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Edukasyong Pangkatawan
at
Pangkalusugan
EP
ED
Patnubay ng Guro
Ang aklat na ito ay magkatuwang na inihanda at sinuri ng

mga edukador mula sa mga publiko at pribadong paaralan, kolehiyo,
at / o unibersidad. Hinihikayat namin ang mga guro at ibang
nasa larangan ng edukasyon na mag-email ng kanilang puna at
mungkahi sa Kagawaran ng Edukasyon sa action@deped.gov.ph.
Mahalaga sa amin ang inyong mga puna at mungkahi.
Kagawaran ng Edukasyon
Republika ng Pilipinas
i
All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Edukasyong Pangkatawan at Pangkalusugan Ikaapat na Baitang

Patnubay ng Guro
Unang Edisyon 2015
Isinasaad ng Batas Republika 8293, seksiyon 176 na Hindi maaaring magkaroon ng karapatangari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ng
ahensiya o tanggapan ng pamahalaan na naghanda ng akda kung itoy pagkakakitaan. Kabilang sa mga
maaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.
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Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,
tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ng
karapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at Filipinas
Copyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulang
pahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upang
makuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga mayakda ang karapatang-aring iyon.
Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaad
lamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindi
nakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mga
tagapaglathala at sa mga may-akda.
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Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa filcols@gmail.
com ang mga may-akda at tagapaglathala.
Inilathala ng Kagawaran ng Edukasyon

Kalihim: Br. Armin A. Luistro FSC
Pangalawang Kalihim: Dina S.Ocampo, PhD
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Mga Bumuo ng Patnubay ng Guro

Punong Tagapamahala: Jenny Jalandoni Bendal
Konsultant: Salve A. Favila, PhD
Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at

Rachelle U. Peneyra
Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr.,

Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas,
Rhodora B.Pea, at Amphy B. Ampong
Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at
Crisencia G. Saludez
Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles,
Elvin Neal B. Bersamira, at Jason O. Villena
Naglayout: Mark Anthony E. Jalandoni at Mickey C. Acorda
Edukasyong Pangkalusugan
Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A.
Konsultant: Evelina M. Vicencio, PhD
Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum
Mga Tagapag-ambag: Mila Tao, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD,
at Marie Fe B. Estilloso
Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette

Paunan, Jennifer Quinto, at Giselle Ramos
Tagasuri ng Wika: Michael De la Cerna
Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria
Naglayout: Ester Daso at Mickey C. Acorda
Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 5th Floor Mabini Building, DepEd Complex

Meralco Avenue, Pasig City
Philippines 1600
Telefax:
(02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
Pambungad
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Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong

Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa
ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong
sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan
ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng
patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na
pamantayan o standards na siyang nakasaad sa kurikulum.
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Magandang Buhay mga Guro!

Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang
kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para
sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng
Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health
Curriculum Guide ng K to 12 Enhanced Basic Education Program.
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Ang pagkakaroon ng maayos at malusog na pangangatawan ay maituturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa
sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutrisyon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may
kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na
makukuha sa mga hindi ligtas na pagkain.

Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot
at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan
ang kalusugan ng mga bata.

Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming
na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat
mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upang mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang
buhay.

Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos
sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa
kanilang pagkatuto.
iii
TALAAN NG MGA NILALAMAN

YUNIT II
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Pahina
Mga Nakahahawang Sakit,
Mabilis Kumapit.......................................................................130
Aralin 2
Mikrobyong Maliliit, Nakasasakit.............................................138
Aralin 3
Daloy ng Impeksiyon, Mabilis ang Aksiyon.............................140
Aralin 4
Pag-iwas ay Gawin upang Di-maging Sakitin.........................142
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Aralin 1
vi
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Republic of the Philippines

Department of Education
DepEd Complex, Meralco Avenue
Pasig City
ED
K to 12 Curriculum Guide
D
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HEALTH
(Grade 1 to Grade 10)

December 2013
K to 12 BASIC EDUCATION CURRICULUM

CONCEPTUAL FRAMEWORK
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The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
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Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
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In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
K to 12 Health Curriculum Guide December 2013
Page 2 of 66
Holistic
Values-based
Preventive
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Growth and
Development
Community and
Environmental
Health
Consumer
Health
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Injury
Prevention and
Safety
Cultureresponsive
Achieve,
Sustain and
Promote
Lifelong
Wellness
Disease
Prevention and
Conrtol
Standards and
Outcomes-based
Personal Health
Nutrition
ED
Health and
Life Skillsbased
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Conceptual Framework of Health Education
Learnercentered
Substance Use
and Abuse
Family Health
Rights-based
Epidemiological
Page 3 of 66

HEALTH CONTENT AREAS
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Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
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Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
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Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
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Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.
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CHARACTERISTICS OF THE HEALTH CURRICULUM
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Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
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Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
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Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
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Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.
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46
The learner demonstrates an understanding of

how changes, which are part of growth and
development, impact health practices that help
achieve and sustain optimum health and wellbeing.
The learner demonstrates an understanding of key health

concepts related to the achievement, sustainability and
promotion of wellness as it improves the quality of life of
the individual, the family and the larger community.
D
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The learner demonstrates an understanding and

observance of healthy habits and practices in
achieving wellness.
7 10
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Key Stage Standards
Page 6 of 66

Grade Level Standards
GRADE LEVEL
STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
Grade 2
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
Grade 3
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
Grade 4
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.
Grade 5
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
community and environmental health, which helps to achieve optimum health and well-being.
Grade 6
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
prevention, safety and first aid to achieve optimum health and well-being.
Grade 7
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
to achieve, sustain, and promote personal health and wellness.
Grade 8
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and noncommunicable to achieve, sustain, and promote family health and wellness.
Grade 9
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
substance use and abuse to achieve, sustain, and promote community health and wellness
Grade 10
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Grade 1
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
Page 7 of 66
Health Content Matrix for Grades 1 to 10
Third
Quarter
Fourth
Quarter
Nutrition
Personal
Health
Personal
Health
Personal
Health
Injury
Prevention,
Safety and
First Aid
Prevention and
Control of
Diseases &
Disorders
Family Health
Prevention and
Control of
Diseases &
Disorders
Consumer
Health
Grade 4
Grade 5
Nutrition
Personal
Health
Prevention and
Control of
Diseases &
Disorders
Substance Use
and Abuse
Injury
Prevention,
Safety and
First Aid
Injury
Prevention,
Safety & First
Aid
/Community &
Environmental
Health
Injury
Prevention,
Safety & First
Aid
Grade 6
Personal
Health/ Growth
& Development
Substance Use
and Abuse
Injury
Prevention,
Safety & First
Aid/Community
and
Environmental
Health
Grade 7
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Nutrition
Personal
Health/
Nutrition
Personal
Health
Grade 3
Personal
Health
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Second
Quarter
Grade 2
ED
First
Quarter
Grade 1
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Grading
Period
Prevention and
Control of
Diseases &
Disorders
Consumer
Health/
Environmental
Health
Injury
Prevention,
Safety & First
Aid/
Consumer
Health
Growth and
Development
Nutrition
Personal
Health
Grade 8
Grade 9
Grade 10
Family Health I
Community
and
Environmental
Health
Consumer
Health
Family Health
II
Injury
Prevention,
Safety and
First Aid
(Unintentional
Injuries)
Health Trends,
Issues and
Concerns
(National
Level)
Prevention and
Control of
Diseases and
Disorders
(Communicable)
Injury
Prevention,
Safety and
First Aid
(Intentional
Injuries)
Prevention and
Control of
Diseases and
Disorders (NonCommunicable)
Substance Use
and Abuse
(Drug
scenario)
Substance Use
and Abuse
(Gateway
drugs)
Health Trends,
Issues and
Concerns
(Global Level)
Planning for a
Health Career
Page 8 of 66
CONTENT
CONTENT STANDARDS
Grade 1 - NUTRITION 1ST QUARTER (H1N)

A. Healthful and less healthful
The learner
foods
1. Water and milk vs. soft understands the
importance of good
drinks
eating habits and
2. Fruits and vegetables
behavior
vs. sweets, salty and
processed food
PERFORMANCE
STANDARDS
CODE
H1N-Ia-b-1
LEARNING
MATERIALS
The learner
practices healthful eating
habits daily
The learner
distinguishes healthful from less

healthful foods
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1.
B. Consequences of eating less

healthful food
2. tells the consequences of eating

3.
ED
C. Good eating habits

1. Eat regular meals.
2. Eat a healthful
breakfast daily.
3. Chew food thoroughly.
LEARNING COMPETENCY
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GRADE 1
The learner
D
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Grade 1 PERSONAL HEALTH 2ND QUARTER (H1PH)

A. Health habits and hygiene
The learner
1. Proper behavior during
demonstrates
mealtime.
understanding of the
2. Proper hand washing
proper ways of taking
2.1 before and after
care of ones health
eating
2.2 after using the toilet
2.3 when the hands get
dirty
3. Washing the feet when
dirty, before going to
bed, and after wading
in flood waters
4. Taking a bath every day
5. Wiping hands and face
practices good health

habits and hygiene daily
4.
less healthful foods
H1N-Ic-d-2
practices good decision-making

skill in food choices
H1N-Ie-f-3
practices good eating habits that

can help one become healthy
1. identifies proper behavior during

mealtime
2. demonstrates proper hand
washing
3. realizes the importance of
washing hands
4. practices habits of keeping the
body clean & healthy
5. realizes the importance of

practicing good health habits
H1N-Ig-j-4
H1PH-IIa-b-1
H1PH-IIc-d-2
H1PH-IIe-3
H1PH-IIf-i-4
H1PH-IIj-5
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LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
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The learner
The learner
consistently demonstrates
healthful practices for
a healthful home
environment.
1.
describes the characteristics of a

healthful home environment
H1FH-IIIa-1
2.
discusses the effect of clean

water on ones health
H1FH-IIIb-2
3.
discusses how to keep water at

home clean
H1FH-IIIc-3
4.
practices water conservation
H1FH-IIIde-4
5.
explains the effect of indoor air

on ones health
H1FH-IIIfg-5
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with a clean
handkerchief
6. Covering cough and
sneeze with clean
handkerchief or tissue
paper when coughing
or sneezing
7. Coughing or sneezing
into the crook of the
elbow rather than the
hand
8. Wearing clean clothes
appropriate to the
activity
9. Having enough rest and
sleep
10. Maintaining good
posture
11. Engaging in physical
activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
The learner
A. Characteristics of a
healthful home environment
understands the
1. Clean water
importance of keeping
2. Clean indoor air
the home environment
healthful.
PERFORMANCE
STANDARDS
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CONTENT STANDARDS
ED
CONTENT
Page 10 of 66

CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
6.
7.
B. Ways to keep the healthful

home environment
8.
H1FH-IIIfg-6
practices ways to keep indoor air

clean
H1FH-IIIfg-7
explains the effect of a home

environment to the health of the
people living in it
describes ways on how family
members can share household
chores in keeping a healthful
home environment
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9.
demonstrates how to keep the

home environment healthful
ED
10.
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Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal
The learner
The learner
The learner
information
and ways to ask for help
demonstrates
appropriately
1. identifies situations when it is
understanding of safe
demonstrates safety
appropriate to ask for assistance
and responsible behavior
behaviors in daily
from strangers
to lessen risk and prevent activities to prevent
injuries in day-to-day
injuries
2. gives personal information, such as
living
name and address to appropriate
persons
B. Preventing childhood
Injuries
CODE
identifies sources of indoor air

pollution
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CONTENT
LEARNING
MATERIALS
H1FH-IIIhi-8
H1FH-IIIhi-9
H1FH-IIIj-10
H1IS-IVa-1
H1IS-IVb-2
3. identifies appropriate persons to

ask for assistance
H1IS-IVc-3
4. demonstrates ways to ask for help
H1IS-IVc-4
5. follows rules at home and in

school.
H1IS-IVd-5
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CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
H1IS-IVe-6
7. observes safety rules with stray or

strange animals
H1IS-IVf-7
8. describes what may happen if

safety rules are not followed
H1IS-IVg-8
9. describes ways people can be

intentionally helpful or harmful to
one another
H1IS-IVh-9
10. distinguishes between good and

bad touch
H1IS-IVi-10
11. practices ways to protect oneself

against violent or unwanted
behaviors of others
LEARNING
MATERIALS
H1IS-IVj-11
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C. Ways by which people are

intentionally
helpful or harmful
1. Good touch and bad
touch
2. Protection against
violent or
unwanted
behaviors of others
CODE
6. follows rules during fire and other

disaster drills
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1. Safety rules at home

2. Safety rules in school,
including fire and other
disaster drills
3. Safety with animals
LEARNING COMPETENCY
Page 12 of 66

GRADE 2
CONTENT STANDARDS
B. Guide in Eating Balanced
1. demonstrates good
decision-making
skills in choosing
food to eat to have a
balanced diet.
2. consistently practices
good health habits
and hygiene for the
sense organs
D
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CODE
LEARNING
MATERIALS
The learner
ED
diet
1. Food Pyramid for
Filipino children (7-12
years old)
2. Food Plate for Filipino
children (7-12 years old)
LEARNING COMPETENCY
1. states that children have the right

to nutrition(Right of the child to
nutrition Article 24 of the UN
Rights of the Child)
PY
Grade 2- NUTRITION 1ST QUARTER (H2N)

A. Healthy Food and the Body
The learner
1. Provides energy
1.1 Carbohydrates and
understands the
Fats
importance of eating a
2. Promotes growth and
balanced diet.
body-building
2.1 Protein
3. Regulates body functions
3.1 Vitamins and Minerals
PERFORMANCE
STANDARDS
C
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CONTENT
2.
discusses the importance of eating

a balanced meal
H2N-Ia-5
H2N-Ib-6
3. discusses the important functions

of food
H2N-Icd-7
4. describes what constitutes a

balanced diet
H2N-Ie-8
5. considers Food Pyramid and Food

Plate in making food choices
H2N-Ifh-9
6. displays good decision-making

skills in choosing the right kinds of
food to eat
H2N-Iij-10
Page 13 of 66
The learner
consistently practices good
health habits and hygiene
for the sense organs
Grade 2 FAMILY HEALTH 3RD QUARTER (H2FH)

A. Healthy Family Habits and
The learner
Practices
1. Sharing responsibilities
demonstrates
in keeping the house
understanding of healthy
clean
family habits and
2. Preparing and eating
practices
healthy foods together
3. Exercising regularly as a
family
4. Doing recreational
activities together
CODE
LEARNING
MATERIALS
1. describes ways of caring for

the eyes, ears, nose, hair
and skin in order to avoid
common childhood health
conditions
H2PH-IIa-e-6
2. describes ways of caring for

the mouth/teeth
D
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B. Development of selfmanagement skills
LEARNING COMPETENCY
The learner
ED
Grade 2 PERSONAL HEALTH 2ND QUARTER (H2PH)

A. Health Habits and hygiene
The learner
1. Care of the eyes, ears,
nose
demonstrates
1.1 Pediculosis (lice
infestation)
proper ways of taking care
1.2 Scabies
of the sense organs
1.3 Sore eyes
1.4 Excessive or
hardened ear was
(impacted cerumen)
2. Care for the mouth/teeth
2.1 Proper tooth brushing
and flossing at least
twice a day and
always before
sleeping
2.2 Going to the dentist
twice a year for
dental checkup
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
The learner
consistently adopts
healthy family
The learner
3. displays self-management
skills in caring for the sense
organs
H2PH-IIfh-7
H2PH-IIij-8
The learner
1. describes healthy habits of the
family
2. demonstrates good family health
habits and practices
H2FH-IIIab11
H2FH-IIIcd12
Page 14 of 66
B. Positive Expressions of
Feelings
CONTENT STANDARDS
PERFORMANCE
STANDARDS
The learner...
The learner...
demonstrates an
understanding of
managing ones feelings
and respecting
differences
demonstrates positive
expression of feelings
toward family members
and ways of coping with
negative feelings
LEARNING COMPETENCY
3. explains the benefits of healthy
expressions of feelings
4. expresses positive feelings in
appropriate ways
PY
CONTENT
C
O
5. demonstrates positive ways of

expressing negative feelings, such
as anger, fear, or disappointment
6. displays respect for the feelings of
others
D
EP
B. Home Safety
1. Hazards at home
2. Safety Rules
2.1. Walk cautiously
especially when
using the stairs
2.2. Be aware of rough
edges around the
house
2.3. Be extra careful
when using the
bathroom to avoid
falls
2.4. Do not play with
ED
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and
The learner
The learner
The learner
Responsibilities
demonstrates an
demonstrates consistency 1. discusses ones right and
understanding of rules to
in following safety rules
responsibilities for safety
ensure safety at home
at home and in school.
and in school.
2. identifies hazardous areas at home
3. identifies hazardous household

products that are harmful if
ingested, or inhaled, and if
touched especially electrical
appliances
4. recognizes warning labels that
identify harmful things and
substances
CODE
LEARNING
MATERIALS
H2FH-IIIef-13
H2FH-IIIgh14
H2FH-IIIij-15
H2FH-IIIj-16
H2IS-IVa-12
H2IS-IVbc-13
H2IS-IVde-14
H2IS-IVf-15
Page 15 of 66

PERFORMANCE
STANDARDS
LEARNING COMPETENCY
PY
5. explains rules for the safe use of

household chemicals
C
O
6. follows rules for home safety
7.
identifies safe and unsafe

practices and conditions in the
school
CODE
LEARNING
MATERIALS
H2IS-IVg-16
H2IS-IVh-17
H2IS-IVi-18
ED
matches, knives,
pointed materials,
electrical equipment
and household
chemicals)
2.5. Never touch a hot
oven/cooking
material
C. School Safety
1. Hazards in the school
2. Safety Rules
2.1. Always wear your
school identification
card
2.2. Observe proper
behavior in the
corridor and when
using the stairs (no
pushing/shoving)
2.3. Report observed
hazards such as
damaged
equipment, slippery
floor, or dangerous
material to the
teacher or school
personnel
2.4. Observe playground
safety rules (do not
climb or jump on
high bars; avoid
harmful physical
contacts with
others; report
improper behavior
to teachers or
school personnel)
CONTENT STANDARDS
D
EP
CONTENT
8. practices safety rules during

school activities
H2IS-IVj-19
Page 16 of 66

GRADE 3
consistently
demonstrates good
decision-making skills in
making food choices
1.
describes a healthy person
2.
explains the concept of

malnutrition
PY
The learner
D
EP
B. Nutritional Guidelines for Filipinos

(with emphasis on items with *)
1. Eat variety of foods every day
to get the nutrients needed
by the body*
2. Breastfeed infants exclusively
from birth up to 6 months
then give appropriate
complementary foods while
continuing breastfeeding for 2
years and beyond for
optimum growth and
development
3. Eat more vegetables, and
LEARNING COMPETENCY
The learner
ED
Grade 3 NUTRITION 1ST QUARTER (H3N)

A. Good Nutrition and Health
The learner
1. Concept of Malnutrition
demonstrates
2. Forms of
malnutrition(undernutrition
importance of nutritional
and overnutrition)
guidelines and balanced
2.1. Protein-Energy Malnutrition
diet in good nutrition
(PEM)
and health
2.2. Micronutriental Deficiencies
2.2.1. Vitamin A Night
Blindness
2.2.2. Vitamin B Beri-beri
2.2.3. Vitamin C Scurvy
2.2.4. Votamin D Rickets
2.2.5. Iron Anemia
2.2.6. Iodine Goiter
2.2.7. Calcium Rickets/
Osteoperosis
2.3. Overweight and obesity
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
3.
identifies nutritional problems
4.
describes the characteristics,

signs and symptoms, effect of
the various forms of
malnutrition
5.
discusses ways of preventing

the various forms of
malnutrition
CODE
H3N-Iab-11
H3N-Iab-12
H3N-Icd-13
H3N-Ief-14
H3N-Ief-15
6.
identifies the nutritional

guidelines for Filipino
H3N-Igh-16
7.
discusses the different

nutritional guidelines
H3N-Ii-17
realizes the importance of

following nutritional guidelines
H3N-Ij-18
8.
9.
LEARNING
MATERIALS
describes ways of maintaining

healthy lifestyle
H3N-Ij-19
Page 17 of 66

LEARNING COMPETENCY
CODE
10. evaluates ones lifestyle
H3N-Ij-20
11. adopts habits for a healthier

lifestyle
H3N-Ij-21
ED
C
O
LEARNING
MATERIALS
D
EP
fruits everyday to get the

essential vitamins, minerals
and fiber for regulation of
body processes*
4. Consume fish, lean meat,
poultry, egg, dried beans or
nuts daily for growth and
repair of body tissues*
5. Consume milk, milk products
and other calcium-rich foods,
such as small fish and
shellfish everyday for healthy
bones and teeth*
6. Consume safe foods and
water to prevent diarrhea and
other food and water-borne
diseases*
7. Use iodized salt to prevent
Iodine Deficiency Disorders
8. Limit intake of salty, fried,
fatty and sugar-rich foods to
prevent cardiovascular
diseases*
9. Attain normal body weight
through proper diet and
moderate physical activity to
maintain good health and
help prevent obesity.
10. Be physically active, make
healthy food choices, manage
stress, avoid alcoholic
beverages and do not smoke
to help prevent lifestylerelated non-communicable
diseases.*
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
Page 18 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness
The learner
The learner
The learner
1. describes a healthy and an
unhealthy person
2. identifies common childhood

diseases
ED
D
EP
C. Preventive Measures for Common

Childhood Diseases
1. Proper Hygiene
2. Environmental Sanitation
3. Building up ones body
resistance through healthy
lifestyle
3.1. Proper Nutrition
3.2. Adequate Rest and Sleep
3.3. Regular Physical Activities
4. Specific protection through
immunization
5. Regular health and dental
check-up
H3PH-IIa-9
H3DD-IIbcd1
3.
identifies risk factors for

diseases
4. discusses the different risk
factors for diseases
H3DD-IIbcd2
H3DD-IIbcd3
5. gives an example of health

condition under each risk factor
H3DD-IIbcd4
6.
explains the effects of common

diseases
H3DD-IIbcd5
7.
explains measures to prevent

common diseases
8.
explains the importance of

proper hygiene and building up
one's body resistance in the
prevention of diseases
C
O
B. Common Childhood Diseases

1. Common diseases
2. General risk factors
2.1. Heredity
2.2. Environment
2.3. Lifestyle
3. Effects
consistently practices
healthy habits to prevent
and control diseases
PY
demonstrates an
nature of and the
prevention of diseases
9.
demonstrates good selfmanagement and good-decision

making-skills to prevent
common diseases
H3DD-IIefg6
H3DD-IIh-7
H3DD-IIij-8
Page 19 of 66
Grade 3 - CONSUMER HEALTH 3RD QUARTER (H3CH)

A. Introduction to consumer
The learner
education and its components
(health information, products and demonstrates
understanding of factors
services)
that affect the choice of
health information and
products
The learner
demonstrates critical
thinking skills as a wise
consumer
D. Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
LEARNING COMPETENCY
The learner
1. defines a consumer
2.
explain the components of

consumer health
C
O
3. identify different factors that

influence the choice of
goods and services
ED
4. discusses the different

factors that influence choice
of goods and services
D
EP
B. Factors that influence the choice

of goods and services
1. Personal (interest,
preference)
2. Economic (budget)
3. Psychological (emotion)
4. Ethical (values)
5. Environmental/Social (family,
peers, media, trends)
C. Skills of a wise consumer
1. Budgeting
2. Bargaining (negotiation)
3. Data collection (collecting
data or learning more about
the product through
literature, etc.)
4. Comparison buying
5. Communication and
assertiveness (writing or
reporting a complaint
regarding a defective or
fraudulent good/service)
PERFORMANCE
STANDARDS
PY
CONTENT
STANDARDS
CONTENT
LEARNING
MATERIALS
H3CH-IIIab1
H3CH-IIIab2
H3CH-IIIbc3
H3CH-IIIbc4
5. describes the skills of a wise

consumer
H3CH-IIIde5
6. demonstrates consumer
skills for given simple
situations
H3CH-IIIde6
7. identifies basic consumer

rights
CODE
H3CH-IIIfg-7
Page 20 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
8. practices basic consumer

rights when buying
H3CH-IIIfg-8
ED
C
O
9. identify consumer
responsibilities
D
EP
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use
and prices of goods and
services)
2. Action (assertiveness)
3. Social concern (awareness on
the impact of consumption on
other citizens)
4. Environmental awareness
(understand environmental
consequences of
consumption)
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
1. Government agencies such as
Department of Health,
Department of Education,
Department of Trade and
Industry
2. Health Professionals such as
licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
CODE
PY
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy
environment
LEARNING COMPETENCY
LEARNING
MATERIALS
H3CH-IIIh9
10. discusses consumer

responsibilities
11. identifies reliable sources of

health information
H3CH-IIIi10
H3CH-IIIj11
Page 21 of 66

PERFORMANCE
STANDARDS
1.
ED
LEARNING
MATERIALS
explains road safety practices

as a pedestrian
H3IS-IVab19
2. demonstrates road safety

practices for pedestrian
3.
4.
D
EP
CODE
The learner
C
O
brochures, and magazines

produced by health
professionals or legitimate
health institutions
Grade 3 INJURY PREVENTION, SAFETY AND FIRST AID 4TH QUARTER (H3IS)
A. Road safety
The learner
The learner
1. Road safety practices as
pedestrian
demonstrates
demonstrates
1.1. Cross safely using the
understanding of risks to consistency in following
pedestrian lane (with an
ensure road safety and in safety rules to road
accompanying adult or
the community.
safety and in the
cross in groups)
community.
1.2. Follow road crossing
procedure: Stop, Look
and Listen
1.3. Obey traffic rules and
road signs
1.4. Walk facing traffic (best
chance to see
approaching vehicles)
1.5. Walk on the sidewalk
1.6. Be aware of bikers and
runners while walking.
2. Road safety as passenger
2.1. Choosing a safe spot to
sit on
2.2. Using the designated
loading and unloading
zones
2.3. Keep all body parts inside
the vehicle
2.4. Line up properly when
entering boarding vehicle
and allow exiting
passengers to get off
first.
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
5.
explains basic road safety

practices as a passenger
demonstrates road safety

practices as a passenger
explains the meaning of traffic

signals and road signs
H3IS-IVab20
H3IS-IVcd21
H3IS-IVcd22
H3IS-IVe-23
Page 22 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
describes dangerous,
destructive, and disturbing
road situations that need to be
reported to authorities
ED
8.
9.
identifies hazards in the

community
follows safety rules to avoid

accidents in the community
10. recommends preventive action

for a safe community
LEARNING
MATERIALS
H3IS-IVf-24
displays self-management
skills for road safety.
C
O
7.
D
EP
B. Community safety
1. Hazards in the community
1.1. Natural hazards(landslide,
volcano, earthquake,
typhoon, tsunami, etc.)
1.2. Human-caused hazards
(crime and violent acts)
2. Safety guidelines
2.1. Participate in
family/community
disaster drills
2.2. Be vigilant (do not talk to
strangers; do not invite a
stranger to the house; do
not accept anything from
a stranger)
2.3. Report to a trusted adult
or authority any
suspicious looking person
or suspicious actions
2.4. Use safe routes for
walking in the community
6.
CODE
PY
2.5. Step down only from the

vehicle when it comes to
a complete stop
2.6. Not running into the
street
2.7. Do not distract the driver
3. Road hazards and accident
prevention
3.1. Road hazards such as
open manhole, slippery
surface, crowded
sidewalk, uneven surface,
poor lighting
3.2. Self-management skills
LEARNING COMPETENCY
H3IS-IVg25
H3IS-IVh-26
H3IS-IVi-27
H3IS-IVj-28
Page 23 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
2.5. Know places/people to go

when seeking help.
Page 24 of 66

GRADE 4
The learner...
1. Understands the
significance of reading
and interpreting food
label in selecting healthier
and safer food
1. identifies information provided on

the food label
2. practices daily
appropriate food safety
habits to prevent foodborne disease
D
EP
B. Food Safety Principles

1. Keep clean
2. Wash hands properly
before preparing and
eating food
3. Separate raw from
cooked foods
4. Cook food thoroughly
particularly chicken
5. Keep food at safe
temperature
6. Use clean and safe
water in washing foods
and cooking/eating
utensils
7. Protect food from flies
LEARNING COMPETENCY
The learner...
ED
Grade 4 NUTRITION 1ST QUARTER (H4N1)

A. Reading Food Labels
The learner...
1. Name and Description
of Food
1. understands the
2. Nutrition Facts
importance of reading
(nutrition information
food labels in selecting
panel, ingredients list)
healthier and safer food
3. Advisory and Warning
2. understands the
Statements
importance of following
4. Directions for Use and
food safety principles in
Storage
preventing common
5. Date Markings
food-borne diseases
(Expiration Date and
best before date)
3. understands the nature
and prevention of food
borne diseases
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
2. explains the importance of reading

food labels in selecting and
purchasing foods to eat
C
O
CONTENT
3. demonstrates the ability to

interpret the information provided
in the food label
4. analyzes the nutritional value of
two or more food products by
comparing the information in their
food labels
5. describes ways to keep food clean
and safe
6. discusses the importance of
keeping food clean and safe to
avoid disease
CODE
LEARNING
MATERIALS
H4N-Ia-22
H4N-Ib-23
H4N-Icde-24
H4N-Ifg-25
H4N-Ifg-26
H4N-Ihi-27
Page 25 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H4N-Ij-26
LEARNING
MATERIALS
and pests that can

transmit disease
D
EP
ED
C
O
C. Food-borne Diseases
7. identifies common food-borne
1. Diarrhea
diseases
2. Typhoid Fever
3. Dysentery
4. Cholera
8. describes general signs and
5. Amoebiasis
symptoms of food-borne diseases
6. Food poisoning
7. Hepatitis A
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases
The learner
The learner
The learner
1. Characteristics of
1. describes communicable diseases
Communicable Disease
understands the nature
2. identifies the various disease
2. Germs or Disease
and prevention of
personal and
agents of communicable diseases
Agents(pathogen)
common communicable
environmental measures
2.1. Bacteria
diseases
to prevent and control
2.2. Virus
common communicable
2.3. Fungi
diseases
2.4. Parasites
3. Elements of the Chain of
3. enumerates the different
Infection
elements in the chain of infection
3.2. Disease Agent
(pathogen)
3.3. Reservoir
3.4. Portal of Exit
3.5. Mode of
Transmission
3.6. Portal of Entry
3.7. Susceptible Host
4. describes how communicable
4. Transmission of
diseases can be transmitted from
Communicable
one person to another.
diseases(routes for
spread of infectious
H4N-Ij-27
H4DD-IIa-7
H4DD-IIb-9
H4DD-IIcd-10
H4DD-IIef-11
Page 26 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
diseases)
4.1 direct transmission
e.g. skin to skin
C
O
describes common communicable

diseases
H4DD-IIgh-12
ED
5.
D
EP
B. Common Communicable
Diseases
1. by Virus (dengue fever,
common colds,
influenza, chickenpox,
measles, mumps)
2. by Bacteria ( boil, sty,
tuberculosis)
3. by Fungi
(ringworm,hletes foot,
tineaflavaan-an)
4. by Parasites
4.1 parasitic
worm(roundworm,
tapeworm, hookworm)
4.2 pediculosis
C. Prevention and Control of
Common Communicable
Diseases (Breaking the Chain
of Infection at respective
points)
PY
4.2 indirect
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
6. demonstrates ways to stay healthy

and prevent and control common
communicable diseases
H4DD-IIij-13
Page 27 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
1. Disease Agent (ex.
4.
5.
8. practices personal habits and

environmental sanitation to
prevent and control common
ED
6.
PY
3.
7. identifies ways to break the chain

of infection at respective
sterilization,
disinfection)
Reservoir (ex.
environmental
sanitation)
Portal of Exit (ex.
cough etiquette)
Mode of Transmission
(ex. proper hygiene)
Portal of Entry (ex.
protective clothing)
Susceptible Host
(ex.vaccination, proper
nutrition, enough
sleep, regular
exercise)
D
EP
Grade 4 SUBSTANCE USE AND ABUSE 3RD QUARTER (H4SU)

A. Uses of Medicines
The learner
The learner
1. Protection
2. Prevention
Demonstrates
Practices the proper use
3. Cure
of medicines
proper use of medicines
to prevent misuse and
B. Types of Medicines
harm to the body
1. Over-the-counter (nonprescription)
2. Prescription
C. Medicine Misuse and Abuse
1. Self- Medication
2. Improper use
(overdosage, excessive
use)
3. Dependence
4. Addiction
CODE
LEARNING
MATERIALS
H4DD-IIij-14
H4DDIIij-15
C
O
2.
LEARNING COMPETENCY
The learner
1. Describes uses of medicines
H4S-IIIa-1
2. Differentiates prescription from
non-prescription medicines
3. Describes ways on how medicines

are misused and abused
H4S-IIIb-2
H4S-IIIcd-3
Page 28 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
4. describes the potential dangers
associated with medicine misuse
and abuse
E. Proper Use of Medicines

1. Use under adult
supervision
2. Read and check labels
3. Consult with physician
4. Follow instructions and
medical prescription
5. Check expiration date
6. Observe proper storage
7. Buy from reliable
source
5. describes the proper use of

medicines
C
O
PY
D. Potential Dangers Associated

with Medicine Misuse and Abuse
1. Physical harm such as
deafness due to
antibiotic misuse
2. Psychological harm
explains the importance of reading

drug information and labels, and
other ways to ensure proper use of
medicines
ED
6.
D
EP
Grade 4 INJURY PREVENTION, SAFETY AND FIRST AID 4TH QUARTER(H1IS)

A. Safety guidelines during
The learner
The learner
The learner
disasters and other
emergency situations
demonstrates
practices safety measures
1. recognizes disasters or
1. Typhoon
understanding of safety
during disasters and
emergency situations
2. Storm Surge
guidelines during
emergency situations.
3. Flood
disasters, emergency and
2. demonstrates proper response
4. Landslide
other high-risk situations
before, during, and after a
5. Volcanic eruption
disaster or an emergency
6. Earthquake
situation
7. Tsunami
3. relates disaster preparedness and

proper response during
emergency situations in
preserving lives
CODE
LEARNING
MATERIALS
H4S-IIIde-4
H4S-IIIfg-5
H4S-IIIij-6
H4IS-IVa-28
H4IS-IVb-d29
H4IS-IVe-30
Page 29 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
4.
describes appropriate safety

measures during special events
or situations that may put people
at risk
PY
B. Safety guidelines for other

situations or events that
may lead to injury or
emergency
1. Firecrackers during
holidays especially New
Year
2. Alcohol drinking and
rowdy crowds during
fiestas, parties, holidays
and other special
events
LEARNING COMPETENCY
C
O
5. describes the dangers of engaging

in risky behaviors such as use of
firecrackers, guns, alcohol
drinking
LEARNING
MATERIALS
H4IS-IVfg-31
H4IS-IVhij-32
H4IS-IVhij-33
D
EP
ED
6. advocates the use of alternatives

to firecrackers and alcohol in
celebrating special events
CODE
Page 30 of 66

GRADE 5
The learner
The learner
practices skills in
managing mental,
emotional and social
health concerns
C. Mental,Emotional and Social Health

Concerns (include ways on how
these negatively impact ones
health and wellbeing)
1. Social anxiety
1.
describes a mentally,
emotionally and socially healthy
person
2.
suggests ways to develop and

maintain ones mental and
emotional health
ED
3. recognizes signs of healthy and

unhealthy relationships
D
EP
B. Healthy and Unhealthy

relationships
1. Signs of Healthy Relationships
(loving family, genuine
friendships)
2. Importance of Healthy
Relationships in Maintaining
Health
3. Signs of Unhealthy
Relationships
4. Managing Unhealthy
Relationships
LEARNING COMPETENCY
PY
Grade 5 PERSONAL HEALTH 1ST QUARTER (H5PH)

A. Mental, Emotional and Social
The learner
Health
demonstrates
1. Characteristics of a Healthy
understanding of mental
Person (mentally, emotionally
emotional, and social
and socially)
health concerns
2. Ways to Develop and Nurture
Ones Mental Health
3. Ways to Stay Emotionally
Healthy
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
4. explains how healthy

relationships can positively
impact health
5. discusses ways of managing
CODE
LEARNING
MATERIALS
H5PH-Iab-10
H5PH-Ic-11
H5PH-Id-12
H5PH-Ie-13
unhealthy relationships
H5PH-If-14
6. describes some mental,

emotional and social health
concerns
H5PH-Ig-15
Page 31 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
7. discusses the effects of mental,

emotional and social health
concerns on ones health and
wellbeing
PY
2. Mood swings
3. Teasing
4. Bullying, including cyber
bullying
5. Harassment
6. Emotional and physical abuse
7. Other stressful- situations
ED
D
EP
LEARNING
MATERIALS
H5PH-Ih-16
H5PH-Ii-17
9. identifies appropriate resources

and people who can help in
dealing with mental, emotional
and social, health concerns.
H5PH-Ij-18
Grade 5 GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)

A. Changes during Puberty
The learner
The learner...
The learner...
1. Physical Changes (secondary
demonstrates
demonstrates health
sexualcharacteristicssuch as
1. describes the physical,
practices for self-care
hair growth, voice change,
emotional and social changes
different changes,
during puberty based on
breast development,
during puberty
health concerns and
accurate and scientific
menstruation)
management strategies information
2. accepts changes as a normal
2. Emotional and Social Changes
during puberty
The learner...
part of growth and
development
Understands basic
Demonstrates respect
concepts regarding sex
for the decisions that
people make with
and gender
regards to gender
identity and gender
roles.
CODE
8. demonstrates skills in
preventing or managing teasing,
bullying, harassment or abuse
C
O
D. Preventing and Managing Mental,
Emotional and Social Health

Concerns
1. Practicing life skills
(communication/assertiveness/
self-management/decisionmaking)
2. Finding Resources and Seeking
Help
LEARNING COMPETENCY
H5GD-Iab-1
H5GD-Iab-2
Page 32 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
B. Puberty-related Health Myths and

Misconceptions
3. describes common
misconceptions related on
puberty
Nutritional issues
Mood swings
Body odor
Oral health concerns
Pimples/Acne
Poor Posture
Menstruation-related Concerns
(Pre-menstrual Syndrome,
Dysmenorrhea, and other
abnormal conditions)
C
O
D
EP
1.
2.
3.
4.
5.
6.
7.
4. assesses the issues in terms of

scientific basis and probable effects
on health
ED
C. Puberty-related Health Issues and

Concerns
8. Early and Unwanted
Pregnancy
9. Sexual Harassment
CODE
LEARNING
MATERIALS
H5GD-Icd-3
PY
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash
2. On Nocturnal Emissions
2.1. not related to
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
LEARNING COMPETENCY
5.
describes the common health

issues and concerns during
puberty
6.
accepts that most of these

concerns are normal
consequence of bodily changes
during puberty but one can
learn to manage them
7.
demonstrates empathy for

persons undergoing these
concerns and problems
8.
discusses the negative health

impact and ways of preventing
major issues such as early and
unwanted pregnancy
H5GD-Icd-4
H5GD-Ief-5
H5GD-Ief-6
H5GD-Igh-7
H5GD-Igh-8
Page 33 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
D. Self -care and Management of

Puberty-related Health Issues and
Concerns
LEARNING COMPETENCY
9.
1. Self-management
PY
10. practices proper self-care

procedures
Skills/Responsibility for
personal health(proper diet,
proper hygiene, oral care, care
during
menstruation/circumcision,
breast self-examination)
D
EP
Grade 5 SUBSTANCE USE AND ABUSE 3RD QUARTER (H5SU)

A. Nature of Gateway Drugs
The learner
The learner
1. Caffeine (products with
caffeine include coffee, tea
understands the nature
demonstrates the ability
and cola drinks)
and effects of the use
to protect ones health
2. Tobacco
and abuse of caffeine,
LEARNING
MATERIALS
H5GD-Ii-9
H5GD-Ii-10
H5GD-Ii-11
differentiates sex from gender
H5GD-Ij-12
13. identifies factors that influence

gender identity and gender
roles
H5GD-Ij-13
14. discusses how family, media,

religion, school and society in
general reinforce gender roles
H5GD-Ij-14
15. gives examples of how male

and female gender roles are
changing
H5GD-Ij-15
12.
ED
E. Sex and Gender
discusses the importance of

seeking the advice of
professionals/ trusted and
reliable adults in managing
puberty-related health issues
and concerns
C
O
11.
2. Seeking the Advice of

Professionals/Trusted and
Reliable Adults
1. Sex (male, female or intersex)

2. Gender Identity (girl/woman,
boy/man or transgender)
3. Gender Roles (masculine,
feminine, androgynous)
4. Factors that Influence Gender
Identity and Gender Roles
demonstrates ways to manage

puberty-related health issues
and concerns
CODE
The learner
1. explains the concept of
gateway drugs
H5SU-IIIa-7
Page 34 of 66

CONTENT
STANDARDS
CONTENT
3. Alcohol
tobacco and alcohol
PERFORMANCE
STANDARDS
by refusing to use or
abuse gateway drugs.
LEARNING COMPETENCY
2. identifies products with
caffeine
3. discusses the nature of
PY
caffeine, nicotine and alcohol

use and abuse
4. describes the general effects of
B. Effects of Gateway Drugs

1. Caffeine
2. Tobacco
3. Alcohol
C
O
the use and abuse of caffeine,

tobacco and alcohol
5. analyzes how the use and

abuse of caffeine, tobacco and
alcohol can negatively impact
the health of the individual,
the family and the community
ED
C. Impact of the Use and Abuse of

Gateway Drugs
1. Individual
2. Family
3. Community
D. Prevention and Control of Use

and Abuse of Gateway Drugs
1. Development of Life Skills
D
EP
(resistance, decision-making,
communication, assertiveness)
2. Observance of Policies and
Laws such as school policies
and national law (RA 9211 or
the Tobacco Regulation Act of
2003)
Grade 5 INJURY, SAFETY AND FIRST AID 4TH QUARTER (H6PH)

The learner
The learner
A. Nature and Objectives of
First Aid
1. prolong life
2. alleviate suffering/lessen pain
3. prevent further injury
demonstrates
understanding of basic
first aid principles and
procedures for common
practices appropriate
first aid principles and
injuries
CODE
LEARNING
MATERIALS
H5SU-IIIb-8
H5SU-IIIc-9
H5SU-IIIde10
H5SU-IIIfg11
6. demonstrates life skills in

keeping healthy through the
non-use of gateway drugs
H5SU-IIIh12
7. follows school policies and

national laws related to the sale
and use of tobacco and alcohol
H5SU-IIIij13
The learner
1. explains the nature and
objectives of first aid
H5IS-IVa-34
Page 35 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
2. discusses basic first aid

principles
things first.
5. Get help.
LEARNING
MATERIALS
H5IS-IVb-35
H5IS-IV-c-j36
ED
C
O
3. demonstrates appropriate first

aid for common injuries or
conditions
D
EP
C. Basic First Aid for Common

Injuries and Conditions
1. Wounds
2. Nosebleed
3. Insect bite
4. Animal bite
5. Burn and scald
6. Food poisoning
7. Fainting
8. Musculoskeletal injuries
(sprain, strain, musclecramps,
dislocation and fracture)
CODE
PY
injuries
B. First aid principles

1. Ensure that it is safe to
intervene
2. First aiders safety first
3. Conduct initial assessment
4. Take immediate action. First
LEARNING COMPETENCY
Page 36 of 66

GRADE 6
LEARNING COMPETENCY
The learner
The learner
practices selfmanagement skills to

prevent and control
personal health issues
and concerns
1. describes personal health issues and

concerns
CODE
LEARNING
MATERIALS
H6PH-Iab-18
D
EP
ED
Grade 6 PERSONAL HEALTH 1ST QUARTER (H6PH)

A. Personal Health -Issues and The learner
Concerns
1. height and
Demonstrates
weight(stunted growth,
understanding of
underweight,
personal health issues
overweight, obesity)
and concerns and the
2. hearing (impacted
importance of health
cerumen, swimmers
appraisal procedures and
ear, otitis media)
community resources in
3. vision
preventing or managing
4. (astigmatism, myopia,
them
hyperopia,xerophthalmi
a, strabismus)
5. skin, hair andand nail
6. (sunburn, dandruff
,corns, blisters and
calluses, ingrown
toenails)
7. posture and spine
disorders (scoliosis,
lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis,
malocclusion, halitosis)
PERFORMANCE
STANDARDS
PY
CONTENT STANDARDS
C
O
CONTENT
Page 37 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
B. Prevention and
2. demonstrates self-management
skills
Management of Personal
Health Issues and Concerns
1. Developing
Self-
CODE
LEARNING
MATERIALS
H6PH-Iab-19
C
O
PY
management Skills
3. discusses health appraisal

procedures during puberty
ED
4. explains the importance of

undergoing health appraisal
procedures
D
EP
(proper nutrition, proper

hygiene, regular physical
activity, enough rest and
sleep, good posture, oral
care)
2. Undergoing Health
Appraisal Procedures
(height and weight
measurement, breast
self-examination for
girls, hearing test,
vision screening,
scoliosis test and health
and dental
examinations)
3. Utilizing School and
Community Health
Resources
3.1. Medical Professionals /
Practitioners (doctor,
dentist, nurse)
3.2. Health Facilities
3.3. School Clinic
3.4. Barangay Health
Station/Rural Health
Unit
LEARNING COMPETENCY
5. regularly undergoes health

appraisal procedures
6. identifies community health

resources and facilities that may
be utilized to address a variety of
personal health issues and
concerns
7. avails of health services in the
school and in the community
8. promotes the use of health
resources and facilities in the
school and in the community
H6PH-Ic-20
H6PH-Id-f-21
H6PH-Id-f-22
H6PH-Igh-23
H6PH-Igh-24
H6PH-Igh-25
Page 38 of 66

CONTENT STANDARDS
PERFORMANCE
STANDARDS
ED
D
EP
B. Keeping Homes, Schools and

Communities Healthy
through Proper Waste
Management
1. Identification and
CODE
LEARNING
MATERIALS
The learner
1. describes healthy school and
community environments
C
O
Grade 6 COMMUNITY HEALTH 2ND QUARTER (H6CMH)

A. Healthy School and
The learner
The learner
Community Environments
1. Characteristics
understands the
demonstrates practices
1.1. physical
importance of keeping
for building and
environment (safe,
the school and
maintaining healthy
clean, with good air community environments
school and community
and water quality,
healthy.
environments
aesthetically
pleasing, with
flexible spaces)
1.2. psychosocial
environment (warm
atmosphere,
healthy
interpersonal
relations, free from
abuse and
discrimination)
2. Ways of Building and
Maintaining Healthy
School and Community
Environments
LEARNING COMPETENCY
PY
CONTENT
H6CMH-IIa-1
H6CMH-IIb-2
2. explains the effect of living in a

healthful school and community
3.
demonstrates ways to build and

keep school and community
environments healthy
H6CMH-IIc-d3
H6CMH-IIe-4
4.
identifies different wastes
Page 39 of 66
CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
PY
H6CMH-IIe-5
LEARNING
MATERIALS
Separation of Waste
1.1 Biodegradable
1.1.1 paper
1.1.2 kitchen waste
1.1.3 yard cuttings-
5.
ED
6. Describes proper ways of waste

disposal
D
EP
2.1 Waste Reduction

(reuse)
2.2 Waste Storage
(separation of
biodegradable from nonbiodegradable, tightfitting storage containers)
2.3 Waste Disposal
(composting, recycling,
proper disposal of
hazardous waste)
C
O
1.2 Non-biodegradable
1.2.1 plastics
1.2.2 styrofoam
1.2.3 glass
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste
Management
classifies different types of wastes
Grade 6 ENVIRONMENTAL HEALTH 3RD QUARTER (H6EH)

A. Diseases and Disorders
The learner
The learner
caused by Poor
Environmental Sanitation
demonstrates
understanding
of
the
ways to maintain a
1. Respiratory Diseases
health implications of
healthy environment
7. identifies things that can be

recycled in school and in the
community
8. practices proper waste
management at home, in school,
and in the community
9. advocates environmental protection

through proper waste management
H6CMH-IIf-6
H6CMH-IIg-7
H6CMH-IIh-8
H6CMH-IIij-9
The learner
H6EH-IIIa-1
1.
describes diseases and disorders

caused by poor environmental
Page 40 of 66
2. Skin Diseases
3. Gastrointestinal
CONTENT STANDARDS
PERFORMANCE
STANDARDS
poor environmental
sanitation
2.
explains how poor environmental

sanitation can negatively impact
the health of an individual
discusses ways to keep water
and air clean and safe
C
O
3.
ED
4. explains the effect of a noisy

environment
D
EP
pests and rodents
CODE
LEARNING
MATERIALS
sanitation
Diseases
4. Neurological
Impairment (lead and
mercury poisoning)
B. Environmental Sanitation
1. Clean water: access to
potable water, making
water safer
2. Clean air: prevention of
air pollution, tobacco
control, anti-smoke
belching drives
3. Control of noise
pollution Control of
LEARNING COMPETENCY
PY
CONTENT
Grade 6 CONSUMER HEALTH 4TH QUARTER (H6CH)

A. Importance of Consumer
The learner
The learner
Health
understands the concepts Consistently
1. Wise and informed
and principles of selecting demonstrates critical
decision in purchasing
H6EH-IIIb-2
H6EH-IIIc-3
H6EH-IIId-4
5.
suggests ways to control/manage

noise pollution
H6EH-IIIe-5
6.
practices ways to control/manage

noise pollution
H6EH-IIIfg-6
7.
explains the effect of pests and

rodents to ones health
H6EH-IIIhi-7
8.
identifies some common diseases

caused by pests and rodents
H6EH-IIIhi-8
9.
practice ways to prevent and

control pests and rodents
H6EH-IIIj-9
The learner
1.
explains the importance of

consumer health
H6CH-IVa-13
Page 41 of 66
products or availing
services
2. Protection from fraud
and malpractice
3. Ability to differentiate
valid health information
from myths and
misconceptions
CONTENT STANDARDS
and using consumer
health products.
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
thinking skills in the

selection of health
products.
C
O
B. Components of Consumer
health
1. Health information (
sources include books,
print ads, radio,
television , internet)
2. Health products
(pharmaceutical,
cleaning agents, food,
personal care products)
3. Health services (health
professionals, health
units, health care plans
and programs)
ED
2. enumerates the components of

consumer health
D
EP
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)
PERFORMANCE
STANDARDS
PY
CONTENT
3. describes the different components

of consumer health
4. differentiates over- the- counter

from prescription medicines
4. gives example of over the counter
and prescription medicines
5. explains the uses of some over

the counter and prescription
medicines
H6CH-IVbc-14
H6CH-IVcd-15
H6CH-IVcd-16
H6CH-IVe-17
H6CH-IVf-18
Page 42 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
D. Evaluating Health Products
6.
identifies the common

propaganda techniques used in
advertising
PY
1. Ask questions (What is

the motive of the ad?
What is misleading
about the ad?)
2. Identify the propaganda
techniques used
(testimonial, reward,
bandwagon, scientific,
novelty, humor, fear,
plain folks, snob,
glittering generality,
slogan, false image, and
others)
3. Read packaging and
label
C
O
7. Identifies the common propaganda

techniques used in advertising
8. analyzes packaging and labels of

health products
CODE
LEARNING
MATERIALS
H6CH-IVg-19
H6CH-IVg-20
H6CH-IVh-21
D
EP
ED
C. Use the modified DECIDE
Model in the Selection and

Purchase of Health Products
D-etermine the
essential product to
purchase.
E-xplore the
alternatives.
C-Consider the
consequences of each
option
I- Identify the factors
that you consider
important
D- Decide what to buy.
E- Evaluate your
decision.
LEARNING COMPETENCY
9. practices good decision making

skills in the selection of health
products.
H6CH-IVh-22
Page 43 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
D. Protection from Fraudulent
LEARNING COMPETENCY
10. discusses ways to protect oneself
from fraudulent health products
LEARNING
MATERIALS
H6CH-IVij-23
D
EP
ED
C
O
PY
Health Products
1. Awareness and
Vigilance
2. Know How and Where
to Seek Help
CODE
Page 44 of 66

GRADE 7
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
1. discusses the concept of holistic

health
2. explains the dimensions of holistic
health (physical, mental/
intellectual, emotional, social, and
moral-spiritual);
3. analyzes the interplay among the
health dimensions in developing
holistic health;
4. practices health habits to achieve
holistic health;
D
EP
ED
B. Stages of growth and

development
(infancy to old age)
C. Changes in the health
dimensions during
adolescence
D. Management of health
concerns during
adolescence
CODE
LEARNING
MATERIALS
The learner
C
O
GRADE 7 - GROWTH AND DEVELOPMENT 1st Quarter (H7GD)

The learner
The learner
A. Holistic health
demonstrates
appropriately manages
understanding of holistic
concerns and challenges
health and its
during adolescence to
management of health
achieve holistic health.
concerns, the growth and
development of
adolescents and how to
manage its challenges.
LEARNING COMPETENCY
PY
CONTENT
5. describes developmental milestones

as one grow
6. recognizes that changes in different
health dimensions are normal
during adolescence;
7. describes changes in different
aspects of growth that happen to
boys and girls during adolescence;
8. recognizes that changes in different
dimensions are normal during
adolescence
9. explains that the pattern of change
during adolescence is similar but
the pace of growth and
development is unique for each
adolescent;
10. identifies health concerns during
adolescence
H7GD-Ia-12
OHSP in Health
2010 SEC
H7GD-Ib-13
OHSP in Health
2010 SEC
H7GD-Ib-14
OHSP in Health
2010 SEC
H7GD-Ic-15
OHSP in Health
2010 SEC
H7GD-Id-e-16
OHSP in Health
2010 SEC
H7GD-Id-e-17
OHSP in Health
2010 SEC
H7GD-Id-e-18
OHSP in Health
2010 SEC
H7GD-If-h-19
OHSP in Health
2010 SEC
H7GD-If-h-20
H7GD-Ii-j-21
Page 45 of 66
CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
The learner
makes informed
decisions in the
choice of food to eat
during adolescence
D
EP
B. Nutritional guidelines
demonstrates
understanding of
nutrition for a
healthy life during
adolescence
ED
GRADE 7 NUTRITION 2nd Quarter (H7N)

The learner
A. Nutrition during
adolescence
CODE
H7GD-Ii-j-22
11. explains the proper health

appraisal procedures
12. demonstrates health
appraisal
procedures during adolescence in
order to achieve holistic health
13. avails of health services in the
school and community in order to
appraise ones health;
14. applies coping skills in dealing
with health concerns during
adolescence
C
O
(poor eating habits, lack of

sleep, lack of physical
activity, dental problems,
body odor, postural
problems, as well as other
problems in other health
dimensions)
E. Health appraisal procedures
(height and weight
measurement, breast selfexamination for girls,
hearing test, vision
screening, scoliosis test,
health exam, and dental
exam)
F. Development of selfawareness and coping skills
LEARNING COMPETENCY
PY
C. Nutrition problems of
adolescents
1. Malnutrition and
LEARNING
MATERIALS
H7GD-Ii-j-23
H7GD-Ii-j-24
H7GD-Ii-j-25
The learner
15. identifies the right foods during
adolescence
16. follows the appropriate nutritional
guidelines for adolescents for
healthful eating
16.1 explains the need to select
food based on the nutritional
needs during adolescence
16.2 follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing foods to
eat
17. identifies the nutritional problems
of adolescents
H7N-IIa-20
H7N-IIb-c-21
H7N-IId-f-22
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
Page 46 of 66

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
18. describes the characteristics,

signs and symptoms of
malnutrition and micronutrient
deficiencies
19. discusses ways of preventing and
controlling malnutrition and
micronutrient deficiencies
20. explains the characteristics, signs
and symptoms of eating disorders
21. discusses ways of preventing and
controlling eating disorders
22. applies decision-making and
critical thinking skills to prevent
nutritional problems of
adolescents
D. Decision-making skills
C. Common areas of stressor

that affects adolescents
(peer, family, school,
community)
D. Coping with stress
ED
The learner
consistently
demonstrates skills
that promote mental
health
D
EP
GRADE 7 PERSONAL HEALTH 3rd Quarter (H7PH)

A. Mental Health
The learner
(An Introduction)
demonstrates
understanding of
mental health as a
B. Understanding stress
dimension of holistic
1. Eustress
health for a healthy
2. Distress
life
C
O
PY
micronutrient
deficiencies
2. Eating disorders
2.1 Anorexia nervosa
2.2 Bulimia
2.3 Compulsive eating
disorder
LEARNING COMPETENCY
23. explains the factors that affect

the promotion of good mental
health
24. explains that stress is normal and
inevitable
25. differentiates eustress from
distress
26. identifies situations that cause
feelings of anxiety or stress
27. identifies the common stressors
that affect adolescents
28. identifies physical responses of
the body to stress
29. identifies people who can provide
support in stressful situations
30. differentiates healthful from
unhealthful strategies in coping
with stress
31. demonstrates various stress
management techniques that one
CODE
LEARNING
MATERIALS
H7N-IId-f-23
2010 SEC I
EASE Health Educ
H7N-IId-f-24
2010 SEC I
EASE Health Educ
H7N-IId-f-25
H7N-IId-f-26
2010 SEC I
EASE Health Educ
2010 SEC I
EASE Health Educ
H7N-IIg-h-27
2010 SEC I
EASE Health Educ
H7PH-IIIa-b28
OHSP Health
H7PH-IIIa-b29
H7PH-IIIa-b30
H7PH-IIIa-b31
H7PH-IIIc-32
H7PH-IIIc-33
H7PH-IIIc-34
H7PH-IIId-e35
H7PH-IIId-e36
Page 47 of 66

CONTENT
CONTENT
STANDARDS
PERFORMANCE
STANDARDS
can use every day in dealing with

stress
grieving
H7PH-IIId-e37
33. demonstrates coping skills in

managing loss and grief
H7PH-IIId-e38
34. recognizes triggers and warning

signs of common mental
disorders
H7PH-IIIf-h39
C
O
Types and Management of

Common Mental Disorders
3. Identifying triggers and
warning signs
4. Prevention coping and
treatment
4.1 Mood disorders,
bipolar, schizophrenic,
Obsessive Compulsive
Disorder (OCD),
Obsessive Compulsive
Personality Disorder)
(OCPD), posttraumatic
ED
E.
CODE
PY
Coping with Dying and

Death
LEARNING COMPETENCY
35. discusses the types, sign,

symptoms, and prevention,
treatment and professional care
in managing common mental
health disorders
D
EP
GRADE 7 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H7IS)
The learner
The learner
The learner
A. Concept of intentional
injuries
demonstrates
consistently
36. differentiates intentional injuries
demonstrates
from unintentional injuries
B. Types of intentional injuries
concepts and
resilience, vigilance
1. Bullying (cyber bullying)
principles of safety
and proactive
2. Stalking
education in the
behaviors to prevent
3. Extortion
prevention of
intentional injuries
4. Gang and youth
intentional injuries
violence
37. describes the types of intentional
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
LEARNING
MATERIALS
H7PH-IIIf-h40
H7IS-IVa-d-31
H7IS-IVa-d-32
Page 48 of 66

CONTENT
CONTENT
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
7.
8.
9.
10.
PY
Acts of terror
Domestic violence
Suicide
Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention
and
management of intentional
injuries
self-protection
preventing self-harm
promoting a culture of
non-violence
through
healthful behaviors
reporting
cases
of
violence
to
proper
authorities
seeking
help
from
trusted individuals and
health professionals
PERFORMANCE
STANDARDS
H7IS-IVe-h-33
39. identifies
protective
factors
related to intentional injuries
H7IS-IVe-h-34
40. demonstrates ways to prevent

and control intentional injuries
H7IS-IVe-h-35
D
EP
ED
C
O
38. analyzes the risk factors related

to intentional injuries
Page 49 of 66

GRADE 8
GRADE 8 FAMILY HEALTH I

A. Gender and Human
Sexuality (Correlate with
Values Education;
coordinate with Guidance
Counselor)
CONTENT STANDARDS
1st Quarter (H8FH)
The learner
demonstrates
understanding of human
sexuality and managing
sexuality related issues
for a healthy life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
1. identifies basic terms in sexuality
The learner
appropriately manages
sexually-related issues
through responsible and
informed decisions
2.
3.
C
O
4.
(sex, sexuality, gender, etc.)

discusses sexuality as an
important component of ones
personality
explains the dimensions of
human sexuality
analyzes the factors that affect
ones attitudes and practices
related to sexuality and sexual
behaviors
assesses personal health
attitudes that may influence
sexual behavior
relates the importance of
sexuality to family health
PY
CONTENT
D
EP
B. Teenage concerns
Identity crisis
Sexual identity and
Sexual behaviors
Pre-marital sex,
teenage pregnancies,
and abortion
C. Development of decisionskills in managing sexuality
related issues
GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)
The learner
A. Dating, courtship, and
marriage
demonstrates an
understanding of
responsible
parenthood for a
ED
5.
The learner
makes informed and
values-based
decisions in
preparation for
6.
CODE
LEARNING
MATERIALS
H8FH-Ia-16
H8FH-Ia-17
H8FH-Ia-18
H8FH-Ib-19
H8FH-Ic-d-20
H8FH-Ic-d-21
7. identifies the different
issues/concerns of teenagers
(i.e., identity crisis) and the need
for support and understanding of
the family
8. applies decision-making skills in

managing sexuality-related
issues
9. defines basic terms (dating,
courtship, marriage)
courtship and dating in choosing
a lifelong partner
H8FH-Ie-g-22
H8FH-Ih-23
H8FH-IIa-24
H8FH-IIa-25
Page 50 of 66

CONTENT
CONTENT STANDARDS
B. Maternal Health concerns

1. Pre-pregnancy
(blighted ovary, ectopic
pregnancy, polycystic
ovary, myoma)
2. During pregnancy
(pre-eclampsia,
placenta previa,
gestational, diabetes,)
3. Post pregnancy
(post-partum disorder,
sepsis
healthy family life
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
11. identifies marital practices and
responsible
parenthood
setup across cultures
12. analyzes behaviors that promote
D
EP
ED
C
O
PY
healthy relationship in marriage

and family life
13. describes the factors that
contribute to a successful
marriage
14. discusses various maternal
health concerns (pre-during-post
pregnancy)
15. discusses pregnancy-related
concerns
maternal nutrition during
pregnancy
17. discusses the importance of
newborn screening, and the
APGAR scoring system for
newborns
prenatal care and post natal care
19. discusses the essential newborn
protocol (Unang Yakap) and
initiation of breastfeeding
20. enumerates the advantages of
breastfeeding for both mother
and child
21. recognizes the importance of
immunization in protecting
childrens health
22. analyzes the importance of
responsible parenthood
23. explains the effects of family size
on family health
C. Responsible parenthood
CODE
LEARNING
MATERIALS
H8FH-IIa-26
H8FH-IIa-27
H8FH-IIb-28
H8FH-IIc-d-29
H8FH-IIc-d-30
H8FH-IIe-f-31
H8FH-IIe-f-32
H8FH-IIe-f-33
H8FH-IIe-f-34
H8FH-IIe-f-35
H8FH-IIe-f-36
H8FH-IIg-h-37
H8FH-IIg-h-38
Page 51 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
24. examines the important roles
D. Emerging and re-emerging

diseases
1. Leptospirosis
2. Severe Acute
Respiratory Syndrome
(SARS)
D
EP
ED
C
O
PY
and responsibilities of parents in

child rearing and care
25. explains the effects of rapid
population growth on the health
of the nation
26. enumerates modern family
planning methods (natural and
artificial)
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable) 3rd Quarter (H8DD)
The learner
The learner
A. Stages of infection
27. discusses the stages of infection
demonstrates
consistently
understanding of
demonstrates
B. Top 10 leading causes of
28. analyzes the leading causes of
principles in the
personal
morbidity and mortality in
morbidity and mortality in the
prevention and control of
responsibility and
the Philippines
Philippines
healthful practices in
for the attainment of
the prevention and
C. Most common
29. discusses the signs, symptoms,
control of
communicable diseases and individual wellness
and effects of common
communicable
its prevention and control
diseases
1. Acute Respiratory
30. corrects misconceptions, myths,
Infections
and beliefs about common
2. Pneumonia
3. Bronchitis
4. Influenza
5. Tuberculosis (TB)
31. enumerates steps in the
6. Dengue
prevention and control of
7. Sexually Transmitted
common communicable diseases
Infections (STIs)
8. HIV and AIDS
32. analyzes the nature of emerging

and re-emerging diseases
CODE
LEARNING
MATERIALS
H8FH-IIg-h-39
H8FH-IIg-h-40
H8FH-Iig-h-41
H8DD-IIIa-15
H8DD-IIIa-16
H8DD-IIIb-c17
H8DD-IIIb-c18
H8DD-IIIb-c19
H8DD-IIId-e20
Page 52 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
C. Prevention and control of

non-communicable disease
D
EP
ED
C
O
PY
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal
33. demonstrates self-monitoring
life skills to prevent and
H8DD-IIIf-hskills to prevent communicable
control communicable
21
diseases
diseases
F. Programs and policies on
34. promotes programs and policies
H8DD-IIIf-hcommunicable disease
to prevent and control
22
prevention and control
G. Agencies responsible for
35. identifies agencies responsible
H8DD-IIIf-hcommunicable disease
for communicable disease
23
th
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4 Quarter (H8DD)
The learner
The learner
36. discusses the nature of nonA. Introduction to nonH8DD-IVa-24
demonstrates
consistently demonstrates
(NCDs)
understanding of nonpersonal responsibility
37. explains non-communicable
and healthful practices in
diseases based on cause and
for a healthy life
the prevention and
B. Common nonH8DD-IVb-d-25
effect, signs and symptoms, risk
control of noncommunicable diseases
factors and protective factors
1. Allergy
and possible complications
2. Asthma
3. Cardiovascular diseases
4. Cancer
38. corrects myth and fallacies about
5. Diabetes
H8DD-IVe-26
non-communicable diseases
6. Arthritis
7. Renal failure
D. Self-monitoring skills to
prevent non-communicable
diseases (physical
39. practices ways to prevent and
control non-communicable
diseases
40. demonstrates self-monitoring to
prevent non-communicable
diseases
H8DD-IVf-27
H8DD-IVg-h-28
Page 53 of 66

CONTENT
CONTENT STANDARDS
PERFORMANCE
STANDARDS
PY
activities/regular exercise,
healthy eating, not
smoking, weight
management, routine
medical check-up, stress
management)
LEARNING COMPETENCY
41. promotes programs and policies
E. Programs and policies on

C
O
to prevent and control noncommunicable and lifestyle

diseases
42. identifies agencies responsible
for non-communicable disease
LEARNING
MATERIALS
H8DD-IVg-h-29
H8DD-IVg-h-30
D
EP
ED
F. Agencies responsible for

CODE
Page 54 of 66

GRADE 9
PERFORMANCE
STANDARDS
ED
D
EP
B. Prevention and Management of

Environmental Health Issues
1. Personal responsibility
2. Social consciousness
3. Environmental policies and
laws
LEARNING
MATERIALS
G7-LM
EASE Health Educ
H9CE-Ia-8
2. describes a healthy community
H9CE-Ia-9
3. explains how a healthy environment

positively impact the health of
people and communities (less
disease, less health care cost, etc.)
H9CE-Ib-d10
4. discusses the nature of

environmental issues
H9CE-Ib-d11
G7-LM
EASE Health Educ
5. analyzes the effects of

environmental issues on peoples
health
H9CE-Ib-d12
G7-LM
EASE Health Educ
6. suggests ways to prevent and

manage environmental health issues
H9CE-Ie-f13
7. participates in implementing an
environmental project such as
building and maintaining a school
garden or conducting a war on
waste campaign (depends on
feasibility)
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)
A. First Aid Basics
The learner
The learner
8. discusses basic information about
first aid (principles, roles,
demonstrates
performs first aid
responsibilities, and characteristics
understanding of first procedures with
of a good aider)
aid principles and
accuracy
C. Collective Action for the
Environment
CODE
1. defines community and

environmental health
C
O
GRADE 9 COMMUNITY AND ENVIRONMENTAL HEALTH 1ST QUARTER (H9CE)

A. Concept of community and
The learner
The learner
environmental health
demonstrates
consistently
1. Characteristics of a Healthy
understanding of the demonstrates
Community
principles in
healthful practices to
2. Nature and Health Effects of
protecting the
protect the
Environmental Issues
environment for
environment for
(improper waste disposal,
community wellness
community wellness
pollution, illegal mining, soil
erosion, cyanide fishing,
pesticide drift, deforestation,
oil spill, coral reef
degradation, climate change)
LEARNING COMPETENCY
PY
CONTENT
STANDARDS
CONTENT
H9CE-Ig-h14
H9IS-IIa36
G7-LM
EASE Health Educ
G7-LM
EASE Health Educ
2010 SEC
OHSP Health
Page 55 of 66

CONTENT
STANDARDS
CONTENT
procedures
LEARNING COMPETENCY
CODE
9. demonstrates the conduct of

primary and secondary survey of
the victim (CAB)
H9IS-IIb37
PY
B. First Aid Guidelines and

Procedures
Survey the scene
1. Do primary survey of the
victim (check for vital signs,
assess CAB (Circulation,
Airway, Breathing)
2. Ask for help.
3. Do secondary survey of the
victim (head-to-toe survey)
PERFORMANCE
STANDARDS
ED
D
EP
C. Use of Dressing and Bandages

(alternatives include clean cloth
or, handkerchief)
1. Principles of Wound Dressing
(careful handling, large
enough to cover the wound,
should fit snugly and not cut
off circulation)
2. Bandaging Techniques (for
the head; forehead; ear,
cheek and jaw; burned hand;
sprained ankle; and dislocated
arm)
C
O
10. assesses emergency situation for

unintentional injuries
D. Transporting the Victim (drag

and carry techniques)
1. One-person carry ankle drag,
pack strap carry, blanket pull)
2. Two-person carry (twohanded seat, four-handed
seat, chair carry )
3. Three man carry
E. First aid for common
unintentional injuries and medical
emergencies
1. musculoskeletal injuries
H9IS-IIc.d39
H9IS-IIc.d40
13. demonstrates appropriate

bandaging techniques for
H9IS-IIc.d41
15. demonstrates proper first aid

2010 SEC
OHSP Health
H9IS-IIb38
11. discusses the function of dressing

and bandages
12. explains the principles of wound
dressing
14. demonstrates proper techniques in

carrying and transporting the victim
of unintentional injuries
LEARNING
MATERIALS
H9IS-IIe.f42
H9IS-IIg.h43
2010 SEC
OHSP Health
2010 SEC
2010 SEC
OHSP Health
2010 SEC
OHSP Health
Page 56 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
C
O
PY
(sprain, strain, fracture,

dislocation)
2. bleeding
3. burn (superficial, partial and
full-thickness)
4.
5. heat emergencies (heat
exhaustion, heat stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) 3rd Quarter (H9S)
A. Drug Scenario in the Philippines
The learner
The learner
16. describes the drug scenario in the
Philippines
demonstrates
shares responsibility
B. Factors that influence substance
17. explains the concept of substance
understanding of the with community
use and abuse
use, misuse, abuse and
dangers of substance members through
dependence,
use and abuse on the participation in
18. discusses risk and protective factors
individual, family and collective action to
in substance use, and abuse
community
prevent and control
C. Drugs/Substances of abuse
19. analyzes situations for the use and
substance use and
1. Stimulants
non-use of psychoactive substances
abuse
2. Depressants
3. Narcotics
20. identifies the types of
4. Hallucinogen
drugs/substances of abuse
5. Inhalants
CODE
H9S-IIIa14
D. Harmful effects of drugs on the

body
1. Short-term
2. Long-term
D
EP
ED
H9S-IIIa15
H9S-IIIb16
H9S-IIIb17
H9S-IIIc-18
21. corrects myths and misconceptions

about substance use and abuse
22. recognizes warning signs of
substance use and abuse discusses
the harmful short- and long-term
effects of substance use and abuse
on the body
H9S-IIId19
EASE Health Educ

III
H9S-IIId20
Page 57 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
LEARNING
MATERIALS
D
EP
ED
C
O
PY
23. discusses the harmful effects of

substance use and abuse on the
H9S-IIIe-findividual, family, school, and
21
community
24. explains the health, socio-cultural,
psychological, legal, and economic
H9S-IIIe-fdimensions of substance use and
22
abuse
25. discusses strategies in the
E. Prevention and control of
H9S-IIIe-fprevention and control of substance
substance use and abuse
23
use and abuse
26. applies decision-making and
H9S-IIIg-hresistance skills to prevent
24
substance use and abuse
27. suggests healthy alternatives to
H9S-IIIg-hsubstance use and abuse
25
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL) 4th Quarter (H9S)
A. Gateway Drugs
The learner
The learner
1. Cigarettes
28. discusses gateway drugs
H9S-IVa-27
2. Alcohol
demonstrates
demonstrates personal
understanding of
responsibility in the
29. identifies reasons why people
B. Protective and Risk Factors in the factors that influence prevention of cigarette
H9S-IVa-28
cigarette and alcohol and alcohol use
smoke cigarettes
Use of Cigarettes and Alcohol
use and strategies
through the promotion
30. analyzes the negative health impact
for prevention and
of a healthy lifestyle
of cigarette smoking
control
30.1 describes the harmful shortand long-term effects of
cigarette smoking on the
different parts of the body
H9S-IVb-c30.2 discusses the dangers of
29
mainstream, second hand and
third hand smoke;
30.3 explain the impact of cigarette
smoking on the family,
environment, and community
31. identifies reasons for drinking and
H9S-IVd-30
for not drinking alcohol
Page 58 of 66

CONTENT
STANDARDS
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
32. analyzes the negative health impact
of drinking alcohol
32.1 describes the harmful shortand long-term effects of
drinking alcohol
32.2 interprets blood alcohol
concentration (BAC) in terms
of physiological changes in the
body
33. explains the impact of drinking
alcohol on the family, and
community
34. discusses strategies in the
prevention and control of cigarette
smoking and drinking alcoholic
beverages
34.1 apply resistance skills in
situations related to cigarette
and alcohol use
34.2 follows policies and laws in the
family, school and community
related to cigarette and alcohol
use
35. suggests healthy alternatives to
cigarettes and alcohol to promote
healthy lifestyle (self, family,
community)
C
O
PY
CONTENT
D
EP
ED
C. Prevention, and Control of

Gateway Drugs
CODE
LEARNING
MATERIALS
H9S-IVe-f31
H9S-IVg-h32
H9S-IVg-h33
H9S-IVg-h34
Page 59 of 66

GRADE 10
thinking and decisionmaking skills in the
selection, evaluation
and utilization of
health information,
products and services.
D
EP
C. Quackery: Types (medical,

nutrition, device) and Harmful
Physical and Psychological
Effects
D. Complementary and Alternative
Healthcare Modalities
The learner
ED
GRADE 10 CONSUMER HEALTH 1st Quarter (H10CH)

A. Guidelines and Criteria in the
The learner
Selection and Evaluation of:
1. Health information
understands the
2. Health products
guidelines and
3. Health services
criteria in the
selection and
evaluation of health
information,
B. Health Service Providers
products, and
1. health professionals
services.
2. health facilities;
3. health care plans and
financing systems
(PhilHealth, Health
Maintenance Organization,
private health insurance)
Herbal medicine (medicinal

plants approved by the
Department of Health)
1. Acupuncture
2. Ventosa massage cupping
therapy
3. Reflexology
4. Naturopathy
E. Consumer welfare and protection
1. Consumer law
2. Consumer protection
LEARNING COMPETENCY
1. differentiates reliable from

unreliable health information,
products and services;
2. explains the guidelines and criteria
in the selection and evaluation of
health information, products and
services;
3. discusses the various forms of
health service providers and
healthcare plans;
PY
PERFORMANCE
STANDARDS
C
O
CONTENT
STANDARDS
CONTENT
4. selects health professionals,

specialists and health care services
wisely;
5. explains the nature and dangers of
quackery;
6. reports fraudulent health services
CODE
LEARNING
MATERIALS
H10CH-Iab-19
H10CH-Iab-20
H10CH-Iab-21
H10CH-Ic22
H10CH-Ic23
H10CH-Ic24
7. explains the different kinds of

complementary and alternative
health care modalities.
H10CH-Id25

consumer laws to protect public
health
H10CH-Id26
Page 60 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
LEARNING
MATERIALS
agencies and organizations
H10CH-Ief-27
H10CH-Igh-28
H10HC-IIa1
H10HC-IIb2
H10HC-IIcd-3
H10HC-IIcd-4
D
EP
ED
C
O
PY
9. identifies national and international

government agencies and private
organizations that implement
programs for consumer protection
10. participates in programs for
consumer welfare and protection
GRADE 10 HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)
A. Existing National Laws Related to The learner
The learner
11. discusses the existing health related
Health Trends, Issues, and
laws;
Concerns
demonstrates
consistently
12. explains the significance of the
1. Responsible Parenthood and understanding of
existing health related laws in
Reproductive Health
current health trends, thinking skills in
safeguarding peoples health;
Act(RA10354) ,
issues and concerns
exploring local,
13. follows existing health related laws
2. Tobacco Regulation Act of
in the local, regional,
regional and national
2003 (RA 9211)
and national, levels
health trends, issues,
14. critically analyzes the impact of
3. Comprehensive Dangerous
and concerns
current health trends, issues, and
Drugs Act of 2002 (RA 9165)
concerns
4. Consumer Act (RA 7394)
5. National Environmental
Awareness and Education
Act of 2008 (RA
9512)Traditional and
Alternative Medicine Act of
1997 (RA 8423)
6. Philippine AIDS Prevention
and Control Act of 1998 (RA
8504)
15. recommends ways of managing
7. National Blood Services Act
health issues, trends and concerns
of 1994 (RA 7719)
8. Seat Belts Use Act of 1999
(RA 8750)
CODE
H10HC-IIeg-5
9. Cybercrime Prevention Act of

2012 (RA 10175)
10. Anti-Pornography Act (RA
9775)
Page 61 of 66

CONTENT
STANDARDS
CONTENT
PERFORMANCE
STANDARDS
LEARNING COMPETENCY
CODE
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health Initiatives
The learner
The learner
16. discusses the significance of global
1. Millennium Development
health initiatives;
Goals (MDGs)
demonstrates
demonstrates
17. describes how global health
2. WHO Framework Convention awareness of global
competence in
initiatives positively impact peoples
on Tobacco Control
health initiatives
applying knowledge of
health in various countries;
3. Global Mental Health Action
global health to local
18. analyzes the issues in the
Plan
or national context
implementation of global health
4. Global Strategy to Reduce
global initiatives
initiatives;
the Harmful Use of Alcohol
19. recommends ways of adopting
5. Global Alliance for Vaccines
global health initiatives to local or
and Immunizations
national context
H10HCIIIa-1
H10HCIIIb-c-2
PY
C
O
D
EP
ED
GRADE 10 Planning for a Health Career 4th Quarter (H10PC)

A. Planning for a Health Career
The learner
The learner
1. Importance
2. Components Steps
demonstrates
prepares an
3. Health Career Pathways
appropriate plan of
Disease prevention and
concepts in planning action in pursuing a
control (Public health)
a health career
health career
4. Personal health care
5. Maternal and Child care
6. Mental health Occupational
health and safety
7. Community health;
8. Environmental health Drug
Prevention and Control
9. Nutrition and dietetics
10. Health education
11. Health promotion Dental
health
12. Nursing
13. Medical and Allied Health
Emergency Medical Services
(EMS)
14. Health Career Orientation
Program
20. discusses the components and steps

in making a personal health career
plan;
21. prepares a personal health career
following the prescribed
components and steps;
22. explores the various health career
paths selects a particular health
career pathway based on personal
competence and interest;
participates in a health career
orientation program
23. decides on an appropriate health

career path
LEARNING
MATERIALS
H10HCIIIb-c-3
H10HCIIId-e-4
H10PC-Ivab-1
H10PC-Ivab-2
H10PC-IVcd-3
H10PC-IVcd-4
Page 62 of 66

GLOSSARY
Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
health
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
Cultureresponsive
Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
and effective for them (Gay, 2000)
Epidemiological
Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
Family Health
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and
Development
Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
self-management skills to cope with lifes changes.
Health and Life

skills-based
Applies life skills to specific health choices and behaviors
Holistic
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
health (physical, mental, social, emotional, moral/spiritual)
D
EP
ED
C
O
PY
Community and
Environmental
Health
Page 63 of 66

GLOSSARY
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
education
Learnercentered
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
Nutrition
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Personal Health
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
and prevention and management of personal health problems
Prevention and
Control of
Diseases and
Disorders
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
habits and practices and health programs supported by legislation and provision of health services in the school and the
community
Preventive
Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Rights-based
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
human rights instruments
Standards and
outcomes-based
Requires students to demonstrate that they have learned the academic standards set on required skills and content
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Injury
Prevention,
Safety and First
Aid
Page 64 of 66

GLOSSARY
The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
society and the nation
Values-based
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
values as the bases of good educational practice
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Substance Use
and Abuse
Page 65 of 66

Code Book Legend
Sample: H9S-IVg-h-34
LEGEND
SAMPLE
Learning Area and
Strand/ Subject or
Specialization
Health
Grade Level
Grade 9
Domain/Content/
Component/ Topic
Prevention of Substance
Use and Abuse
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Growth and Development
H9
Roman Numeral
Quarter
*Zero if no specific quarter

Lowercase Letter/s
Arabic Number
Week
Fourth Quarter
Week seven to eight
D
EP
*Put a hyphen (-) in between

letters to indicate more than a
specific week
ED
Competency
Suggests healthy
alternatives to cigarettes
and alcohol to promote
healthy lifestyle (self,
family, community)
IV
g-h
34
CODE
GD
Nutrition
Personal Health
PH
Injury Prevention, Safety and First Aid
IS
Family Health
FH
Prevention and Control of Diseases and

Disorders
DD
Community and Environmental Health
CE
C
O
First Entry
Uppercase Letter/s
DOMAIN/ COMPONENT
Prevention of Substance Use and Abuse
Consumer Health
CH
Health Trends, Issues and Concerns
HC
Planning for Health and Career
PC
Page 66 of 66
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Edukasyong
Pangkalusugan
89
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HEALTH GRADE IV
PATNUBAY NG GURO
YUNIT II
123
YUNIT II
SAKIT AT KARAMDAMAN,
ATING IWASAN
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BATAYANG KASANAYAN
Pamantayan sa Pagganap
Naisasabuhay ang pansarili at
pangkapaligirang hakbangin sa
pag-iwas at pagsugpo ng mga
karaniwang nakahahawang sakit.
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Pamantayang Pangnilalaman
Nauunawaan ng mag-aaral ang
katangian, pag-iwas, at pagsugpo
sa mga karaniwang nakahahawang
sakit.
a. Nailalarawan ang mga nakahahawang sakit
b. Naiisa-isa ang ibat ibang elemento o sangkap ng chain of infection

(kadena na impeksiyon)
c. Nailalarawan kung papaano naipapasa o naisasalin ang mga nakahahawang sakit mula sa isang tao sa ibang tao
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d. Nailalarawan ang mga nakahahawang mga sakit
e. Naipakikita ang mga pamamaraan kung papaano mapananatiling

malusog ang katawan at pagsugpo sa karaniwang nakahahawang sakit
125
Subukin Natin
kung nagpapakita ng magandang gawaing
Lagyan ng tsek () ang
pangkalusugan at ekis (x) kung hindi.

1. Araw-araw na paliligo
2. Pagtulog ng late tuwing gabi-gabi
3. Kawalan ng pang-araw-araw na pisikal na gawain
4. Pagkain ng balanse at masustansiya
5. Pagbisita sa doktor kung kinakailangan lamang
PY
Piliin ang letra ng tamang sagot at isulat sa iyong sagutang papel.
C
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6. Alin ang maaaring dahilan ng pagkakasakit ng isang tao?

A. Regular na pagpapabakuna

B. Paghuhugas ng kamay
C. Pagtulog nang sapat
D. Paghina ng resistensiya
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7. Alin ang dapat gawin sa kamag-anak na may sakit?

A. Subuan siya ng pagkain.

B. Iabot sa bintana ang kaniyang pagkain.
C. Gumamit ng mask kung lalapitan siya.
D. Komunsulta sa manggagamot para sa pag-aalaga ng maysakit.

8. Ano ang dapat gawin ng isang taong may sakit?

A. Magtago sa kaniyang silid

B. Makihalubilo sa ibang may sakit

C. Kumain, matulog, at manood ng TV

D. Mamahinga at sundin ang payo ng doktor
9. May ubot sipon ang iyong kaklase. Ano ang dapat mong gawin upang
hindi ka mahawa?

A. Pahiramin siya ng panyo.
B. Payuhan siyang umuwi na.
C. Magtakip ng ilong at bibig kapag kausap siya.
D. Sabihan siyang lumipat ng upuang malayo sa iyo.

126
10. Alin ang sanhi ng dengue?

A. Virus na dala ng lamok

B. Ihi ng dagang sumama sa tubig
C. Kontaminadong pagkain
D. Bacteria na nagmumula sa bulate
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11. Anong sakit ang may impeksiyon sa atay?

A. Alipunga
C. Pulmonya
B. Hepatitis D. Tuberculosis
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12. Anong sakit ang maaaring makuha sa ihi ng daga na sumasama sa tubig?
A. Amoebiasis
C. Leptospirosis
B. Hepatitis D. Tuberculosis
13. Ito ay impeksiyon ng tubong dinadaanan ng hangin sa paghinga.

A. Pigsa
C. Sakit sa balat
B. Ubo D. Sipon
14. Alin ang maaaring maging tagapagdala ng Amoebiasis?

A. bulate
B. daga
C. lamok
D. kuto
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15. Lumusong si Ana sa tubig baha noong nakaraang bagyo. Anong sakit sa
balat ang nakuha ni Ana dahil sa pagkababad sa baha?

A. alipunga
B. an-an
C. buni
D. eksema
D. heringgilya
16. Alin ang tagapagdala ng sakit na Leptospirosis?

A. daga
B. dugo

C. tuwalya
17. Anong uri ng karamdaman sa bahagi ng katawan ang may pamamaga?

A. ubo
B. sipon
C. pigsa
D. alipunga
127
18. Nakita mong nilalangaw at walang takip ang iyong basurahan, ano ang
iyong gagawin?

A. sisigaan ito
C. hindi papansinin

B. tatakpan ko ito
D. patatakpan ko sa ate ko
PY
19. Niyaya ang iyong kapatid ng kaniyang mga kaibigang magtampisaw sa baha.
Ano ang iyong gagawin?

A. Sasawayin ko sila.
B. Hindi ko sila papansinin.

C. Isusumbong ko sila sa aking Nanay.
D. Sasama ako sa kanila upang bantayan sila.
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20. Alin ang dapat mong ugaliin upang hindi magkasakit?

A. Pagligo ng dalawang beses isang linggo.

B. Pagkain ng masasarap at matatamis

C. Paghuhugas ng kamay

D. Pagtulog maghapon
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21. Aling gawain ang mabuti sa kalusugan?

A. Pag-inom ng tubig mula sa gripo

B. Pagpapakulo ng tubig bago inumin

C. Pagkonsulta sa doktor kung malala na ang sakit

D. Hindi paghuhugas ng kamay bago at pagkatapos kumain
22. Aling gawain ang makatutulong sa pagpapanatili ng mabuting kalusugan?

A. pagligo kung kailan lamang ibig

B. paglilinis ng katawan at pagligo araw-araw
C. pagsesepilyo ng tatlong beses sa isang linggo
D. pagpapalit ng damit panloob tuwing ikalawang araw
23. Alin ang pinakaangkop na kahulugan ng kalusugan?
A. Ang kalusugan ay pagkakaroon ng maayos na katawan.
B. Ang kalusugan ay pagkakaroon ng maayos na tahanan.

C. Ang kalusugan ay pagkakaroon ng maayos na pagkain.
D. Ang kalusugan ay pagkakaroon ng maayos na kayamanan.
128
24. Ano ang kahalagahan ng pagkonsulta sa doktor?

A. nasusuri ang kalagayan ng kalusugan

B. nareresetahan ng gamot na dapat inumin

C. naipaliliwanag ang ibat ibang karamdaman

D. nasasabi sa pasyente na ang kanser ay maiiwasan
Susi sa Pagwawasto
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1.
/ 21. B
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25. Alin ang nagpapakita ng pakikiisa sa pagpapanatili ng kalinisan sa

pamayanan?
A. Paglilinis ng tahanan
C. Paglilinis ng bakuran
B. Wastong pagtatapon ng basura
D. Paglilinis ng katawan
2.
X 22. B
3.
X 23. A
4.
/ 24. A
6. D.
7. D.
8. D.
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9. C.
5.
X 25. B
10. A.
11. B.
12. C.
13. B.
14. A.
15. A.
16. A.
17. C.
18. B.
19. A.
20. C.
129
Aralin 1: Mga Nakahahawang Sakit, Mabilis Kumapit

Bilang ng Araw : 1
Batayang Kasanayan
a. Nailalarawan ang mga nakahahawang sakit
Kaalaman para sa Guro
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Ang sakit ay hindi normal na kalagayan ng kalusugan ng isang tao. Ito
ay maaaring sanhi ng hindi maayos na kondisyon ng mga selyula o parte ng
katawan. Maaari din itong sanhi ng mga mikrobyong nagdudulot ng sakit.

Ang dalawang uri ng sakit ay mga nakahahawang sakit at dinakahahawang sakit. Ang hindi nakahahawang sakit ay hindi naisasalin mula
sa isang tao papunta sa ibang tao. Maaaring makuha ito mula sa nakagawian at
maling paraan ng pamumuhay (lifestyle). Sa kabilang dako, ang nakahahawang
sakit ay naipapasa ng isang tao, hayop o bagay sa ibang tao kung kayat kilala
rin ito bilang Lifestyle disease.

Ilang halimbawa ng hindi nakahahawang sakit ay asthma, alzheimers,
appendicitis, cancer, cystic fibrosis, ear infection, epilepsy, diabetis, ulcer,
stroke, sakit sa puso, at daluyan ng dugo.
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Ang nakahahawang sakit ay nagmumula sa mga mikrobyo o pathogens
na pumapasok at sumisira sa mga selyula (cells) ng katawan. Nangangailangan
ito ng dagliang pagsugpo at masusing pag-iingat upang maiwasan ang
paglaganap nito.
Ang nakahahawang sakit ay malaking suliraning pangkalusugan ng

maraming tao sa ibat ibang panig ng mundo, lalo na sa papaunlad na bansang
gaya ng Pilipinas.

Ang halimbawa ng mga nakahahawang sakit ay sipon, ubo, trangkaso,
tuberculosis, pulmonya, hepatitis o sakit sa atay, at ilang sakit sa balat.
130
Mga Sakit na Dala ng Virus
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Ubo (Cough)
(pneumonia)
Pag-iwas at
Pagsugpo
- Baradong ilong
- Uminom ng
- Hirap na paghinga 8-12 baso ng
pangangati at
tubig.
- Kusang
pamamaga ng
lalamunan
nilalabanan ng
- Hirap lumunok ng
naturalesa ng
pagkain sinat at
bata (immune
lagnat
system) ang
virus at
nawawala ito sa
loob ng isang
linggo.
- Dapat na
tandaan na
ang sipon
ay maaaring
palatandaan ng
iba pang sakit.
Iiwas ang bata
sa usok (mula
sa sigarilyo,
sasakyan)
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- Pumapasok ang
virus sa ilong sa
pamamagitan ng
paglanghap, pagubo, pagbahing,
direktang kontak
sa mga gamit na
kontaminadong
virus ng sipon.
Sipon
(Common
Colds) virus
Mga Palatandaan
(Signs)/Sintomas
(symptoms)
Pagsalin ng Sakit
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Sakit
- Sanhi ng bacteria.
Impeksiyon
ito ng tubong
dinadaanan ng
hangin sa
paghinga
(respiratory tract)
- Ubong mahigpit
na tila kahol-aso
Malat na boses
dahil sa
pamamaga ng
vocal cords.
- Tunog na
magaralgal pag
humihinga
lagnat
- Ilayo sa usok
- Dagdagan
ng gatas o
maligamgam
na tubig para
marelax ang
vocal cords at
lumuwag ang
plema.
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- Umiwas/lumayo
sa mga taong
may trangkaso
- Dagdagan ang
tubig o juice na
iniinom
-Pagpapabakuna
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- Pangangalumata
- Lagnat na - Giniginaw
- Sakit ng ulo,
kalamnan, at mga
kasu-kasuan.
- Pagod
- Masakit na
lalamunan (sore
throat)
- Baradong ilong o
tumutulong uhog.
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Trangkaso
(influenza)
- Impeksiyon ng
sistemang
paghinga
(respiratory
system) na sanhi
ng Hemophilus
influenza virus
- Nasasagap
ang virus mula
sa droplets na
lumalabas sa
bibig o ilong ng
isang taong may
trangkaso kung
siyay nakikipagusap, umuubo,
sumisinga, o
humahatsing.
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Pulmonya
(Pneumonia)
- Sakit na
nakaaapekto sa
baga
- virus, bacteria, o
fungi
- Ipasuri
ang mga
kasambahay
para malaman
nang maaga
kung mayroon
silang TB.
- Pagkakaroon
ng tamang
nutrisyon at
ehersisyo.
- Magtakip ng
bibig at ilong
kung may
kausap na
taong inuubo
- Ihiwalay ang
kagamitan ng
taong may TB
- Paarawan ang
mga kagamitan
ng kasamang
may sakit
- Magpa-X-ray
minsan man
lang sa isang
taon
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- Madaling
mapagod
- Walang ganang
kumain
- Pagbaba ng
timbang
- Pag-ubo na may
kasamang plema
at dugo
- Nilalagnat at
giniginaw sa
hapon
- Lumalaki ang
kulani sa leeg
lymph nodes
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Tuberkulosis
(TB)
- Isang impeksiyon
na sanhi ng
mikrobyong
Myobacterium
tuberculosis.
- Nahahawa ang
isang bata kung
malalanghap
niya ang
droplets mula
sa isang taong
may TB kung
siya ay
nagsasalita,
umuubo, o
bumabahin.
- Primary complex
ang tawag dito
sa simula at di pa
gaanong delikado.
- Hirap sa paghinga
- Kulang ng
oksiheno (oxygen)
sa katawan
-Pagpapabakuna
-Wastong
nutrisyon
-Kalinisan
sa sarili at
kapaligiran
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- Paninilaw ng balat - Tiyaking malinis

at puti ng mata
ang kinakain
- Pananamlay
- Sanaying
- Kulay putik na
maghugas
dumi
ng kamay
- Nagsususuka
bago kumain
- Nilalagnat
o humawak
- Giniginaw
ng pagkain
- Pagsakit ng ulo
at matapos
- Pagsakit ng tiyan
gumamit ng
banyo
- Sumangguni
sa doktor
sa sandaling
maghinalang
may Hepatitis A
- Sapat na
pahinga
- Tamang
nutrisyon
- Magpabakuna
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(Hepatitis A)
sakit sa atay
- Isang matinding
impeksiyon sa atay
sanhi ng virus na
maaaring makuha
sa maruming
pagkain o inuming
tubig.
- Sanhi ng mga
bacteria, fungi
Sakit sa Balat
(Dermatitis)
- Pamamantal o
pamamaga ng
balat
- Namumula
- Nangangati
- Maaaring
magkaroon ng
pantal o sugat
kapag hindi
naagapan
- Maging malinis
sa lahat ng oras
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- Impeksiyon dahil
sa kagat ng lamok
na may dalang
dengue virus
- Mukhang
nanlalata at
may matinding
dinaramdam
- May lumilitaw
na skin rash pag
bumaba ang
lagnat
- Biglaang tumataas
ang lagnat
- Nananakit ang
kalamnan at
kasukasuan
- Maglagay ng
pambugaw ng
lamok
- Gumamit ng
kulambo kapag
natutulog
- Maglinis ng
bahay at paligid
araw-araw, lalo
na sa mga
lugar na
madilim.
- Alisin ang
nakaimbak
na tubig na
pinamumugaran
ng lamok.
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Dengue
Fever
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- Iwasang maligo
- Nilalagnat
- Bacteria na
- Pananakit ng
o magtampisaw
pumapasok sa
kalamnan at kasu- sa tubig-baha o
balat o sugat
maruming tubig
mula sa tubig-baha kasuan
- Gumamit ng
- Pananakit ng ulo
o basang lupa o
bota kung hindi
halaman kung
Leptospirosis saan may ihi ng
maiiwasan ang
baha
daga
- Kumunsulta
sa doktor kung
nakararanas ng
mga sintomas
na nabanggit
Source: Iwas-Sakit Mula, Delos, Reyes, D. , 2008, Makati City
Naisasalin ang nakahahawang sakit sa ibang mga tao ng alinman sa

maysakit o nagiging tagadala ng sakit tulad ng insekto, hayop, hangin, tubig,
at maging sa pagkain. Ilang halimbawa nito ang hindi tamang pagtatapon ng
basura na kumakalat sa kapaligiran at nilalangaw, iniipis, at dinadaga. Kung
ang mga langaw rito ay dumapo sa pagkain, magdadala ito ng mikrobyo na
magpapahina sa ating katawan.
135
Kung minsan naman, ang tao ang may makapaminsalang mikrobyo sa

kaniyang katawan. Ito ay maaaring maisalin sa iba kapag siya ay umuubo,
dumudura, o ang kaniyang ginagamit na kasangkapan ay nagagamit ng iba.
Ibat ibang katangian ng nakahahawang sakit:
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Nagdudulot ng impeksiyong sanhi ng pathogens o mikrobyo

(infectious)
Naipapasa/Nakahahawa) (contagious)
Maaaring makamatay o makabalda (disable)
Maaaring maging sanhi ng pandemic
Maaaring maging sanhi ng epidemic.
Maaaring masugpo sa pamamagitan ng intervention
(bakuna, balanseng pagkain, regular na ehersisyo, pahinga,
at sapat na tulog, at iba pa.)
Karaniwan sa mga sanggol at bata
Pamamaraan
A. Pag-usapan Natin

Mapa ng Konsepto
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1. Ipagawa sa mga bata ang Mapa ng Konsepto sa LM.
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B. Pag-aralan Natin
2. Dugtungan ang nasa kahon sa LM upang mabuo ang konsepto.
Ipabasa ang talata sa LM.
Itanong:
Ano ang sakit?
Ano ang sanhi ng sakit?
Paano nakukuha ang sanhi ng sakit?
C. Pagsikapan Natin
Ipagawa ang Pasa-Pasa
Kagamitan: bola, hand lotion, glitter
1. Tumawag ng lima hanggang anim na mag-aaral at patayuin sila nang
pabilog sa harap ng klase.
136
2. Ipapasa ang bolang may glitters habang inaawit ang Tayo ay Magsama-sama. Tono: The More We Get Together.
Tayo ay Magsama-Sama
3. Itanong: Ano ang nangyari sa glitters sa bola?

4. Ipaliwanag ang kaugnayan ng nakahahawang sakit sa nangyari sa
glitters.
(Inaasahang kaugnayan: madaling makahawa o kumalat ang sakit).
D. Pagyamanin Natin
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Tayo ay magsama-sama, magsama, magsama

Tayo ay magsama-sama, magsama tayo
Kay lungkot ng buhay
Kung wala kang kasama
Tayo ay magsama-sama, magsama tayo
Ipagawa ang Word Association sa LM.
Maglista ng mga salitang naiuugnay mo sa mga sakit at karamdaman

na nasa loob ng kahon.
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Ipagawa ang Kaya Natin sa LM.

Magbigay ng tatlong halimbawa ng nakahahawang sakit, sintomas, at
kung papaano makaiiwas dito. Isulat sa kahon ang iyong sagot.
E. Pagnilayan Natin
Itanong: Ano ang gagawin mo upang makaiwas sa nakahahawang

sakit?
Isulat ang sagot sa loob ng Star graphic organizer.
F. Takdang-aralin

Magpagupit ng balita sa pahayagan o maaaring mula sa internet
upang maghanap ng balita tungkol sa sakit na nakahahawa.
137
Aralin 2: Mikrobyong Maliliit, Nakasasakit

Bilang ng Araw : 1
Batayang Kasanayan
a. Naiisa-isa ang ibat ibang elemento o sangkap ng chain of infection
(kadena na impeksiyon)
b. Nailalarawan kung papaano naipapasa o naisasalin ang mga nakahahawang sakit mula sa isang tao sa ibang tao
PY
Kaalaman para sa Guro

May tatlong mahalagang elemento ang pagkalat ng nakahahawang
sakit at karamdaman. Ito ay ang susceptible host o tao, sanhi ng mga mikrobyo
(pathogens), at ang kapaligiran.
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1. Susceptible Host o sinumang tao ay maaaring kapitan ng pathogen

o mikrobyo. Kung malusog ang isang tao, hindi siya madaling dapuan ng sakit.
Samantala, madaling kapitan ng nakahahawang sakit ang isang taong mahina ang resistensiya; katulad ng mga bata at matanda.
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2. Mikrobyo (Pathogens) ay mga mikrobyong nagdudulot ng sakit tulad

ng virus, bakterya, fungi at parasite. Sa sobrang liit, ang mga ito ay makikita
lamang sa pamamagitan ng mikroskopyo. May ibat ibang hugis, sukat, at anyo
ang mikrobyo. Ito ay sanhi ng pagkakasakit ng isang tao.
Ang mga Uri ng Mikrobyo (Pathogens) ay:
a. Virus pinakamaliit na mikrobyo na makikita lamang sa pamamagitan ng mikroskopyo. Nagiging sanhi nito ang ubo, trangkaso,
tigdas, beke, at bulutong-tubig.
b. Bacteria mas malaki ito kaysa sa virus at nabubuhay kasama

ng hangin, tubig, at lupa. Nagiging sanhi nito ang tuberculosis,
ubong may tunog, at diphtheria.
c. Fungi tila halamang mikrobyo na nabubuhay at mabilis dumami
sa madidilim at mamasa-masang lugar. Nagiging sanhi nito ang
alipunga at iba pang sakit sa balat.
d. Bulate (Parasitic Worms) - pinakamalaking pathogen na
nabubuhay sa intestinal walls at nakikipag agawan sa sustansya
para sa katawan. Ang ascaris, tapeworm at roundworm ay mga
halimbawa nito.
138
3. Kapaligiran ay isang elemento sa pagkalat ng mikrobyo na maaaring

sumasama sa himpapawid at hangin kaya ito ay airborne at tubig
(waterborne).
Pamamaraan
A. Pag-usapan Natin
Picture, Picture
PY
Ipasuri ang ang larawan at sagutin ang mga tanong sa LM.

Tanong:
1. Batay sa mga larawan, ano ano ang maaaring dahilan ng
pagkakasakit ng isang tao?
2. Ano-ano ang mga nakahahawang sakit ang maaaring makuha
sa nasa larawan? Ipaliwanag ang sagot.
B. Pag-aralan Natin
C
O
3. Kung ikaw ang nasa sitwasyon sa larawan, ano ang iyong

gagawin upang makaiwas sa nakahahawang sakit?
Ipabasa ang talata sa LM.

Pag aralan ang tsart sa LM.
C. Pagsikapan Natin
EP
E
Ayusin ang mga ginulong titik sa LM.

Sagot: MIKROBYO
BAKTERYA

SABON
TUBIG

SAKIT
Ipagawa ang Pathogens Kilalanin sa LM.
Bumuo ng Slogan sa LM.
D. Pagyamanin Natin
Bumuo ng graphic organizer flow chart sa LM.

Gumawa ng dayalogo sa LM.
Rubrics
5 pts (90100%) - Naipahayag sa dayalog ang tamang dahilan ng pagkakasakit ng tao. Naisulat nang malinis ang dayalog.
3 pts (7080%) - Hindi malinaw na naipahayag ang tamang dahilan ng

pagkakasakit ng tao. Hindi gaanong malinis naisulat

ang dayalogo.
1 pt (50-60%) - Hindi nakatapos sa pagsulat ng dayalog. Maraming

bura (erasure) ang pagkakasulat ng dayalogo.
139
E. Pagnilayan Natin

Ipasagot ang Pagnilayan Natin sa LM.

F. Takdang-aralin
Magpasama sa iyong magulang at bumisita sa Rural Health Unit na
malapit sa inyo at kapanayamin ang isa sa mga Health workers. Itanong
ang sumusunod:
PY
Anong nakahahawang sakit ang naranasan na sa inyong pamayanan?

Kailan ito nangyari?
Ano-ano ang sanhi nito?
Papaano ito sinugpo?
Ano-ano ang maipapayo ninyo sa mga mamamayan upang maiwasan
ang epidemya ng nakahahawang sakit?
C
O
1.
2.
3.
4.
5.
Bilang ng Araw : 2
Batayang Kasanayan
Aralin 3: Daloy ng Impeksiyon, Mabilis ang Aksiyon
EP
E
a. Nailalarawan ang pagdaloy ng mga nakahahawang mga sakit sa

pamamagitan ng chain of infection
Karagdagang Kaalaman para sa Guro
Sangkap ng Kadena ng Impeksiyon:
A. Causative/Infectious Agents (anumang microorganism na nagiging sanhi

ng sakit)
B. Reservoir or Source Lugar kung saan nananahan at nagpaparami ang
mga causative agents. Ito ay maaaring tao, hayop, tubig, lupa, pagkain,
tuwalya, pinggan, kutsara, tinidor, at iba pa.
C. Mode of Exit Ito ang mga labasan ng microorganism . Halimbawa nito ay
sa bibig ng isang tao kung saan tumatalsik ang laway habang nagsasalita,
naghahatsing o nagbabahing, o umuubo. Ang sipon, dumi, at dugo ay
halimbawa rin.
D. Mode of Transmission Ito ang paraan ng pagsasalin o paglilipat ng
140
tapagdala (causative agent) sa ibang tao sa pamamagitan ng droplets,

airborne, foodborne, vectorborne, at bloodborne. Maaaring maisalin sa
tuwiran (direct) o di-tuwirang (indirect) pakikipag- ugnayan gaya ng lamok,
heringgilya, at paggamit ng personal na gamit.
E. Mode of Entry Daanan ito ng microorganism sa katawan ng ibang tao.
Maaaring ito ay sa pamamagitan ng pagkalanghap, sa balat o sugat,
at pakikipagtalik. Kung ikaw ay may sugat, maging mas maingat dahil
maaaring sa sugat mo magdaan ang microorganism.
PY
F. Bagong Tirahan (Host) sinumang immune na o exposed at mahina ang

resistensiya ay madaling kapitan ng sakit gaya ng mga bata at matatanda.
Pamamaraan
A. Pag-usapan Natin
C
O
Ipasuri ang dayalogo sa LM.

Sagutin ang mga sumusunod na tanong sa LM.
Ipasuri ang Picture Analysis sa LM.
Sagutin ang mga sumusunod na tanong sa LM.
B. Pag-aralan Natin
Ipabasa ang talata tungkol sa kadena ng impeksiyon sa LM.
EP
E
C. Pagsikapan Natin
Ipagawa ang Mikrobyo, Kilalanin Mo sa LM.

Kagamitan:
Tsart ng bacteria, katangian, sakit na dulot, at hugis ng bawat
isa.
clay
Pamamaraan:
1. Pag-aralan ang tsart ng germs.
2. Imolde gamit ang clay ang napili mong gayahing
mikrobyo mula sa tsart.
3. Ibahagi sa klase ang iyong ginawa.
Maaaring humanap ng kagrupo upang maipakita ang katangian
ng napiling mikrobyo at kung paano ito dumadaloy sa kadena
ng impeksiyon.
141
D. Pagyamanin Natin

Ipagawa ang Mikrobyong Palipat-lipat sa LM.

Ipasagot ang Tama o Mali sa LM.
E. Pagnilayan Natin

Sagutin ang tanong at Ipasulat sa scroll sa LM.
F. Takdang Aralin
Magpasulat ng isang sanaysay ukol sa pag-iwas sa nakahahawang
sakit.
PY
Bilang ng Araw: 3
Batayang Kasanayan
C
O
Aralin 4: Pag-iwas ay Gawin upang Di-maging Sakitin
a. Naipakikita ang mga pamamaraan kung paano mapananatiling

malusog ang katawan at pagsugpo sa karaniwang nakahahawang
sakit
Karagdagang Kaalaman para sa Guro
EP
E
Mahalagang pag-aralan kung paano maiiwasan at masusugpo ang

pagkalat ng nakahahawang sakit.
Mga dapat tandaan upang makaiwas sa nakahahawang sakit:
A. Paraan upang manatiling malusog
1. Ugaliin ang wastong pag-ubo at pagbahing.

2. Ugaliin ang palagiang paghuhugas ng kamay.

3. Ugaliin ang paggamit ng guwantes kapag hahawak ng body

fluid gaya ng dugo, ihi, laway, sipon.

4. Ugaliing linisan ang mga kontaminadong lugar at kagamitan

5. Ugaliin ang pagpapabakuna sa oras.

6. Ugaliin ang pagkain ng balanse, regular na pag-eehersisyo, at

pagkakaroon ng sapat na tulog at pahinga.
7. Ugaliin ang pagkonsulta sa doktor kung kinakailangan.
142
B. Batas/Ordinansa na ipinaiiral para sa kalusugan ng mamamayan

1. Wastong pagtatapon ng basura at dumi

2. Pagpapagawa ng malinis na palikuran

3. Pagbabawal ng mga alagang hayop sa daan

4. Pagsusuring pangkalusugan ng mga nagsisipagtinda at
naghahanda ng pagkain gaya, ng kusinera at serbidora
Pamamaraan
A. Pag-usapan Natin
C
O
a. Pag-ubo
b. Nagkakamot ng braso
c. Paghuhugas ng kamay
d. Pagbahing o paghatsing
e. Pagwawalis ng bakuran
PY
Ipagawa ang acting-acting sa LM.

Ipapantomina ang sumusunod:
Itanong:
EP
E
1. Ano ang ipinakita sa bawat pantomime?

2. Paano makaiiwas sa bawat sakit?
3. Bakit kailangang umiwas sa pagkakasakit?
Basahin at sagutin ang Kadenang Lagot sa LM.
Paano natin masusugpo ang pagkalat ng nakahahawang
sakit?
B. Pag-aralan Natin
Ipasuri ang Sagutin mo ako sa LM.

Basahin at pagaralan ang mensahe ng tula sa LM.
Basahin at pagaralan ang ibat ibang paraan upang mapanatiling
malusog ang katawan sa LM.
143
C. Pagsikapan Natin
Ipagawa sa LM.
A. Brain storming sa Checklist Pangkalusugan
B.Picture Analysis: Alin ang Naiba?
C. Health Flash Notice
D. Booklet ng Nakahahawang Sakit
E. Accordion ng Pagsugpo ng Nakahahawang Sakit.
F. Survey para sa Kalinisang Pangkalusugan sa Pamayanan
PY
Paalala: Maaari lamang pumili ng angkop na gawain.

D. Pagyamanin Natin
Basahin at sagutin ang mga tanong sa LM.
C
O
1. Bakit mahalaga ang palagiang paghuhugas ng mga kamay?

2. Ano-ano ang wastong paraan ng paghuhugas ng kamay?
3. Ano ang iyong gagawin kung walang tubig at sabon upang
mahugasan ang iyong mga kamay
Ipagawa ang Kaya natin sa LM.
EP
E
Panuto: Magtala ng limang paraan sa pag-iwas o pagsugpo ng

nakahahawang sakit.
1. _________________________________________________
2. _________________________________________________

3. _________________________________________________
4. _________________________________________________
5. _________________________________________________
144
E. Pagnilayan Natin
Ipasagot at Ipasulat sa Organizer
Ipaliwanag kung bakit kailangang ipaalam sa magulang, guro o nars ng
paaralan na ikaw ay nakararamdam ng mga sintomas ng isang sakit?
F. Takdang-aralin
C
O
PY
Kasama ng iyong buong pamilya, pag-usapan kung ano-ano ang mga magagandang gawin kung paano makaiiwas o masusugpo ang nakahahawang sakit o karamdaman. Pumili ng isa sa mga napag-usapan at igawa
ito ng poster o slogan.
Pagtulung-tulungan ito ng buong pamilya.
Sa likod ng inyong nagawa, ipasagot ito sa iyong mga magulang.
Komento ng magulang sa gawain:
EP
E

______________________________________________________
__ ________________________________________________________
__________________________________________________________
_________________________
145
Panghuling Pagtataya
I. Hanapin sa Hanay Y ang organismong inilalarawan sa Hanay X.
Isulat ang letra ng tamang sagot sa iyong papel.
C
O
PY
HANAY X HANAY Y
1. Organismong nagdudulot ng sakit
A. Bacteria
2. Pinakamalaking organismong nagdudulot
B. Fungi
ng sakit at umaagaw sa sustansiya sa
C. Mikrobyo
katawan.
D. Parasito
3. Pinakamaliit, magaan at pinakamabilis na
E. Protozoa
organismong nagdudulot ng sakit
F. Salmonella
4. Organismong nabubuhay at dumarami sa
mga mamasa-masa at madidilim na lugar
5. Organismong nagdudulot ng sakit na karaniwang
humahalo sa hangin, lupa, at mga pagkain
II. Piliin ang letra ng tamang sagot at isulat sa iyong sagutang papel.
6. Pag-aralan ang diagram.
EP
E
Infectious Agent
Reservoir
Portal of Entry
Portal of Exit
Suceptible Host
Ano ang nawawala sa chain of infection?

C. mode of transmission
A. circuit of transmission
B. transmission line
D. transmission connection
7. Alin ang halimbawa ng infectious agent?

A. Tao
B. Dugo
C. Kamay
D. Bakterya
146
8. Ito ang lugar kung saan nagpaparami ang mikrobyo.

Anong elemento ng kadena ng impeksiyon ang tinutukoy nito?
A. Infectious agent
C. Portal of exit

B. Portal of entry
D. Reservoir
C
O
PY
9. Alin ang madaling panirahan ng mga mikrobyo?

A. malinis na pangangatawan

B. mabangong damit
C. mabahong prutas
D. maruming gamit

10. Anong sakit ang maaaring makahawa at kumalat sa pamamagitan ng
respiratory droplet?
A. Leptospirosis
B. Dengue
C. Pigsa
D. Sipon
11. Sa paanong paraan kumakalat ang sakit na trangkaso, tuberculosis, at
SARS?
A. Hangin
B. Pagkain
C. Tubig
D. Hayop
C. Lamok
D. Langaw
EP
E
12. Anong hayop ang nagdadala ng dengue?

A. Daga
B. Ipis
13. Alin sa sumusunod ang HINDI halimbawa ng portals of entry and exit?

A. Sugat sa balat
C. Pakikipaglaro

B. Paghinga
D. Pagsubo ng pagkain
14. Paano masusugpo ang kadena ng impeksiyon?

A. Lumayo sa kapuwa tao

B. Parating manatili sa loob ng bahay

C. Manirahan malayo sa mga kapitbahay

D. Magtakip ng ilong at bibig kapag magbabahing
147
15. Alin ang dapat isagawa upang makaiwas sa sakit?

A. Iwasang makisalamuha sa ibang tao.

B. Lagyan ng screen ang mga bintana ng bahay.
C. Payuhan ang may sakit na manirahan na lamang sa ospital.
D. Ugaliing maghugas ng kamay bago at pagkatapos
gumamit ng palikuran.
PY
16. Alin ang HINDI nagpapakita ng pag-iingat sa pagkakaroon ng sakit?

A. Pagpapabakuna

B. Pagsalo sa kinakain ng may sakit

C. Paggamit ng mask at gloves kapag nag-aalaga ng may sakit

D. Pagkonsulta nang regular sa doktor
C
O
17. Nabalitaan mong natrangkaso ang iyong kaibigan, ano ang iyong gagawin?

A. Aalagaan ko siya

B. Dadalawin ko siya at yayakapin

C. Sasabihan ko siyang magpagaling nang husto bago pumasok
D. Sasabihan ko siyang huwag na niya akong lalapitan pagpasok niya
sa paaralan
EP
E
18. Napansin mong maraming langaw, ipis, at daga sa basurahang malapit sa

inyong bahay, ano ang iyong gagawin?

A. Magpapaskil ako ng babalang BAWAL ANG MAGTAPON DITO!

B. Gagamit ako ng insect spray at panlason sa daga
C. Palilinisan ko ito sa aking mga kapatid

D. Magkukunwaring hindi ito napansin
19. Napansin mong ang ulam na nakahain ay dinapuan ng maraming langaw,

ano ang iyong gagawin?

A. Ipakakain ko ito sa aso

B. Iinitin ko ito bago ko ito ulamin

C. Ibibigay ko ito sa aming kapitbahay
D. Aalisin ko ang mga itlog ng langaw bago ko ito ulamin
148
20. Nakahilera malapit sa inyong paaralan ang tindahan ng barbecue, isaw,

tainga, fishball, kikiam, at squid balls na walang takip. Anong sakit ang
maaaring makuha sa mga pagkain dito?
A. Dengue B. Hepatitis C. Trangkaso
D. Leptospirosis
21. Alin ang dapat mong gawin kung may katabi kang walang patid ang pagubo na walang takip ang bibig at ilong?
PY
A. Aalis sa tabi ng umuubo

C. Pahihiramin siya ng panyo
B. Patatakpan ko ang bibig niya D. Itutulak siya palayo sa akin
C
O
22. Ano ang dahilan ng paghahawa-hawa ng sakit sa balat?

A. Pakikipaglaro sa kapuwa bata
B. Pakikipagsayawan sa ibang bata
C. Pakikipag-away sa ibang bata
D. Paggamit ng damit at sabon ng iba
EP
E
23. Ang leptospirosis ay madaling makuha ng isang tao kung siya ay may
________.
A. Ubo
B. Sipon
C. Lagnat
D. Sugat
24. Aling sakit ang HINDI tuwirang naihahawa ng tao sa ibang tao?
A. Alipunga B. Bulutong C. Rabies
D. Ubo
25. Maiiwasan ang paglaganap ng dengue sa isang pamayanan sa pamamagitan

ng ________.
A. Pagkain ng masustansiyang pagkain
B. Paglilinis ng mga kanal at paligid
C. Pagdidilig ng mga halaman
D. Pagsusunog ng plastik
149
SUSI SA PAGWAWASTO
1. C 11.A 21. B
2. D 12. C 22. A
3. F 13. A 23. D
5. A 15. D 25. B
7. D 17.D
8. D
18. B
9. D 19. A
20. B
EP
E
10 .D
C
O
16. B
6. C
PY
4. B 14. D 24. A
Sanggunian:

Iwas-Sakit Mula , Delos, Reyes, D. , 2008, Makati City

www.com.yuna.92.us/home/showdocument?id=7815

Communicable diseases and Reporting Requirements

Yung Country Public Health Services District, Benito Lopez,
Epidemiologist

Our World of MAPEH, Copiaco, et.al, 2013, Quezon City, Philippines

Mississippi Comprehensive Health Framework Disease Control and
Prevention Manual

K to 12 Health Video Presentation of Dr. Vicencio, Health Consultant
150

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VISIT DEPED TAMBAYAN

Ang aklat na ito ay magkatuwang na inihanda at sinuri ng

Edukasyong Pangkatawan at Pangkalusugan Ikaapat na Baitang

Inilathala ng Kagawaran ng Edukasyon

Mga Bumuo ng Patnubay ng Guro

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong

Magandang Buhay mga Guro!

TALAAN NG MGA NILALAMAN

Mikrobyong Maliliit, Nakasasakit.............................................138

Daloy ng Impeksiyon, Mabilis ang Aksiyon.............................140

Pag-iwas ay Gawin upang Di-maging Sakitin.........................142

Republic of the Philippines

(Grade 1 to Grade 10)

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Health Curriculum Guide December 2013

Conceptual Framework of Health Education

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM

CHARACTERISTICS OF THE HEALTH CURRICULUM

K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM

The learner demonstrates an understanding of

The learner demonstrates an understanding of key health

The learner demonstrates an understanding and

Key Stage Standards

K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Health Curriculum Guide December 2013

K to 12 BASIC EDUCATION CURRICULUM

Health Content Matrix for Grades 1 to 10

K to 12 Health Curriculum Guide December 2013

Grade 1 - NUTRITION 1ST QUARTER (H1N)

distinguishes healthful from less

B. Consequences of eating less

2. tells the consequences of eating

C. Good eating habits

K to 12 BASIC EDUCATION CURRICULUM

Grade 1 PERSONAL HEALTH 2ND QUARTER (H1PH)

practices good health

less healthful foods

practices good decision-making

practices good eating habits that

1. identifies proper behavior during

5. realizes the importance of

K to 12 BASIC EDUCATION CURRICULUM

K to 12 Health Curriculum Guide December 2013

describes the characteristics of a

discusses the effect of clean

discusses how to keep water at

practices water conservation

explains the effect of indoor air

K to 12 BASIC EDUCATION CURRICULUM

B. Ways to keep the healthful

practices ways to keep indoor air

explains the effect of a home

demonstrates how to keep the

identifies sources of indoor air

3. identifies appropriate persons to

4. demonstrates ways to ask for help

5. follows rules at home and in