablet.
Group 3- Select between a bath soap and a
shampoo
in cleaning your hair.
Presentation of Outputs)
(teacher recognizes each group)
F. Developing Let us practice good decision making.
mastery
(leads to Formative Situation 1:
Assessment) Your mother told you to clean the
bathroom.
Upon going to the bathroom, you saw that
there are
two disinfectant cleanser that you can use
but you
know that you can only use 1 cleanser so you
are force
to select whether you will use Chlorine
powder or a
muriatic acid. Which would you choose?
(Present the table and fill it up by

eliciting answers from
the pupils through the teacher’ s guidance)
G. Finding practical At your young age, do you think you should

also
application of practice good decision-making? Why?
46
concepts and skills
in daily living
H. Making What are the things to consider to practice
good
generalizations decision-making?
and abstractions
about the lesson
I. Evaluating Direction/s: Fill up the needed information
to practice
Learning the decision-making process in selecting the
health
product.
https://dassoumyajit91.files.wordpress.com/2014/07/tro
picana-ad-2.jpg
VS
https://pixabay.com/photos/coca-cola-
cold-drinks-soft-drinks-
462776/
J. Additional
Activities for
application or
remediation
V. REMARKS
47
VI.REFLECTION
earned 80% in the
evaluation.

acquired additional
activities for
remediation who
scored below 80%.
C. Did the remedial

learners who have
caught up with the
lesson.

continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did this
work?

encountered with my
solve?
to share with other
teachers?
48
ACTIVITY SHEET: GROUP 1
Fill up the needed information according to your assigned situation to

practice the
decision-making process.
Select between buying banana or grapes.
49
practice the
Select between a liquid medicine or a tablet.
50
practice the
Select between a bath soap and a shampoo in cleaning your hair.
51
Grade 6
Quarter 4
I.OBJECTIVES
A.Content Standard The learner understands the concept and
principles of
selecting and using consumer health
products.
B.Performance The learner consistently demonstrates
critical thinking
Standard skills in the selection of health products.
C.Learning H6CH-IVij-23 – Discusses ways to protect
oneself
Competencies/ from fraudulent health products.
Objectives
II.CONTENT Protection from Fraudulent Health Products
III.LEARNING
RESOURCES
A.References
1.TG /CG Pages K to 12 Health Curriculum Guide 2016 page 62
of 95
2.Learners
Materials Pages
3.Textbook Pages
4.Additional
Materials from
Learning Resource
(LR) portal
B.Other Learning Ligaya Bautista Garcia-Quinitio, Eduardo V.
Cipriano,
Materials Eliseo P. Buhain, Juliet H. Brioso, Diana
Alcoba-
Lacia, Almira Alcoba-Alonzo, Gernalyn Adres-
Solano
The 21st Century MAPEH in ACTION Worktext in
Music, Arts, Physical Education and Health
https://www.gmaonline.org/downloads/research-and-
reports/consumerproductfraud.pdf
IV.PROCEDURES
A.Reviewing Study the pictures.

previous lesson or
presenting the new
lesson
https://i.pinimg.com/564x/cb/fc/1f/cbfc1f027e8bd9a29
e86cd2f68357920.jpg
52
https://lebron02.files.wordpress.com/2013/02/rosie-
redone-stereotype.jpg
B.Establishing a Purpose Ask: What can you see in the pictures?
of the Lesson Where can you see them most?
Do you think these are propaganda?
Would you believe it?
Say: It is said that any advertisement that
sounds too
good to be true is a propaganda and often
deceiving
so it should be thought of properly.
C. Presenting examples Say: Today, many products that are sold in
the
/instances of the market are fraudulent products. Consumers
should
lesson not patronize them because it can cause
serious
organ injuries and death incidences.
Fraudulent Products- are products that claim

to
prevent, treat or cure ailments and other
health
conditions, but are not proven safe and
effective
for those uses.
Fraud- is the intentional misrepresentation
or
concealment of information in order to
deceive or
mislead.
- May also be made by an omission or
purposeful failure to state material
facts, which
nondisclosure makes other statements
misleading.
Food Fraud- the deliberate placement of food
on the
market, for financial gain with the
intention of
deceiving the consumer.
D. Discussing new -The best way to be protected from fraudulent
concepts and products is to be an informed consumer
practicing new
skills # 1 TIPS ON HOW TO IDENTIFY
FRAUDULENT PRODUCTS
1. Fraudulent products promise immediate,
effortless, or guaranteed results.
2. The advertisement contains words like
“breakthrough”, ”miracle”, “special”,
or
“secret”. These are used to appeal to
your
emotions and are not scientific or
medical
words.
3. The product is recommended for stress
or
being promoted as “natural”, claiming
it will
help ”detoxify”, “revitalize’’, and
“purify” your
body.
53
4. The manufacturer claims that the
product is
effective for a wide variety of
ailments, or a
“cure all”. The broader the claims,
the less
likely they are to be true.
5. The promoters offer testimonial or
case
histories of patients who have been
“cured”.
6. The product or service is a “secret
remedy” or
a recent discovery that cannot be
found
anywhere else.
7. The product is being sold by a self-
proclaimed
“health advisor”. Ask for
identification and
professional credentials that are
nationally
accredited and recognized, such as a
registered dietician (RD).
8. The producers claim that the product
is
available in limited quantities and
recommend
that the consumer pay in advance.
9. The sales agent promises a “money back
guarantee”.
E. Discussing new Persons who can help to avoid Fraudulent
Products
concepts and 1. Medical Practitioners/Professionals
practicing new 2. Registered/Licensed Dietitian
skills #2 3. Health Care Professionals
-Do you know someone who was a victim of

fraudulent
products? What did they do?
-How about you, what will you do if you
happen to buy
fraudulent products?
Agencies to be contacted in case

of
Fraudulent Products
F. Developing Show a thumb up sign if the statement shows

mastery protection from a fraudulent products.
(leads to Formative
Assessment) 1. Not patronizing products claiming to
be
natural and can detoxify, revitalize,
and purify
your body.
2. Examining the product if it has claims
that it
cures all and it is less likely to be
true.
3. Consulting to a health practitioner
about the
product.
54
4. Believing in an advertisement that is
too good
to be true without basis.
5. Patronizing a product that promotes
positive
testimonials from all users.
G. Finding practical What is the importance of being an informed
application of consumer?
concepts and
skills in daily
living
H. Making -How can one be protected from fraudulent
products?
generalizations -What are the things that we should remember
to
and abstractions identify fraudulent products?
about the lesson
I. Evaluating Write true if the statement discusses ways
of
Learning protection from fraudulent products and
false if not.
1. Consumer discusses first with a

medical
practitioner about the health
product she
wants to buy in the market.
2. Consumer believes in the promotion of
miracle healing upon using the
product.
3. Consumer examines the product that
has too
good to be true claims.
4. Consumer avoided products that
promise
immediate, effortless or guaranteed
results.
5. Consumer patronizes products that
claims as
secret remedy for everything..
J. Additional Find a partner and talk about ways on how
you can
Activities for protect yourself from purchasing fraudulent
products.
application or
remediation
V. REMARKS
VI.REFLECTION
earned 80% in the
evaluation.

acquired additional
activities for
remediation who
scored below 80%.
C. Did the remedial

lessons work? No.
of learners who
55
have caught up with
the lesson.

continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did this work?

encountered with
my principal can
help me solve?
discover which I
wish to share with
other teachers?
56

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DETAILED

Detailed Lesson Plan in MAPEH

MARIA LUZ G. BAUTISTA

Quality Assurance Team

NELSON T. SICIO LORENA B. TULIPAT

EDITA A. BARBA ROMER A. TEVES

MARY GRACE T. TAYAM EFREN O. MATIENZO

SANDRA G. GARCIA ROBERT B. MOLINA

Lay – out Artist

Importance of Consumer Health

C. Learning Competencies/ Explains the Importance of Consumer

II. CONTENT Importance of Consumer Health

B. Establishing the purpose

E. Discussing new concepts . COLLABORATIVE LEARNING ACTIVITY (CLA)

Group II- FILL ME UP

B. Write True if the statement shows the

C. Learning Describes the Different Components of

Directions: Each group will be given a

Group II- FILL ME UP

Group III- FILL ME UP

B. Match Column A with Column B

1. Health Information M. cleaning

2. Health Products N. books, print

3.Health Services O. health

J. Additional activities List down health products that your family

VI. REFLECTION Assessing yourself as a teacher and

B. No. of learners who

C. Did the remedial

D. No. of learners who

F. What difficulties did I

What are the sources of health information?

Health information can be drawn from health professionals,

Different helpful health services are being experienced and

Also known as a dental surgeon, a dentist is a health care

A nutritionist is a person who advises matters on food and

Nurses who receive special additional training to perform

An ophthalmologist can diagnose and treat problems

A psychiatrist is a medical doctor who specializes in the

A radiologist makes use of radiology methods such as X-

A social worker helps patients with matters such as

A speech therapist treats and helps preventing disorders

A surgeon is a specialist in surgery. Surgery is a broad

There are government health agencies that provide health

1. Department of Health (DOH)

C. Presenting Ask pupils to arrange the jumbled letters

D. Discussing new Before giving the group activity, ask

Group 2. Differentiate over-the-counter

With doctors’ prescription

Group 3 Read carefully the article below

Health products include over-the-

How can you Where

G. Finding practical Ask: How will knowing over-the-counter

VI. REFLECTION Assessing yourself as a teacher and

B. No. of learners who

C. Did the remedial

D. No. of learners who

F. What difficulties did I

Group 2: Role playing. Present a situation

E. Discussing new Say: Remember, whether a medicine or drug is

G. Finding practical Ask: What is the importance of knowing the

B. Explain the use of each type of

J. Additional activities Conduct an interview of