St.

Peter’s Academy
Polangui, Albay

UNIT PLAN
(S.Y. 2019-2020)

Subject Area : HEALTH 7 Quarter: First Unit: 1

Unit Topic : GROWTH AND DEVELOPMENT No. of Days: 10

STAGE 1: DESIRED RESULTS

Content Standard (statement and list of topics)

The learners demonstrate understanding of holistic health and its management of health concerns, the growth and
development of adolescents, and how to manage its challenges.

 Day 1: Growth and Development: Introduction

 Day 2: Holistic Health and Health Dimensions

 Day 3: Assessment of understanding

 Day 4: Management of Health Concerns during Puberty

 Day 5: Management of Health Concerns during Puberty (Lack of Sleep, Lack of Physical Activity, and
Postural Problems)

 Day 6: Application of Knowledge in managing health issues and concerns

 Day 7-8: Health Appraisal Procedure

 Day 9: Reflection of understanding

 Day 10: Performance Task

Transfer Goal/s
(The students in the long run and on their own will be able to…)

The pupils 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 ESSENTIAL QUESTIONS

(The students will understand that…)
 Why is it important to be healthy and well?
1. Lifelong personal well-being is achieved  How are the different health dimensions related
through responsible actions based on healthy to one another?
attitudes and behaviors;  How can you maintain a balanced health
2. Holistic health is achieved through appropriate triangle?
management of individual’s concerns and  Are you healthy or unhealthy?
challenges;
3. Health is both a personal and social
responsibility;
4. Current and future personal wellness is
dependent on the person’s everyday lifestyle.

KNOWLEDGE SKILLS
 (Students will know…) (Students will be skilled at…)

 Holistic Health  describing the stages of growth and

 the stages of growth and development (infancy
to old age)
 changes in the health dimensions during
adolescence
 the management of health concerns during
adolescence (poor eating habits, lack of sleep,
lack of physical activity, dental problems, body
odor, postural problems as well as other health
problems).
development;
 explaining the dimensions of holistic health
(physical, mental/intellectual, emotional, social,
and moral-spiritual);
 analyzing the interplay among the health
dimensions in developing holistic health;
 practicing health habits to achieve holistic
health;
 recognizing that changes in different health
dimensions are normal during adolescence;

 explaining that the pattern of change during

adolescence is similar but the pace of growth
and development is unique for each adolescent;

 demonstrating health appraisal procedures

during adolescence in order to achieve holistic
health;

 availing of health services in the school and

community in order to appraise one’s health;
and

 applying coping skills in dealing with health

concerns during adolescence.

STAGE 2: ASSESSMENT EVIDENCE

Performance Task
This project (panel display) will give the students the chance to influence other students in managing
health concerns among teenagers.

G - Produce an educational panel displays to show the proper management of health concerns among teenagers

R - Advertising consultant

A - Classmates & Teacher

S - Influence the staff and students in managing health concerns among teenagers.

P - Using a ¼ size illustration board, the pupil will create panel displays.

S - The pupils must meet the following standards:

Rubrics for the Performance Task (Panel Displays)

Category Advanced Proficient Developing Beginning

(4) (3) (2) (1)
All graphics are Most graphics are Some graphics Graphics did not
related to the topic related to the topic do not relate to relate to the topic
Graphics Relevance
and easy to and are easy to the topic and and are confusing.
understand. All understand. Most are hard to Most borrowed
 borrowed graphics borrowed graphics understand. graphics do not
have source have source Some borrowed have source
citations. citations. graphics do not citations.
have source
citations.
The panel includes The panel includes The panel The panel did not
all required elements most required includes some include required
that are easy to read elements that are of the required elements. There
and understand. easy to read and elements, but are no additional
Required Elements and
There is additional understand. There not quite easy information.
Infrmation
information. are few additional to read and
information. understand.
There are no
additional
information.
The panel is original The panel is The panel is not The panel is not
and exceptionally original and quite original original not
Attractiveness and attractive in terms of attractive in terms and not too attractive in terms
Originality layout, design, and of layout, design, attractive in of layout, design
neatness. and neatness. terms of layout, and neatness.
design and
neatness.
Used time well Used time well Used some time Failed to use time
during each class during each class well during to focus class on
period. Always period. Usually each class the project. Never
focused on getting focused on getting period. paid serious
the project done and the project done Sometimes not attention on the
Effective Use of Time
never distracted and seldom focused on the project and often
others. distracted others project and distracted others.
sometimes
distracted
others

Other Evidences:

Short Quizzes,
Summative Tests,
Project,
Performance Tasks Output,
Group Activities

STAGE 3: LEARNING PLAN

Summary of Key Learning Events and Instruction
The teaching and learning will involve
Day 1: Growth and Development: Introduction
a. Call student’s attention to the picture of adolescents doing healthful activities.
(pictures shown on the board)
b. Ask:
 What kind of activities are the adolescents engaged in?
 Are the activities healthful or unhealthful? Why do you say so?
 What do you think will you learn in this lesson?

Day 2: Holistic Health and Health Dimensions

a. Engage the students by completing the table to show the things they eat and the lifestyle they have.
Things you believe are good for you. Things you believe are bad for you
Food Activities Food Activities
Ex: Banana Running Too much chocolates Long hrs in the internet

Day 3: Assessment of understanding

 a. Conduct summative test of the lesson tackled.
b. Instruct the students to answer the test neatly and honestly.
c. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 4: Management of Health Concerns during Puberty

a. Ask:
 Why should adolescents be health conscious?
 How should one approach the challenges of adolescents?
 How should one manage health concerns during adolescents?

Day 5: Management of Health Concerns during Puberty (Lack of Sleep, Lack of Physical Activity, and Postural
Problems)
a. Pose the following survey questions:
1. What time do you usually sleep at night? How many hours?
2. Do you exercise regularly?
3. What sports or physical activity do you engage in?
4. How is your posture?

Day 6: Application of Knowledge in managing health issues and concerns

a. Conduct summative test of the lesson tackled.
b. Instruct the students to answer the test neatly and honestly.
c. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 7: Health Appraisal Procedure

a. Engage the students by asking them to accomplish Column 2 of their Health Appraisal Form. Make them
aware of their personal health conditions.
b. Now invite the students to share what they have just realized about their personal health condition based
on the info in their Health Appraisal Form.

Day 8: Health Appraisal Procedure

a. Show the class the following clinic apparatus for proper identification: weighing scale, stethoscope, height
platform, Snellen chart, and sphygmomanometer.
b. Ask:
 When and where did you first see the apparatus?
 How is it manipulated/used?
 Have you used them before?

Day 9: Reflection of understanding

a. Conduct summative test of the lesson tackled.
b. Instruct the students to answer the test neatly and honestly.
c. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 10: Performance Task

a. Conduct of Periodic Exam

References:
 MAPEH 7 by Angela A. Concha, et.al
 Physical Education and Health Learner’s Material Grade 7
Instructional Materials:
 Chalkboard, video, pictures of medical equipment

Prepared by: Checked by:

DONNA MAE S. CONCEPCION Sr. Marilyn Belen, SMF

Teacher Principal
 St. Peter’s Academy
Polangui, Albay

UNIT PLAN
(S.Y. 2019-2020)

Subject Area : HEALTH 7 Quarter : Second Unit: 2

Unit Topic : NUTRITION No. of Days : 10

STAGE 1: DESIRED RESULTS

Content Standard (statement and list of topics)

The learners demonstrate understanding of nutrition for healthy life during adolescence.

 Day 1-2: Nutritional Guidelines

 Day 3: Nutritional Guidelines for Filipinos Appropriate during Puberty

 Day 4: Assessment of understanding

 Day 5-6: Nutritional Problems of Adolescents

 Day 7-8: Performance Task (group activity: information brochure and campaign)

 Day 9: Application of Knowledge

 Day 10: Performance Task

Transfer Goal/s
(The students in the long run and on their own will be able to…)

The students will independently use their learning on nutritional guidelines so that in the long run, they will
make informed decisions in the choice of food to eat during adolescence responsible children of God.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

(The students will understand that…)
 Why should one eat?
Good nutrition includes a variety of food that provides  What makes one’s diet balanced?
the body with all the nutrients it needs; healthy eating  Are you nutritionally fit to live?
is important for proper growth and development; and
that desirable dietary practices and healthy lifestyle
improve one’s productivity and quality of life.

KNOWLEDGE SKILLS
(Students will know…) (Students will be skilled at…)

 The appropriate nutrition during adolescence  identifying the right foods during adolescence;

 The nutritional problems of adolescence  following the appropriate nutritional guidelines

A. Malnutrition and micronutrient for adolescents for healthful eating;
deficiencies
B. Eating disorders  explaining the need to select food based on the
 Anorexia Nervosa nutritional needs during adolescence;
 Bulimia nervosa
 Compulsive eating disorder  identifying the nutritional problems of
adolescents;
  describing and explaining the characteristics,
signs and symptoms of malnutrition and
micronutrient deficiencies;

 discussing the ways of preventing and

controlling eating disorders; and

 applying decision-making and critical thinking

skills to prevent nutritional problems of
adolescents.

STAGE 2: ASSESSMENT EVIDENCE

Performance Task
This project (food planner) will give the students the chance to manage their food daily.

G - Produce food planner to show the proper management of diet everyday

R - Artist

A - Classmates & Teacher

S - Influence the staff and students in managing their diet/food

P - Using a cardboard or illustration board, the pupil will create a miniature food planner

S - The pupils must meet the following standards:

Rubrics for the Performance Task (Food pyramid)

Category Advanced Proficient Developing Beginning

(4) (3) (2) (1)
All graphics are Most graphics are Some graphics Graphics did not
related to the topic related to the topic do not relate to relate to the topic
and easy to and are easy to the topic and and are confusing.
understand. All understand. Most are hard to Most borrowed
Graphics Relevance borrowed graphics borrowed graphics understand. graphics do not
have source have source Some borrowed have source
citations. citations. graphics do not citations.
have source
citations.
The panel includes The panel includes The panel The panel did not
all required elements most required includes some include required
that are easy to read elements that are of the required elements. There
and understand. easy to read and elements, but are no additional
Required Elements and
There is additional understand. There not quite easy information.
Infrmation
information. are few additional to read and
information. understand.
There are no
additional
information.
The panel is original The panel is The panel is not The panel is not
and exceptionally original and quite original original not
Attractiveness and attractive in terms of attractive in terms and not too attractive in terms
Originality layout, design, and of layout, design, attractive in of layout, design
neatness. and neatness. terms of layout, and neatness.
design and
neatness.
 Used time well Used time well Used some time Failed to use time
during each class during each class well during to focus class on
period. Always period. Usually each class the project. Never
focused on getting focused on getting period. paid serious
the project done and the project done Sometimes not attention on the
Effective Use of Time
never distracted and seldom focused on the project and often
others. distracted others project and distracted others.
sometimes
distracted
others

Other Evidences:

Short Quizzes,
Summative Tests,
Project,
Performance Tasks Output,
Group Activities

STAGE 3: LEARNING PLAN

Summary of Key Learning Events and Instruction
The teaching and learning will involve
Day 1: Nutritional Guidelines
a. Engage the students by making them recall and write down what they have eaten and drunk the whole day
yesterday and present it in a plate/ pie diagram

FOOD

GRAINS VEGETABLES FRUITS PROTEINS

Day 2: Nutritional Guidelines

a. Facilitate the formulation of new big ideas and emphasize its importance. These will also correct the
misconceptions of the students:
 Getting the proper amounts of the essential nutrients the body needs in one’s daily diet is crucial for
the health.
 Good nutrition includes a variety of food that provides the body with all the nutrients it needs.
 Good nutrition is especially important during adolescence when growth and development occur at
a rapid rate.

Day 3: Nutritional Guidelines for Filipinos Appropriate during Puberty

d. Flash different pictures of Filipino dishes, then pose the following questions:
 Are you familiar with the following Filipino dishes?
 Have you tasted them?
 Which of them is your favorite?

Day 4: Assessment of understanding

d. Conduct summative test of the lesson tackled.
e. Instruct the students to answer the test neatly and honestly.
f. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 5: Nutritional Problems of Adolescents

a. Prepare the class to read the article on the Filipino’s eating habits.
 b. Pose the following questions:
 How do you feel about Weng’s lifestyle? Why?
 Which of Weng’s practices do you agree with? Disagree with?
 If you were to talk to Weng, what do you want to tell her about her lifestyle? Why?
 What essential nutrients do you think are missing in Weng’s diet?

Day 6: Nutritional Problems of Adolescents

a. Ask:
 Why is nutrition important in puberty?
 How do you know that one’s diet is balanced and healthy?
 Why do we need to adapt a healthy lifestyle?

Day 7: Health Appraisal Procedure

c. Engage the students by asking them to accomplish Column 2 of their Health Appraisal Form. Make them
aware of their personal health conditions.
d. Now invite the students to share what they have just realized about their personal health condition based
on the info in their Health Appraisal Form.

Day 8: Performance Task (group activity)

1. The students/groups are guided as they work on their performance task (informative brochure).
2. Make sure that a copy of the rubric score sheet is provided for each group.
3. Encourage cooperation, determination, and excellence in their product /performance.
4. Tell the students to be ready to present them in class nest meeting.

Day 9: Performance Task (group activity)

a. Presentation of Task

Day 10: Performance Task

b. Conduct of Periodic Exam

References:
 MAPEH 7 by Angela A. Concha, et.al
 Physical Education and Health Learner’s Material Grade 7
Instructional Materials:
 Chalkboard, video, pictures of medical equipment

Prepared by: Checked by:

DONNA MAE S. CONCEPCION Sr. Marilyn Belen, SMF

Teacher Principal
 St. Peter’s Academy
Polangui, Albay

UNIT PLAN
(S.Y. 2018-2019)

Subject Area : HEALTH 7 Quarter : Third Unit: 3

Unit Topic : PERSONAL HEALTH No. of Days : 10

STAGE 1: DESIRED RESULTS

Content Standard (statement and list of topics)

The learner demonstrates understanding of mental health as a dimension of holistic health for a healthy life.

 Day 1: Introduction to Mental Health

 Day 2: Understanding Stress

 Day 3: Common areas of stressor that affects adolescents (peer, family, school, community)

 Day 4: Reflection of understanding on Menta Health

 Day 5: Coping with stress

 Day 6: Coping with dying and death

 Day 7: Application of knowledge in managing stress

 Day 8-9: Types and Management of Common Mental Disorders

 Day 10: Performance Task

Transfer Goal/s
(The students in the long run and on their own will be able to…)

The pupils will independently use their understanding on mental health so that in the long run, they will
consistently demonstrate and practice skills that promote mental health to enhance the capacity to care and
respect people with mental disorder as loving children of God.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

(The students will understand that…)
Mental health affects a person’s physical health and
overall well-being and learn to care and respect people
who suffer from mental disorder as a loving children of
God.
 Why is there a need to understand mental health
and stress?
 How should one manage mental health and
stress?
 What for you is a stress-free life?

KNOWLEDGE SKILLS
(Students will know…) (Students will be able to…)

 Mental Health  explain the factors that affects the promotion of

good mental health;
 the difference between eustress and distress
 explain that stress is normal and inevitable;
 the common areas of stressor that affect
adolescents (peer, family, school, and  differentiate eustress from distress;
community)
  identify situations that cause feelings of anxiety
 how to cope with Stress or stress.

 how to cope with dying and death
 the types and management of common mental
disorders
 identify the common stressor that affects
adolescents;
 identify the people who can provide support in
stressful situations;

 differentiate healthful from unhealthful

strategies in coping with stress.

 demonstrate various stress management

techniques that one can use in dealing with
stress;

 demonstrate coping skills in managing loss and

grief;

 recognize the triggers and warning signs of

common mental disorders;

 discuss the types, sign, symptoms, prevention,

treatment, and professional care in managing
common mental health disorders; and

 care and respect people who suffer from

mental disorder.

STAGE 2: ASSESSMENT EVIDENCE

Performance Task
This project (mini-magazine) will give the students the chance to influence other students in managing
and coping with stress.

G - Produce an educational magazine for the school.

R - Artist

A - Classmates & Teacher

S - Influence the staff and students in managing and coping with stress.

P - Using an A4 size bond papers, the pupil will produce an informative mini-magazine.

S - The pupils must meet the following standards:

Rubrics for the Performance Task (Magazine)

Category Very Good Good Satisfactory Poor

(10) (8) (6) (4)
The target audience The target audience The target The target
represented given some audience audience
Always, theme is Thought, theme is inconsistent, forgotten, no
Overall Appearance consistent, font is consistent, font is theme is theme evident,
superior and good and inconsistent, font is inadequate,
consistent, generally consistent, font is poorly done and
adequate,
 inviting and has high generally good and generally shows little
degree of creativity creative adequate, and creativity
somewhat
creative
The cover is highly The cover is The cover is The cover shows
creative, has creative, has good somewhat little creativity,
excellent title, title, good choice creative, has has poor choice of
effective image of image, fits adequate title, title, poor choice
Cover included, fits theme theme of magazine image included, of image, theme is
of magazine very well and inviting adequately unclear and poorly
Well and very suited to theme done
attractive of magazine
and somewhat
inviting
The content has The content has The content has The content has
excellent variety of good variety of adequate no relevance to
Content topics, and contents topics variety of the topic, and the
are well written and contents are topics, and the content writing is
well written content writing adequate
is adequate
All graphics are Most graphics Artwork not Seldom connected
connected to theme, connected to always to theme, mostly
has highly creative theme, has a very connected to reproductions and
illustrations, and creative theme, lacks few or no graphic
Illustrations
excellent color and illustrations and originality and elements.
composition. good color and some color and
composition graphics
elements used.
Use of writing Use of writing Careless use of First draft is only
process is evident, process is evident, writing process, draft, has major
has correct spelling, has minor spelling has minor spelling errors,
correct grammar, errors, minor spelling errors, major
correct sentence, grammatical errors, minor grammatical
paragraph minor errors in grammatical errors, lacks
Presentation
and essay structure, construction errors, written organization,
and has an inviting of sentences, work lacks disjoint,
headline paragraphs and Organization, and lacks unity,
essays, and has and headlines and only some
good headlines included headlines
included.

Other Evidences:

Short Quizzes,
Summative Tests,
Project,
Performance Tasks Output,
Group Activities

STAGE 3: LEARNING PLAN

Summary of Key Learning Events and Instruction
The teaching and learning will involve
Day 1: Introduction to Mental Health
a. Read the data.
Life nowadays is getting complex and demands certain coping skills and capabilities from
teenagers.
Ask:
 Have you ever felt stressed and under pressure as an adolescent?
 Have you experienced or witnessed somebody experiencing any of the following?
a. easy to get angry or very worried
 b. grieving for a long time after a loss or death of a loved one
c. diet and/or binge-eating obsessively
d. hurting others or destroying properties
 Why is there a need to understand mental health and stress?

b. Let the students watch an excerpt from the movie “The Soloist (2009)

Day 2: Understanding Stress

b. Define stress and tell the students that stress can either be negative or positive.
c. Discuss the two different kinds of stress:
 Eustress
 Distress
d. Give activity that will identify stressful situations and examples of situations that develops eustress and
distress.
Activity:
A. Write in your notebook if you consider the situation as stressful. Choose from the following:
1. Choosing a gift for a friend
2. Arguing with classmate
3. Going to a new place
4. Having a newborn sibling
5. Getting a failing mark
6. Losing your money
7. Getting a birthday surprise
8. Attending a party
9. Witnessing a tribal dance
10. Watching a traditional play

Day 3: Common areas of stressor that affects adolescents (peer, family, school, community)
a. Give activity that will enable the students to explore various cause of stress and to identify common
stressor.
Activity:
A. Procedure:
1. Form a group with four (4) members.
2. Assign a number for each member.
3. Reflect on the following questions:
Member 1: How does your family contribute to your eustress and distress?
Member 2: How does your peers contribute to your eustress and distress?
Member 3: How does the school contribute to your eustress and distress?
Member 4: How does your community contribute to your eustress and distress?
4. Exchange ideas, feelings, and experiences for 10 mins. Then write your thoughts in your
notebook.
5. By the teacher’s signal, all members with the same assigned members should group
together.
6. In each group, gather again ideas, feelings, and experiences.
7. Assign one or two reporters for the group.
8. Each of the following groups will present the output.
a. Member 1 Group (Family)
b. Member 2 Group (Peers)
c. Member 3 Group (School)
d. Member 4 Group (Community)

Day 4: Reflection of Understanding on Mental Health

e. Conduct summative test of the lesson tackled.
f. Instruct the students to answer the test neatly and honestly.
g. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 5: Coping with Stress

b. Invite the class to relax then ask:
5. Have you been stressed before? Why or why not?
6. How can you tell if you are showing symptoms of stress?
c. Let them view the video in class “Depression: A Life Alone” (Short film)
d. Instruct the students to watch attentively for them to answer the following questions:
 1. What struck you the most in the video?
2. How did you feel while watching the video?
3. For you, what does the video tell about stress and depression?

Day 6: Coping with dying and death (depression)

a. Read the data.
Depression is a common mental disorder that can affect anyone.
Ask:
1. How do you deal with depression?
2. Why do we need to manage grief and depression?
b. Discuss the different stages of grief.

Day 7: Application of Knowledge in managing stress.

a. Conduct a summative test of the lesson tackled
b. Instruct the students to answer the test neatly and honestly.
c. Conduct a meaningful discussion of their answer by calling the students randomly.
Day 8: Types of Common Mental Disorders
a. Read the data
Mental disorders are generally characterized by abnormal thoughts, emotions, behaviors, and relationships
with others.
b. Discuss the different types of common mental disorders
c. Divide the class into five teams and provide each with pictures and articles of the following:
Team 1: Attention Deficit Hyperactive Disorder (ADHD)
Team 2: Bipolar Disorder
Team 3: Schizophrenia
Team 4: Obsessive Compulsive Disorder (OCD)
Team 5: Post-traumatic Stress Disorder (PTSD)
The teams are provided with the following chart to fill up:
Mental Disorders Signs and symptoms Prevention and Care Other information
(1) (2) (3)
ADHD
Bipolar Disorder
Schizophrenia
OCD
Post-TSD

Day 9: Management of Common Mental Disorders

a. Read the data
Mental disorders prevent a person from living a normal life. A person who is not able to handle stress may develop
poor habits that will lead to an ailing health condition.

Ask:
 Why should one’s mental health be managed?
 What should life be if mental health is not managed well?
 How should mental health be managed in the 21st century?
b. Let the students watch “Stress Management Strategies: Ways to Unwind”

Day 10: Performance Task

c. Conduct of Periodic Exam

References:
 MAPEH 7 by Angela A. Concha, et.al
 Physical Education and Health Learner’s Material Grade 7
Instructional Materials:
 Chalkboard, cartolina, manila paper, marker, video

Prepared by: Checked by:

DONNA MAE S. CONCEPCION Sr. Marilyn Belen, SMF

Teacher Principal
 St. Peter’s Academy
Polangui, Albay

UNIT PLAN
(S.Y. 2018-2019)

Subject Area : HEALTH 7 Quarter : Fourth Unit: 4

Unit Topic : PREVENTION & CONTROL OF No. of Days : 10
DISEASES AND DISORDER
STAGE 1: DESIRED RESULTS
Content Standard (statement and list of topics)

The learner demonstrates understanding of non-communicable diseases for a healthy life.

 Day 1: Introduction to non-communicable diseases (NCD’s)

 Day 2: Common non-communicable diseases (Allergy, Asthma, Cardiovascular, Cancer)

 Day 3: Common non-communicable diseases (Diabetes, Arthritis, Renal Failure)

 Day 4: Prevention and control of non-communicable disease

 Day 5: Reflection of learning

 Day 6: Self-monitoring skills to prevent non-communicable disease

 Day 7: Programs and policies on non-communicable disease prevention and control

 Day 8: Agencies responsible for non-communicable disease prevention and control

 Day 9: Reflection of Learning

 Day 10: Performance Task

Transfer Goal/s
(The students in the long run and on their own will be able to…)

The students will be able to consistently demonstrate their personal responsibility and healthful practices in the
prevention and control of non-communicable disease to enhance their capacity to care for people with non-
communicable diseases as a loving child of God.

ESSENTIAL UNDERSTANDING ESSENTIAL QUESTIONS

(The students will understand that…)
 Why should we be concerned with
 the promotion of healthy lifestyle focuses on noncommunicable and lifestyle diseases?
good nutrition and weight control, regular
physical activity and exercise, smoke-free  When is a lifestyle healthy?
environment, and regular health check-up.

 a healthy environment through its advocacies

and policies supports a healthy lifestyle.

 promoting a healthy lifestyle is very much

needed and relevant as ever.
 KNOWLEDGE SKILLS
(Students will know…) (Students will be able to…)

 Common noncommunicable diseases:  discuss the nature of noncommunicable

A. Allergy diseases;
B. Asthma
C. Cardiovascular diseases  explain noncommunicable diseases based on
D. Cancer cause and effect, sign and symptoms, risk
E. Diabetes factors and protective factors, and possible
F. Renal failure complications;

 Prevention and control of noncommunicable  correct myths and fallacies about

diseases. noncommunicable diseases;

 Self-monitoring skills to prevent  practice ways to prevent and control

noncommunicable diseases (physical exercise, noncommunicable diseases;
healthy eating, not smoking, weight
management, routine medical check-up, and  demonstrate self-monitoring to prevent
stress management). noncommunicable diseases; and

 Programs and policies on noncommunicable  identify agencies responsible for

disease prevention and control. noncommunicable disease prevention and
control.
 Agencies responsible for noncommunicable
disease prevention and control.

STAGE 2: ASSESSMENT EVIDENCE

Performance Task
This project (info-campaign ) will give the students the chance to influence other students in the
prevention and control of non-communicable disease.

G - Produce an info- campaign against diseases

R - Artist (Actors/Actress, Director, Writer, Editor

A - Classmates & Teacher

S - Influence the staff and students in preventing and controlling diseases

P - Using a video camera, illustration board or bond paper the students will produce an info-campaign on how
to prevent and control diseases

S - The pupils must meet the following standards:

Rubrics for the Performance Task (Info-Campaign)

Criteria Advanced Proficient Approaching Developing

(20 pts) (15 pts) Proficiency Proficiency
(10 pts) (5 pts)
The research is The research is The research is There is no
substantial and it quite substantial superficial and evidence that
provides insights and it provides it lacks depth thorough research
into the client’s some insights into insights into the is done to support
Research / Relevance
situation and needs the client’s client’s the client’s needs
as the basis for situation and needs situation and as the basis for
effective campaign as the basis for needs as the effective
effective campaign. basis for campaign.
 effective
campaign.

The strategies and The strategies and The strategies The strategies and
medium chosen are medium chosen are and medium medium chosen
clearly defined and somehow defined chosen are are not defined
they signify original and they signify fairly defined and there were no
Strategies and Medium
thinking and some original and they signify evidence of
exceptional thinking and poor originality original thinking
creativity. creativity. and creativity. and creativity.

It is well organized It is quite It has It is lacking in

and was presented in organized and was inadequate organization and
clear and compelling presented in a clear organization presentation is
Organization and
manner. manner. and confusing and
Presentation
presentation is misleading.
not quite clear.

The information The information The The information

campaign offers an campaign offers a information campaign does not
insightful solution to realistic solution to campaign is offer a solution to
the client’s needs the client’s needs lacking realistic the client’s needs
and condition. The and condition. The solution to the and condition.
Effectiveness methods of methods of client’s needs The methods of
evaluation are evaluation are and condition. evaluation are
thorough and well- adequate. The methods of missing.
thought of. evaluation are
inadequate.

All project deadlines Most project Many project Deadlines were

were met. deadlines were deadlines were regularly missed,
met. Those that not met, having a
Timeliness were late did not resulting in significant impact
have significant some impact on on the final
impact on the the finished project.
finished project. project.
Other Evidences:

Short Quizzes,
Summative Tests,
Project,
Performance Tasks Output,
Group Activities

STAGE 3: LEARNING PLAN

Summary of Key Learning Events and Instruction
The teaching and learning will involve
Day 1: Introduction to non-communicable diseases (NCD’s)
a. Read the data.

The World Health Organization (WHO) reports noncommunicable diseases (NCDs) to be the leading
cause of death around the world, representing over 60% of all deaths and still on the rise. The NCDs
include the “Big 4” –cardiovascular disease, cancer, chronic respiratory disorder and diabetes.

Day 2: Common non-communicable diseases (Allergy, Asthma, Cardiovascular, Cancer)

e. Elicit prior knowledge by making them read and accomplish the “What is your style?” activity presented
in Quick Check on pages 486 of the textbook.

Day 3: Common non-communicable diseases (Diabetes, Arthritis, Renal Failure)

 a. Let the students read Going Beyond on pages 491 of the textbook or read related articles/watch videos on
kidney organ transplant. List down suggested lifestyle practices to prevent kidney problems.

Day 4: Prevention and control of non-communicable disease

a. This news video reveals survey results and facts from the DOH on Filipinos’ lifestyle and socioeconomic
conditions as risk for NCDs. (Let the students watch the video)
b. Pose the following guide questions:
 How do you feel about the news video?
 What statistics and facts are mentioned in the news video?
 What insight in the news video affirms your own stories and experiences about lifestyle diseases
and their risk factors?
 What is the DOH and other health agencies and private organizations doing to control and prevent
NCDs?
 What new insights and realizations did you gain from the news video?

Day 5: Reflection of learning

h. Conduct summative test of the lesson tackled.
i. Instruct the students to answer the test neatly and honestly.
j. Conduct a meaningful discussion of their answer by calling the students randomly.

Day 6: Self-monitoring skills to prevent non-communicable disease

a. Ask:
3. Why do we need to monitor noncommunicable diseases?
4. What is life with NCD?

Day 7: Programs and policies on non-communicable disease prevention and control

d. Ask the class to group into threes and list down on their metacards as many agencies and programs/
projects related to the care of NCDs.
e. They will read out what they have written on their metacards and share some information they know
about them.

Day 8: Agencies responsible for non-communicable disease prevention and control

a. Invite the class to watch the video “Philippines ailing healthcare”.
b. Let them answer the following questions:
 What does the video say about NCD care in the Philippines?
 How do you feel about it?
 How can such conditions be improved?

Day 9: Application of learning: Monitoring skills, programs and agencies to prevent noncommunicable disease
a. Presentation of the performance task(project) assigned to the students.

Day 10: Performance Task

d. Conduct of Periodic Exam

References:
 MAPEH 7 by Angela A. Concha, et.al
 Physical Education and Health Learner’s Material Grade 7
Instructional Materials:
 Chalkboard, cartolina, manila paper, marker, video

Prepared by: Checked by:

DONNA MAE S. CONCEPCION Sr. Marilyn Belen, SMF

Teacher Principal