LEARNING PLAN

Subject: HEALTH 7 Year and Section: Grade 7- St. John the Evangelist A - B
Date: June 21 and July 5

Transfer Goal:
The students will independently use their learning to appropriately manage their concerns and challenges
as adolescents, so that in the long run, they take responsibility for their own health in developing and
maintaining a healthy and active lifestyle as loving and caring children of God.

Essential Understanding: Human growth is the increase in size of an individual, while development is a
lifelong process of acquisition of various skills and abilities. An understanding of the changes in different stages
of human being helps an individual provide the family, school, and community the necessary care, guidance,
and attention children and teenagers need.

Essential Question/s: Why is it important to be healthy and well?

I. Preliminaries
Focus: Holistic Health and Health Dimensions
Review: How can you say that a person is healthy?
What makes you feel healthy?
Activating Prior Knowledge:
1. Flash a picture of a sick and sad kid and a picture of a healthy and happy kid. Invite the students to
compare and contrast the pictures.
2. Elicit students’ prior knowledge by asking the following questions
 What do you think is this child feeling?
 How does it affect the child’s mood and activities?
 What may have caused the child to be in this situation?
 Have you been in this situation before?
 How did you feel?
 What would you do to be/or not to be in this situation?

Motivation:
Are you familiar with the story of Saint Peter’s life that shows what spiritual growth looks like?

I. Lesson Development
A. Presentation of Concepts a. Broadening of Concept
The students will know:  How should one manage mental
 Holistic health health and stress?
 The stages of growth and development (infancy to old
age) b. Integration
 Changes in the health dimensions during adolescence 1. Lesson Across Discipline
The students will do: Science- Injuries and diseases
 describe the stages of growth and development; of the brain
 explain the dimensions of holistic health (physical,
mental/intellectual, emotional, social, and moral- 2. Values Integration
spiritual); Strong Faith in God
 analyze the interplay among the health dimensions in  Have you experienced or witnessed
developing holistic health; somebody experiencing any of the
 practicing health habits to achieve holistic health; and following?
 recognize that changes in different health dimensions  Easy to get angry or very
are normal during adolescence. worried
Strategy/Activities:  Grieving for a long time after
 Engage the students by completing the following a loss or death of a loved one
table below to show the things they eat and the  Diet and/or binge-eating
lifestyle they have. Collate the students’ obsessively
responses.  Hurting other or destroying
Things you believe Things you believe are properties
are good for you bad for you
Food Activities Food Activities 3. Social Orientation
e.g. Too much Long hours Why do you think there are
Banana Running chocolates in the students who gets easy stressed?
internet
4. Faith Reflection
  Guide the students to process their written Philippians 4:6-7
responses by posing the following guide questions Be anxious for nothing, but in
for discussion: everything by prayer.
Ask the following:
 What was it like doing this activity? Was it
easy? Was it difficult?
 Didi you know as much as you thought you
did?
 How can this knowledge help you?
 Collate responses and highlight the following:

II. Evaluation/ Assessment (transfer)

a. Make a Smart Check by asking the students to answer the “Let’s Recall” and “Let’s Explain”
questions on pages 459of the textbook and 460.
b. Discuss the responses to questions to further firm-up students’ understanding of mental health.
c. Invite the students to reflect on how their perception and attitude abut mental health and stress have
changed after the lesson:
Ask:
 What is your attitude toward mental health now?
 How do you look at stress now?

III. Summary:
I learned today that…
Action:
As a student and a loving child of God, how are you going handle a stressful situation that you are
in?

IV. Purpose Assignment

Read and understand Going Beyond on page 461 of the textbook and write two questions they want
to know more about the article. Write the answer in 1 whole pad paper.

Prepared by: Checked by:

Mrs. Donna Mae S. Concepcion Sr. Marilyn B. Belen, SMF

Teacher School Principal
 LEARNING PLAN
Subject: HEALTH 8 Year and Section: Grade 8 – St. Mark A - B

Transfer Goal:
The pupils will independently use their learning to consistently demonstrate personal responsibility and
healthful practices in the prevention and control of communicable diseases to enhance the students’ capacity
to care for people with diseases as loving and caring children of God.

Essential Understanding: Diseases pose significant health and economic concern on the family and
community which are devastating especially to low-income countries to enhance their skills and attitudes in
helping and caring for people with communicable diseases as loving children of God.
Essential Question/s: Why do we need to prevent and control diseases?
I. Preliminaries
Focus: PREVENTION AND CONTROL OF COMMON COMMUNICABLE DISEASES
Review: What is the cause of having an illness or disease?
Activating Prior Knowledge:
Through picture analysis. Elicit students’ prior knowledge by making them identify which habits
and practices help control and prevent diseases. Encourage the students to explain or defend their
choice.
Note: Pictures on page 497 of textbook

Motivation:
Are you familiar with the story of Lazarus the follower of Jesus Christ who died of leprosy?
I. Lesson Development
A. Presentation of Concepts a. Broadening of Concept
CRITERIA ADVANCED NEEDS  Why do we need to prevent and control
(5POINTS) IMPROVEMENT diseases?
(2POINTS)
Mastery of The The The reporters The reporters
the Topic reporters reporters demonstrate demonstrate b. Integration
demonstrate demonstrate knowledge of no mastery of
total knowledge some the contents of
1. Lesson Across Discipline
mastery of of important contents of their report. Science- Injuries and diseases of
the contents contents of their report. some parts of the body
of their their report.
report.
Delivery and The The The The reporter/s 2. Values Integration
Presentation reporter/s reporter/s reporter/s delivers the
of the Topic delivers a delivers a delivers the topic orally
Strong Faith in God
very creative creative topic orally without any  Have you been sick and lost chance that
presentation presentation with visual visual aids. your illness will not be treated?
of the topic. of the topic. aids.
Instructional The The The The
Materials instructional instructional instructional instructional 3. Social Orientation
materials materials materials materials used
used are used are used are so exhibit no
How do you treat people with
very innovative. extraordinary. effort or disease infection or illness?
innovative. presentation.
Cooperation Members of One member Other Both members
the group become member become 4. Faith Reflection
participates inactive in become inactive in the John 11:4
actively. the inactive in the preparation
preparation preparation and
But when Jesus heard it he said:
and and presentation. “This illness does not lead to death. It
presentation. presentation is for the glory of God, so that the Son
The students will be able to: of God may be glorified through it.”
 identify the most common communicable
disease in the country;
 enumerate the steps in the prevention and
control of common communicable diseases;

The students will do:

 correct misconceptions, myths, and beliefs about
common communicable diseases;
 observe precautions in the prevention and control
of communicable diseases; and
 value one’s health and that of others.

Strategy/Activities:
 The students were assigned a topic to be
reported in the class last meeting.
 During reporting, the teacher shall serve as the
mediator and the students will be the facilitator.
 The students will be graded with the following
guidelines:

Rubrics in Reporting
1. Why break the chain of infection?
2. When is life disease-free?
 Distribute the newspaper article about Edward
Jenner and the eradication of smallpox.
 Distribute newspaper article about Edward
Jenner and the eradication of smallpox.
 Students are also provided with the following
graphic organizer to be accomplished:
 what is the Why was it How is the
disease given attention disease be
mentioned in the by Jenner? controlled /
article? prevented?

 Based on the article, let the students answer the

questions. Challenge the students to think of 2
or more diseases to be included in the chart.
 Instruct the student to share and discuss their
answer with their classmates.
 Call on some students to share to the class their
responses while the teacher uses a similar
organizer presented on the board to record and
collate the answers shared by the students.
Top 10 Leading causes of morbidity and mortality in the
Philippines
 Enumerate the top 10 leading causes of
morbidity and mortality in the Philippines.
 Have the students reflect on how their personal
responsibility and health practices in the
prevention and control of communicable
disease changed after the discussion.
II. Evaluation/ Assessment (transfer)
a. Make a Smart Check by asking the students to answer the “Let’s Recall” and “Let’s Explain”
questions on pages 493 and 495 of the textbook.
b. Discuss the responses to questions to further firm-up students’ understanding of Infections, morbidity
and mortality.
c. Invite the students to reflect on how their personal responsibility and health practices in the
prevention and control of communicable disease changed after the discussion.
d. Let the students express this change through a personal badge as shown in Reflection on page 496 of
the textbook.

III. Summary:
I learned today that…
Action:
As a student and caring servant of God, how are you going to care for yourself and other people in
combating infections or diseases that may arise?

IV. Purpose Assignment

Make an advance reading on the prevention and control of common communicable diseases.
Write an outline of what you have read.

Prepared by: Checked by:

Mrs. Donna Mae S. Concepcion Sr. Marilyn B. Belen, SMF

Teacher School Principal
 LEARNING PLAN
Subject: HEALTH 9 Year and Section: Grade 9 – St. Luke A - B

Transfer Goal:
The pupils will independently use their understanding of the concepts about first aid principles and
procedures, so that in the long run, they will be able to apply the first aid skills necessary t help affected
individuals and to enhance their capacity to care and help for people with injuries as a loving and caring child
of God.

Essential Understanding: having the necessary first aid skills can lessen the extent of injury, help you save
lives and prevent permanent damage to an injured person. Having the skills in giving first aid can help the
students to be observant, resourceful, gentle, tactful, sympathetic, and respectable and to enhance their skills
and attitudes in giving care for injured people as loving and caring children of God.
Essential Question/s: How important is the knowledge of first aid among individuals?
I. Preliminaries
Focus: First Aid Basics
Review: Why do you have to observe safety in all places at all times?
Activating Prior Knowledge:
Have you seen someone choking while taking his/her dinner in a fine dining restaurant? What did
you do to help the choking person?

Motivation:
Are you familiar with the story the Good Samaritan?

I. Lesson Development
A. Presentation of Concepts c. Broadening of Concept
The students will know:  What may happen if first aid is not given to an injured
 The basic of first aid and the use or ill person?
of dressing and bandages
The students will do: d. Integration
 discuss the basic information about 1. Lesson Across Discipline
first aid; Science- Using simple Machine
 discuss the function of dressing and
bandages; 2. Values Integration
 demonstrate appropriate bandaging Care for oneself and others, compassion to
techniques for unintentional people who are injured or ill.
injuries;  Why must you have the characteristics of a good first
Strategy/Activities: aider?
Ask:
 How safe are you? 3. Social Orientation
 Lead the students to go over the How do you give first aid to a stranger?
checklist on Perk It Up on
pages 433 and 434 of the 4. Faith Reflection
textbook. Matthew 25:35-40
 Encourage the students to share Doing for others is doing for Christ
their answers.
 Ask the students:
 Why do you have to
observe safety in all
places at all times?
 Direct the students’ attention to
the key words that will be used
in the discussion on page 433 of
the textbook.
  Through one-minute challenge
strategy. Instruct the students to
write down all they know or
would like to know about the
term “first aid”. Give strips of
cartolina for the students to
write on.

FIRST AID

 Challenge the students to use

the words/ phrases mapped out
to come up with their own
definition of the term “first aid”
Ask the following:
 How important is the
knowledge of first aid
among individuals?
 Discuss the Guidelines and
Procedures in giving first aid.
II. Evaluation/ Assessment (transfer)
a. Instruct the student to answer Health Checkup on page 439 of the textbook.
b. Using Fishbowl strategy, instruct the students to pick a term/key word used during the discussion and
use it in a sentence.

III. Summary:
I learned today that…
Action:
As a student and caring servant of God, how are you going to provide first aid treatment to an ill
person?

IV. Purpose Assignment

a. Instruct the student to create and acronym FIRST AID.

Prepared by: Checked by:

Mrs. Donna Mae S. Concepcion Sr. Marilyn B. Belen, SMF

Teacher School Principal