School PULO INTEGRATED SCHOOL Grade &Section 8

Teacher Learning Area MAPEH

ROSELLE C. DE GUZMAN
(Health)
DAILY Teaching Dates
& Time Quarter 3rd
LESSON
PLAN Week No. 5 Day 1 Duration 1 hour

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

A. Content The learner demonstrates understanding of principles in the prevention and

Standards control of communicable diseases for the attainment of individual wellness.
B. Performance The learner consistently demonstrates personal responsibility and healthful
Standards practices in the prevention and control of communicable diseases.
C. Learning ● Identifies agencies responsible for communicable disease prevention and
Competency/is. control (H8DD-IIIf-h-23)
At the end of the lesson, the learners are expected to:
Knowledge: Identify agencies responsible for communicable disease prevention
and control;
D. Learning Skills: Determine the roles of different agencies in the disease prevention and
Objectives control; and
Attitude: Express appreciation on the importance of agencies in disease
prevention and control
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or
two.
II. CONTENT/TOPIC
Agencies for Prevention and Control of Communicable Diseases

III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is
a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages
B. Other Learning
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration
of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with
IV. PROCEDURES multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in
relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.rr

Teacher’s Activity Students’ Activity

A. Reviewing Give Me Five! The five (5) diseases that can COI 2 (PPST
previous lesson or As a sort of review, what are be prevented through the 1.4.2)
presenting the The use of
the five (5) diseases that can programs and policies set by
new lesson. diagram/chart
be prevented through the the government are: will help
ELICIT (The activities in this section programs and policies set by learners
will evoke or draw out prior concepts of Dengue – National Dengue
or experiences from the students) the government. The students Prevention improve
to complete the task will be Tuberculosis – National literacy skills
Tuberculosis Control Program at the same
given points/prize. time by giving
Malaria - Philippine Malaria
Information System (PhilMIS) the 5
HIV/AIDS - Philippine AIDS important
Prevention and Control Act of 1998 concepts it
Blood - National Blood Services Act also enhances
of 1994 the numeracy
level of the
learner.

B. Establishing a Guess the Logo! COI 6 (PPST

purpose for 2.2.2)
the lesson. Class, I have here different
logos. Can you guess the The teacher
ENGAGE (The activities in this complete name of each logo. uses a game-
section will stimulate their thinking and
help them Each correct answer will be based strategy
access and connect prior knowledge as a
jumpstart to the present lesson.) given additional points. to encourage
learners to
Are you ready, class? participate and
Yes, Ma’am Roselle. learn at the
Alright! same time
promoting
fairness and
respect to
The logos belong to: one’s answer
through
DOH DSWD
1. DOH appreciation of
DEPED the effort done
2. DEPED by the
3. DSWD students
throughout the
4. DILG activity.
DILG IATF

5. IATF

So let us answer the following

process questions:
1. Are you familiar with
these agencies in the
Philippines?

2. Which one are you

familiar with? Yes, Ma’am Roselle. We are
very familiar with the DOH,
DepEd, DSWD Logo.

3. Can you give one of its

roles. DepEd promotes child-
friendly, safe, and motivating
environment. While DOH
provides health and wellness
among Filipinos. DSWD given
financial and medical
assistance while DILG and
IATF provides safety protocols
and policies.

4. What do you think is

our topic for today?
Our topic is about the different
agencies for Prevention and
Control of Communicable
Diseases
Alright!
C. Presenting So, class, our lesson is all
examples/instanc about “Agencies for Prevention
e s of the new and Control of Communicable
lesson. Diseases” with the following
objectives.

Can everyone read them?

Everybody, read: Learners will read the lesson
1. Identify agencies objectives.
responsible for
 communicable disease
prevention and control.
2. Determine the roles of
different agencies in the
disease prevention and
control; and
3. Express appreciation on
the importance of
agencies in disease
prevention and control.
D. Discussing the new Matchy-Match! (Group COI 5 (PPST
concepts and Activity) 2.1.2)
practicing new The teacher
skills #1. Moving forward, let us have a will post the
group activity. Each group will procedure/
EXPLORE (In this section, students guidelines of
will be given time to think, plan, be given a worksheet.
the activity to
investigate, and organize collected Learners will do the activity
information; or the performance of the ensure safety
planned/prepared activities from the I will provide enough space for following the proper manner: of all the
student’s manual with data gathering and
each group to work with the 1. Cooperate with the group. learners while
activity smoothly and not 2. Work quietly. doing the task.
delicately. Here is group 1, 2, 3. Always be respectful. Provision of
and 3. 4. Do not waste your time. space for the
students and
Wait for the go signal to start. secure place
for learning is
What will you do is to match the priority in
column A with the roles of the this activity.
different agencies in the
disease prevention and
control in column B.

In 5 minutes, each group will

stop the activity. The group
that has the greatest number
of correct answers wins the
game.
COLU COLUMN B
MN A
DOH a. Assists LGUs to
effectively and
efficiently deliver
services to their
constituents.
DSWD b. implements the
Emerging and Re-
Emerging
Infectious Disease
Program
DEPED c. works to lead and
synchronize all
efforts in disease
prevention and
control
DPCB d. mobilizes the
community health
teams to provide
comprehensive
public health
services
DILG e. formulates and
implements
programs and
projects in formal
and non-formal
basic education
All right, your time starts
now.
E. Discussing the COLLABORATIVE COI 1
new concepts and DISCUSSION – DEAR (Drop (PPST
practicing Everything and Read) 1.1.2)
new skills #2. The teacher
Moving forward, I will drop will
 each logo of the agencies demonstrate
on the floor. accurate
Class, I will ask you to and depth
stay at the sides of the knowledge
classroom. of the
I will say a description or concepts
taught. Also,
role of a particular agency
integration
and once the signal says of DEAR is
“Go”, the students will find used to
the logo of the agency make the
being referred. class more
Each correct answer wins interactive
a point. and
engaging
Do I make myself clear? Yes, Ma’am Roselle. while
learning
Very good! concepts.
Students will guess the name
of the agency based on the
description.
F. Fast Talk! COI 4
I will call 3 students to do the (PPST
Developin fast talk. 1.6.2)
g mastery The items will be based on the The teacher
(Leads to will display
The chosen participants will agency’s name.
formative proper
assessment 3).
expand and say about the
knowledge
agencies presented by the
and skills in
EXPLAIN (In this section, students will teacher on screen in 2 delivering
be involved in an analysis of their minutes each. lessons using
exploration. Their understanding is
clarified and modified because of the mandated
reflective activities)/Analysis of the Players can pass if he/she medium of
gathered data and results and be able to
answer the Guide Questions leading to has no idea in each agency. instruction with
the focus concept or topic of the day.
However, he/she can go back proficiency of
to it if he/she has available the language
time yet. with respect to
clarity,
Students to get the perfect accuracy and
answers will be given fluency.
points/rewards.
G. Making Re-ACT!
generalization Directions: Read the
and abstraction information inside the box
about the lesson. and answer the following
ELABORATE (This section will
questions comprehensively.
give students the opportunity to REPUBLIC ACT 3573 Students will read the
expand and solidify / concretize their information.
understanding This is an Act requires all individuals
of the concept and / or apply it to real and health facilities to report
– world situation) notifiable diseases to national and
health authorities. This measure
seeks to strengthen the existing legal
framework for notifiable disease
surveillance and response system that
will utilize evidence-based data or
research in making reports in the
formulation of health policies and
advocacies. It is otherwise known as
“An Act Providing for the Prevention
and Suppression of Dangerous
Communicable Diseases and for other
Purposes”.

Now, let us answer the

questions:

What does the Republic Act

 No. 3573 for? This law requires all
individuals and health facilities
to report notifiable diseases to
national and health authorities

Bravo! So, why is it important

to implement this Republic
Act? It is very important because this
measure seeks to strengthen
the existing legal framework
for notifiable disease
surveillance and response
system that will utilize
evidence-based data or
research in making reports in
the formulation of health
policies and advocacies.

Alright!
IV. Evaluating MULTIPLE CHOICE: COI 2 (PPST
learning. 1.4.2)
Directions: Choose the most
EVALUATION (This section will appropriate answer to each of The teacher
provide for concept check test items and
answer key which are aligned to the the questions below. Write will test the
learning objectives - content and
only the letter of your choice literacy skills
performance standards and
of the learners
address misconceptions – if any) in your paper.
through the
1. What agency is assessment
responsible for the given.
formulation and
implementation of
programs in the areas
of formal and non-
formal instruction?
a. Department of
Education
b. Department of
Health
c. Department of
Interior and Local
Government
d. Disease
Prevention and
Control Bureau
2. What is the agency
that works on the
synchronization of all
efforts in disease
prevention and
control?
a. Department of
Education
b. Department of
Health
c. Disease
Prevention and
Control Bureau
d. Department of
Social Welfare and
Development
3. Which of the following
 government agencies
in the Philippines
primarily works on the
health of the citizens?
a. Department of
Education
b. Department of
Health
c. Department of
Interior and Local
Government
d. Department of
Social Welfare and
Development
4. What is the
government agency
responsible for
activating and ensuring
all other agencies and
departments to
promote and access
basic public health
services to all
Filipinos?
a. Department of
Education
b. Department of
Health
c. Department of
Interior and Local
Government
d. Disease
Prevention and
Control Bureau
5. What does DOH stand
for?
a. Department of
Health
b. Department
Operation on
Health
c. Direct Operation
on Health
e. Duties of Health
V. Additional List and explain briefly at least
activities for 5 health programs that are
application or implemented in your
remediation.
community by the different
EXTEND (This sections give situation agencies on prevention and
that explains the topic in a new context, control of communicable
or integrate it to another discipline /
societal concern) diseases. Write your answers
in your activity notebook.
Example:
TB DOTS. This program is
implemented to directly treat
the patients infected and
prevent the spread of the
disease.
1.
 2.
3.
4.
5.

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students learn? Identify what help your instructional supervisors can provide
for you so when you meet them, you can ask them relevant question.
VII REFLECTION students’ progress this week. What works? What else needs to be done to
help the
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who require
additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
material did I use/discover.