School Norzagaray College Grade Level 3rd Year College

Teacher Ms. Crystal Gyle R. Funa Learning Area SCIENCE

Ms. Nicole M. Galvez
Teaching Quarter
May 8, 2024
Dates and Finals
11:30 AM to 6:00 PM
Time

I.OBJECTIVES

The learners understand the causes, symptoms, transmission, and impact of the
A. Content Standard Ebola virus disease, and the efforts made to prevent and control its spread.

Demonstrate knowledge and skills to prevent and respond to Ebola virus

B. Performance Standard disease outbreaks effectively.

C. Learning At the end of the lesson, the students should be able to:
Competency/Objectives
a. Define Ebola virus disease (EVD) and describe its transmission,
symptoms, and impact on public health.
b. Develop empathy towards individuals affected by Ebola virus disease
and their families.
c. Participate in group discussions and collaborative activities aimed at
raising awareness and promoting community engagement in EVD
prevention efforts.
Value: Appreciate the significance and importance of the topic in
real-life situations.
Integration: HEALTH
“Trust in the Lord with all your heart, and do not lean on your own
understanding. In all your ways acknowledge him, and he will make straight
your paths.” – Proverbs 3:5-6
II. CONTENT Ebola Virus Disease
Topic/Title:
III. LEARNING
RESOURCES

A. References WHO. (2024, March 29). Ebola virus disease. Retrieved from
https://www.who.int/news-room/fact-sheets/detail/ebola-virus-disease
Social Science in Humanitarian Action Platform. (2024, March 30). Impact
and implications of the Ebola crisis. Retrieved from
https://www.socialscienceinaction.org/resources/impact-and-implications-of-
the-ebola-crisis/
OSHA. (2024, April 30). Ebola control and prevention. Retrieved from
https://www.osha.gov/ebola/control-prevention
Chowell, G., Viboud, C., Hyman, J.M., & Simonsen, L. (2015). The Western
Africa Ebola virus disease epidemic exhibits both global and local dynamics.
Retrieved from https://hsrc.himmelfarb.gwu.edu/sphhs_global_facpubs/106/
B. Materials For teaching: Power point presentation, laptop, TV, white board, white board
marker, printed copies of lesson plans and materials, visual aids (charts,
diagrams, illustrations), case study
For learners: Whiteboard or projector, markers or pens, two large pieces of
chart paper, yellow paper.

IV. PROCEDURES
 TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES
ELICIT
Good afternoon class! (The students will stand up to greet)
Good afternoon, Ma’am!

Okay, you can take your seat. (The class will be seated)

I am Ms. Crystal Gyle Funa, may I know how are you (The students answered in chorus)
today? We are good, Ma’am!

That’s good to hear! So, before we start, can anyone (The students are raising their hands)
please lead the prayer?
Okay Ms. Batarao, please stand in front. Let’s bow our head and feel the presence of our Lord….
Lord, we thank you for this day…. Amen!

Thank you, Ms. Batarao!

Okay class, before you take your seats, please pick up (The students pick up their trash under their chairs and
some trashes under your chairs and arrange it arranged it properly.)
properly.

You can settle down now.

Who is your secretary? (Lenny raise her hand)

May I know who are the absents for today Ms. There are no absents for today Ma’am!
Lenny?

Very good class, you have no absent for today!

Before we start, I want to know if you still remember (The students answered in chorus)
our classroom rules. Can you recite it everyone? Raise your hand to speak.
Listen quietly when someone is talking.
Be kind and helpful to your classmates.
Very good class! These rules are here to help us all
have a fun and successful year in class. If we follow
them, we can all learn and grow together.

Do you still remember our previous lesson? Or who

among you does still remember it? (The students are raising their hands to answer)

Yes, Ms. April?

Ma’am our previous lesson is all about Zika Virus.
Good job, Ms. April!

That's right, Ms. April! We discussed the Zika virus

and its impact on public health. Can anyone else add
to what we talked about? (The students are raising their hands to answer)

Yes, Mr. Johnrey?

Excellent Mr. Johnrey! Who wants to add more?
Yes, Mr. Gapas?
We learned that Zika is spread by mosquitoes, right? And
it can cause birth defects in babies if pregnant women get
infected.
Zika was spread by mosquitoes!

That's right, you all remember well! Today, we're

going to learn about another virus called Ebola. Have
any of you heard of it before?
(Mr. Bernal is raising his hand)
Yes, Mr. Bernal?
I remember hearing about it on the news. Isn't it really
dangerous?
It can be, but don't worry! We're going to learn all
about it so we can understand how it spreads and
what we can do to stay safe.

Do you have any questions about Zika Virus?

Clarifications? Anyone? (The students answered in chorus)
None, Ma’am!
That’s good, everyone!

UNLOCKING DIFFICULTIES

Ebola Virus: Deadly virus causing Ebola Virus

Disease.
Origin: Congo, 1976, Ebola River.
Cause: Fruit bats carry virus.
Direct Contact: Physical touch with infected person.
Indirect Contact: Contact with contaminated
objects.
Aerosol Transmission: Virus spread through air
particles.
Animal to Human: Transfer of virus from animals to
humans.

ENGAGE

Materials:

Whiteboard or projector
Markers or pens
Two large pieces of chart paper, labeled "Myth" and
"Fact"

Today, we're going to talk about Ebola Virus Disease.

I have here two charts with the label Myth and Fact.
I’m going to ask you later if what I will show is a
Myth or a Fact. Okay? I'm going to write down
everything you tell me about Ebola on the board,
whether it's true or not. Go ahead, don't be shy!
Have any of you heard of it? Anyone? (The students are raising their hands to answer)

Yes, Ms. Michelle?

Yes, I think it's a really serious illness.

Absolutely! Let's see what else you know about it.

I want to hear what you've heard about Ebola.

Remember, there are no wrong answers! (The students are raising their hands to answer)
Ms. Punzal? It's contagious!

Okay, Thank you! How about you Ms. Eliza? It causes a lot of bleeding!

Very good! Yes, Ms. Jonalyn? People in Africa get it sometimes!

Great ideas! Let's jot them down.

Now, let's figure out if what we've heard is true or

not. Does anyone think Ebola turns people into
zombies?
(The students are raising their hands to answer)
Ms. April? No, that's just from movies!

Exactly! So, is that a fact or fiction? (The students answered in chorus)

Fiction!
Correct! Let's write that under 'Myth.' What about
'Ebola spreads through the air'?
(The students are raising their hands to answer)
Mr. Johnrey?
I don't think so. I heard it spreads through touching
You're right! That's a fact! things.

Now, what about the idea that 'Ebola is only found in

Africa'?

Ms. Jeraldine? (The students are raising their hands to answer)

I think that's true. I've heard it mostly affects countries

Good observation! Is it a fact or fiction? there.

(The students answered in chorus)

Correct! Let's add that under Fact. Fact!

how about the statement that 'Ebola has no cure'?

Yes, Ms. Arlene? (The students are raising their hands to answer)

Great insight! Fact or fiction?
Absolutely! Let's add that under Fact. Keep up the
fantastic work, everyone! Thank you for your
cooperation!
EXPLORE
I heard that there isn't a specific cure, but supportive care
can help patients recover.
(The students answered in chorus)
Fact!

Okay class, we're going to dive into a quick Q&A

session about Ebola virus disease.

I will distribute the question cards to the students who

will be picked randomly using a raffle of names in
the box.

Each of these cards contains a question related to

Ebola. Your task is to read the question and think
about your response.
I have here the three lucky students. First is Ms. Jean,
second is Ms. Jennilyn, and lastly Ms. Rona.

Our activity today isn't just about answering

questions, it's about sharing our knowledge and
understanding of Ebola. Now, let's start our Q&A
session.

After you've read your question, take a moment to

think about your response. Then, be ready to share (The students eagerly read their question cards and
your answer with the class. prepare their responses.)

Who would like to start? Raise your hand if you're

ready to share your answer.
(Ms. Jennilyn raised her hand)

Okay, Ms. Jennilyn please stand up in front of your

classmates. Read the question first then answer. My question is 'How is Ebola transmitted?' I think it's
transmitted through bodily fluids like blood and saliva.
Very Good, Ms. Jennilyn! Give her ten claps!
(The students clap their hands)
Next is Ms. Rona
My question is 'What are the symptoms of Ebola?' I think
the symptoms include fever, headache, and vomiting.
That’s correct! Give Ms. Rona ten claps also!
(The students clap their hands)
Last, Ms. Jean, share your answer to the class
My question is 'Is there a cure for Ebola?' I think there
isn't a cure, but treatment can help manage symptoms.
Great job Ms. Jean! Give her another ten claps!
(The students clap their hands)
Great answers, everyone! Today, we've not only
shared our knowledge about Ebola but also practiced
communication and critical thinking. Remember, our
Q&A session doesn't end here. Let's continue to learn
and ask questions about important topics like Ebola.

EXPLAIN
Now, we are going to tackle what is Ebola Virus
Disease.

Since you already have an idea about our topic which

is the Ebola Virus Disease, can anyone tell me where (The students are raising their hands)
and when the Ebola Virus Disease start.

Yes Mr. Aldwin can you share us your knowledge

about where and when Ebola Virus Disease start.
Based on my research Ebola Virus Disease is started at
the Republic of Congo in the year of 1976.
Very good!! Mr. Aldwin, thankyou

Mr. Aldwin is correct. it is started at the Republic of

Congo in the year of 1976 and the name Ebola virus
comes from "Ebola River" because the virus started
near at this river.
So! Now we will discuss the causes, symptoms,
transmission, impact of Ebola Virus Disease and how
to prevent it and control to spread.

Okay anyone can you give me the causes of Ebola

virus.

Yes! Ms. April (The students are raising their hands)

I heard that Ebola virus is believed to be start from fruit

Okay thank you! bats which is the natural hosts of the virus.

Like what Ms. April said, it is started from fruit bats

that is carrier of the virus.

What do you think are the symptoms of Ebola Virus

Disease?
(Students are raising their hands)
Yes! Ms. Mika

The symptoms of Ebola Virus Disease are, fever, severe

Very good Ms. Mika! headache, weakness and diarrhea.

Mr. Cansino, can you give the other symptoms?

Yes ma'am.
The other symptoms are muscle pain, fatigue, vomiting
Very good students! it seems that you are all familiar and abdominal pain.
with Ebola Virus Disease.

All the symptoms you've said are correct and that

symptoms can appear from 2-21 days of exposure to
the virus.
It's important to seek medical attention if you
experience any of these symptoms, especially if you
have been in an area where Ebola is present or have
been in contact with someone who has the virus.

Does anyone have an idea about how to transmit the

Ebola Virus Disease??

Yes! Ms. Lenny? (Students are raising their hands)

Ma'am I think it can be transmitted by having a contact

with other person who is infected, and also to animals that
Very well said Ms. Lenny! is carrier of virus.
All she mentioned are correct but we have for types
of transmission of Ebola Virus Disease, and that is;

1. The Direct Contact

2. The Indirect Contact
3. The Aerosol transmission
4. The Animal to Human
So, I will call four student who will share their
knowledge about this transmission
The first student will be Mr. Gapas, second will be
Ms. Jocson, third will be Ms. Annelyn, last will be
Ms. Evangelista.
Mr. Gapas you will start sharing your knowledge.
Excellent Mr. Gapas.
How about you Ms. Jocson?
Very nice answer, Ms. Jocson!
Next? Ms. Annelyn?
Very well explanation!!! Ms. Annelyn
And lastly!!! Ms. Evangelista?
Very good students!!
Everyone can you give yourself a very good clap
because you are all very good.
So now let’s move on to the impact of Ebola Virus
Disease,
What do you think are the impacts of Ebola Virus
Disease? Anyone?
Yes Ms. Punzal?
Sure ma'am, the Direct Contact is having a direct Contact
with blood, saliva, vomit, urine, feces, sweat, semen, or
other bodily fluids of infected individuals can transmit the
virus.
So! The second transmission type is the Indirect Contact
which is by Touching objects or surfaces contaminated
with the virus, such as medical equipment, clothing, or
bedding, can also lead to transmission if the virus enters
the body through broken skin.
The third transmission is the Aerosol Transmission, this
transmission is a less common, Ebola can potentially be
transmitted through aerosolized droplets in close
proximity to infected individuals, such as during medical
procedures or in healthcare settings. However, this mode
of transmission is not the primary route and typically
occurs in specific circumstances.
The last type of transmission is the Animal-to-Human
Transmission in this transmission Ebola can also be
transmitted from infected animals to humans through
handling or consuming bushmeat (wild animals hunted
for food) or through contact with infected animals, such
as bats or primates, in areas where the virus is endemic
(Students are raising their hands)
I think the impact of Ebola Virus Disease (EVD) are the
sparking public health crises and straining healthcare
systems to disrupting economies and fostering social
stigma. It inflicts significant loss of life, particularly in
regions with limited resources, while also raising global
concern due to its potential for rapid spread. EVD
outbreaks prompt heightened research, preparedness
 efforts, and international collaboration to mitigate future
crises
Very good Ms. Punzal!

To elaborate what Ms. Punzal said, here are some

information.

Ebola Virus Disease (EVD) has significant impacts,

both on a local and global scale:

Public Health Crisis: EVD outbreaks can quickly

escalate into public health emergencies due to its high
mortality rate and potential for rapid spread within
communities.
Economic Disruption: Outbreaks can disrupt local
economies, particularly in affected regions, due to
factors such as decreased productivity, trade
restrictions, and increased healthcare costs.
Healthcare System Strain: EVD outbreaks strain
healthcare systems, leading to overwhelmed facilities,
shortages of medical supplies and personnel, and
diversion of resources from other health priorities.
Social Disruption: Fear and stigma surrounding EVD
can lead to social disruption, including discrimination
against affected individuals and communities, as well
as challenges in implementing effective public health
measures.
Loss of Life: EVD can result in significant loss of
life, impacting families, communities, and entire
regions, particularly in areas with limited access to
healthcare and resources.
Global Concern: EVD outbreaks garner international
attention and concern due to the potential for global
spread, prompting coordinated responses from
governments, aid organizations, and the international
community.

How about the prevention of Ebola virus do you have

any idea?
Okay!! Ms. David please share us what are the things
we should do to prevent the Ebola Virus.
Wow!! very good Ms. David
All she said should do of everyone because if you
have care you will be safe.
(The students answered in chorus)
Yes, Ma’am!
Preventing Ebola virus primarily involves practicing good
hygiene, such as frequent handwashing, avoiding contact
with infected individuals or bodily fluids, and adhering to
proper safety protocols in healthcare settings.
Additionally, promoting community awareness, early
detection, and prompt isolation of cases are crucial in
controlling outbreaks. Vaccination efforts and public
health initiatives also play a significant role in preventing
the spread of the virus.

So now let’s move on to the controlling of spreading

of Ebola Virus Disease.
For the last part of our discussion, can anyone share
their knowledge about controlling of spreading of
Ebola virus disease? (Students are raising their hands)

Yes!! Mr. Langgao?

Yes, ma'am I want to share that Controlling the spread of
the Ebola virus involves a multi-faceted approach
including early detection, isolation of infected
individuals, contact tracing, community engagement, safe
burial practices, healthcare worker training and
protection, and vaccination campaigns where available.
Timely communication, coordination among local and
international health organizations, and public education
are also crucial in containing outbreaks.
A very well said Mr. Langgao!

Okay!! Everyone thank you for cooperation in our

discussion, do you have any questions regarding to
our topic or clarifications? (The students answered in chorus)
None, Ma’am!

Wow!! Its seems that our discussion is clear and all of

you did understand our topic.

Very good class!!

ELABORATE
Since you understand well our discussions, now,
we're diving into understanding Ebola and its impacts
through an activity called "Ebola Case Studies."

Here's the plan, we're going to explore different case

studies related to Ebola. I will divide you into two
and choose one representative only. Each group will
receive a case study to analyze together.

(As I explain, I distribute the case study packets to

each group.) (Each group receive their case study)

You'll find a detailed scenario about an individual or

community affected by Ebola. Your job? Put
yourselves in their shoes! Read the case study
carefully, discuss with your groupmates, and think
about how you would respond in that situation.

Remember, this isn't just about facts and figures. It's

about understanding the human side of Ebola and
how it impacts people's lives. Take your time to really
delve into the scenarios. You have 15 minutes to
analyze it and jot down your response in that
situation.

Are we clear with the instructions? (The students answered in chorus)

Yes, Ma’am!

(As the students engage with the case studies, I

circulate around the room, listening to their (The students go to their respective groups, and start their
discussions and offering guidance where needed.) discussion)

We'll come together later to share your insights.

Alright, class! Please go back to your proper seats

and share your insights from the case studies. Who (The representative of group two volunteered)
wants to start? Raise your hand and tell us what you
discovered in your scenario!

Okay, please stand in front of the class.
In our case study, we delved into a scenario where Ebola
struck a remote village, far from any major healthcare
facilities. We learned about the immense challenges faced
by the villagers and healthcare workers in containing the
outbreak. The lack of access to medical resources and
trained personnel made it difficult to provide proper care
and prevent the spread of the virus. This highlighted the
critical role of community outreach and education in such
situations. We realized that raising awareness about Ebola
prevention measures, such as proper hygiene practices
and early symptom recognition, is essential for
empowering communities to protect themselves against
the disease. Additionally, establishing trust and
cooperation within the community is vital for
implementing effective containment strategies and
ensuring everyone receives the necessary support during
 outbreaks.
Great job, Group 2! You highlight very well the
challenges. Give them a round of applause! (The students clap their hands)

Next, representative of group one please stands in

front. (The representative of group one goes in front)

Our scenario centered around a dedicated healthcare

worker who contracted Ebola while bravely caring for
infected patients. It shed light on the tremendous risks
faced by frontline workers in the fight against the disease.
We learned about the demanding nature of their work and
the sacrifices they make to save lives. The scenario
underscored the importance of stringent infection control
measures and adequate protective gear to safeguard
healthcare professionals from contracting Ebola. It also
emphasized the need for comprehensive training and
support for frontline workers, including mental health
services to address the psychological toll of working in
high-stress environments. Witnessing the experiences of
healthcare workers in our case study deepened our
appreciation for their courage and dedication in
combating Ebola outbreaks, despite the personal risks
involved.

Another great discussion from group one! I think that

you really put yourselves in the shoes of frontline
workers who faced risks in their jobs. Give the group
one a round of applause! (The students clap their hands)

Fantastic work, everyone! Today, we've not only

deepened our understanding of Ebola but also
practiced empathy and critical thinking. Remember,
our learning doesn't stop here. Let's continue to stay
informed and spread awareness about important
topics like Ebola. Great job, class!
EVALUATE

Are you ready for your quiz? (The students answered in chorus)
Yes, Ma’am!

Please get ¼ sheet of paper. (The students will get ¼ sheet of paper.)

I. Multiple Choice Answer keys

Choose the correct answer and write before each 1) C. 1976

number. Used CAPITAL LETTERS only. 2) B. Republic of Congo
3) A. Fruit bats
4) D. 2-21 days
___1. In the year of _____ Ebola virus disease is 5) C. Go to hospital and tell the doctor how you feel.
started. 6) B. Human-Animal
A. 1974 7) A. Direct Contact
B. 1975 8) B. Indirect contact
C. 1976 9) D. Loss of life
D. 1977 10) A. Late detection
___2. In what country Ebola virus disease is started?
A. Republic of Philippines
B. Republic of Congo
C. Republic of China
D. Republic of Korea

___3. In what animal believed that Ebola virus

disease is started because it is the main host of virus?
A. Fruit bats
B. Cave bats.
C. Fruit cats
D. Pig

___4. In how many days that Ebola virus symptoms

appear?
A. 1-21 days
B. 1-20 days
C. 2-20 days
D. 2-21 days

___5. What should you do if you feel the symptoms

of Ebola virus disease?
A. Go to friend have drunk and enjoy the remaining
days of your life.
B. Go to church every day and pray.
C. Go to hospital and tell the doctor how you feel.
D. Go to crowded place and infect other.

___6. The following are the types of transmission of

Ebola virus disease. Except?
A. Direct contact
B. Human-Animal
C. Indirect contact
D. Aerosol transmission

___7. It is a type of transmission where you will be

having _______ with blood, saliva, vomit, urine,
feces, sweat, semen, or other bodily fluids of infected
individuals.
A. Direct contact
B. Indirect contact
C. Aerosol transmission
D. Animal-Human

___8. A type of transmission that can be transmit the

virus by touching the objects or surfaces and use the
things like clothes or utensils of infected person.
A. Direct contact
B. Indirect contact
C. Aerosol transmission
D. Animal-Human

___9. It is one of the impacts of Ebola virus disease

which can result a significant ________, impacting
families, communities, and entire region particularly
in areas with limited access to healthcare’s and
resources
A. Global concern
B. Healthcare system strain
C. Public health crisis
D. Loss of life

___10. The following are things we should do to

control spreading of Ebola virus disease. Except?
A. Late detection
B. Vaccination campaign
C. Contact tracing
D. Safe burial practices

II. Enumeration

Give at least five symptoms of Ebola virus disease.

1.
2.
3.
4.
5.

Are you done? Kindly pass it forward.

(The students pass their papers forward)
EXTEND

Now that you’re done with the quiz, this is your

assignment.

Everyone, write this in yellow paper for your (The students copy their assignment)
assignment and submit it tomorrow.

Write an at least 5-10 sentences.

Discuss the challenges and strategies involved in

developing and implementing effective public health
preparedness plans for Ebola outbreaks in resource-
limited settings.

That will be graded through the following rubrics.

 (The students answered in chorus)
None, Ma’am!

Do you still have any questions?

(The students answered in chorus)
Goodbye, Ma’am! Thankyou!
Thank you and God bless everyone.

You can now go home, goodbye and take care

everyone!

REMARKS:
Commendations:
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Recommendations:
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Prepared by:
CRYSTAL GYLE R. FUNA NICOLE M. GALVEZ

Demonstrator Demonstrator

Submitted to:

MS. SHANE T. SUMAWAY, LPT

College Instructor

DISTRIBUTION OF TASK
CRYSTAL GYLE R. FUNA OBJECTIVES, ELICIT, ENGAGE, EXPLORE, ELABORATE
NICOLE M. GALVEZ EXPLAIN, EVALUATE, EXTEND