Health9q4 PDF

DETAILED
LESSON PLAN
IN HEALTH 9
(Fourth Quarter)
Detailed Lesson Plan in MAPEH

Grade 9
i
Region V/Daily Lesson Plan/2019-2020
PAGKILALA
Mga Gurong Manunulat:
NINA NACARIO
MA. JOSEFINA CARUMBA
MADONNA PERIABRAS
CECILIA SADANG
MARISOL DE LIMA
ROWELL LUCENA
Content Editor
MARIBEL VARGAS
Language Editor
ALFIE GASCON
Editor Consultant
CYNTHIA MONTANEZ
Consultant
BELEN PILI
Illustrator
RUDILY BARCE
Lay – out Artist

MARLY P. ESPIRITU
ii
TABLE CONTENTS
Cover Page i
Pagkilala ii
Table of Contents ii
INJURY PREVENTION, SAFETY AND FIRST AID
Concepts of Intentional Injuries

1–5
TYPES OF INTENTIONAL INJURIES
6 – 15
Injury, Prevention, Safety and First Aid (Intentional)
16 – 20
Prevention and management of intentional injuries
21 – 28
29 – 32
iii
DETAILED LESSON PLAN (DLP) IN HEALTH
Grade 9 LC1
Grading Period 4th Week ____
I.OBJECTIVES
A. Content demonstrates understanding of the concepts and
Standards principles of safety education in the prevention of
The learner… intentional injuries.
B. Performance
Standards consistently demonstrates resilience, vigilance and
The learner… proactive behaviors to prevent intentional injuries.
C. Learning
Competencies/ differentiates intentional injuries from unintentional
Objectives injuries. H91S-Iva-d-31
Write the LC code
for each
The learner...
II. CONTENT Concepts of Intentional Injuries
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Physical Education & Health Learner’s Material by
Materials pages Doria, Gonzales, Sedilla, Cagulang, Mabiling, Yap
& de la Torre pp 368-373
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other Learning Video clip: Intentional Injuries
Resources https://www.youtube.com/watch?v=BLBJSHgZqn8
IV. PROCEDURES ADVANCED GROUP AVERAGE GROUP

A. Reviewing Connect the lesson with learner’s prior knowledge
previous lesson by asking the question
or presenting the What is your concept of injury?
new lesson
B. Establishing a Introduce the learning objectives:
purpose for the - differentiates intentional injuries from unintentional
lesson injuries.
C. Presenting Let learners complete the sentences for each
examples/instanc character and share responses with the class.
es of the new
lesson
1
For
construction
workers, injury
maybe
__________.
https://www.google.com/search?q=construction+worker&client=opera
&hs=yt9&source=lnms&tbm=isch&sa=X&ved=0ahUKEwjTpoK2mPzk
AhVZM94KHcjiD3wQ_AUIESgB&biw=1326&bih=584#imgrc=qrby5a
woRJyx5M :
For fireman,
injury maybe
__________.
https://www.nhpr.org/post/firefighters-want-cdcs-study-pfas-chemical-
health-effects
For athlete,
injury maybe
__________.
https://www.google.com/search?q=athlete&client=opera&hs=qyU&so
urce=lnms&tbm=isch&sa=X&ved=0ahUKEwjv4PmmnvzkAhXLZt4KH
Qj5AEIQ_AUIESgB&biw=1326&bih=584#imgrc=P-hyej2nLehc3M:
For doctor,
injury maybe
__________.
https://www.google.com/search?q=doctor&client=opera&hs=E2U&so
urce=lnms&tbm=isch&sa=X&ved=0ahUKEwi-
9qWLn_zkAhWNM94KHfPgCGMQ_AUIESgB&biw=1326&bih=584#i
mgrc=r56RYiCpVRlKTM:
For mother,
injury maybe
__________.
https://www.google.com/search?q=mother&client=opera&hs=z
5U&source=lnms&tbm=isch&sa=X&ved=0ahUKEwijgJL6n_zk
AhXu-GEKHU1hBl8Q_AUIESgB#imgrc=A6QziVX_XGo4uM:
2
Process the activity by asking “What concepts of
injury are similar and different among the five
people?”
D. Discussing new Explain/Define injury.

concepts and
practicing new Let the student watch a video-clip: “Learn about
skills #1 Intentional Injury”.
https://www.youtube.com/watch?v=BLBJSHgZqn8
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Let learners read the news headlines and let them
mastery (Leads to classify whether they refer to intentional or
Formative unintentional injuries.
Assessment 3)
-Estudyante, nagpakamatay matapos ma-bully
-TEENAGER RAPED AND SLAIN
-Binatilyo, patay matapos tamaan ng kidlat
-Bata, nalunod sa baha!
-Riot ng mga gang, nauwi sa madugong wakas!
-Karambola ng mga sasakyan, pito ang sugatan!
-GIRL,7, KIDNAPPED IN QC
-NEOPHYTE, PATAY SA HAZING

SUNOG SA QC, MULA SA NAPABAYAANG
KANDILA
-Sekyu, nasagasaan dahil sa sobrang kalasingan
G. Finding practical Let students explain how they classified each news
applications of headlines.
concepts and
skills in daily
living
H. Making Lead a brief class discussion on what the students
generalizations have learned by asking how they distinguished
and abstractions between intentional and unintentional injuries and
about the lesson describe the types of intentional injuries.
I. Evaluating
learning Let them unscramble the phrases to form the
meaning.
3
NTENTIONAL
INJURIES
intended to
injuries in
Intentional injuries are
type of _________________.
which some
(Answer: are types of
harm was injuries in which some
harm was intended to
occur occur.)
J. Additional Let learners read on the types and characteristics of

activities for Intentional Injuries found on pages 374-386 of the
application or learner’s module.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
4
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
5
DETAILED LESSON PLAN IN HEALTH
Grade 9 LC#2
Grading Period __4th__ Week ____
I.OBJECTIVES
A. Content demonstrates understanding of the concepts and
Standards principles of safety education in the prevention of
intentional injuries
B. Performance consistently demonstrates resilience, vigilance and

Standards proactive behaviors to prevent intentional injuries
C. Learning
Competencies describes the types of intentional injuries
/ Objectives H9IS-Iva-d 32
II. CONTENT TYPES OF INTENTIONAL INJURIES

1. Bullying (cyber bullying)
2. Stalking
3. Extortion
4. Gang and youth violence
5. Illegal fraternity-related violence
6. Kidnapping and abduction
7. Acts of terror
8. Domestic violence
9. Suicide
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Physical Education and Health 9 Learner’s Manual,
Materials Pages 374 - 397
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
5. Other The teacher may use additional resources from books
Learning and online resources.
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing Examine the picture and answer the questions
previous below.
6
lesson or
presenting the
new lesson
Source:
https://www.google.com/search?q=cctv+camera+attached+
along+streets&sxsrf=ACYBGNSmgdKoWivtb6eyXIF3fMUN
7JAVw:1570287403632&source=lnms&tbm=isch&sa=X&ve
d=0ahUKEwitv423sIXlAhWSOnAKHTocAq8Q_AUIEigB&bi
w=1500&bih=711#imgrc=rzEBxophoj-HqM:
1. What safety equipment is seen in the

picture?
2. Is it effective in preventing incident of
intentional injuries?
3. How would it promote a safe environment?
Possible Answers:
1. A security camera is seen in the picture.
2. Yes, it is effective in preventing incident of
intentional injuries.
3. The use of security camera can help promote
a safe environment through the following:
• It deters crime. Once they are placed,
you will be able to see their effect on
people almost immediately.
• It enables you to monitor the
activities of people visiting your
home and office as well as the goings-
on at these places. This is a great way
to detect suspicious people and keep
tabs on their activities.
• It is used to gather evidence. With a
security camera, the legal authorities can
see the series of events as they really
unfolded.
B. Establishing a Elicit the students’ understanding of the word

purpose for “intentional injury” using their own experiences.
the lesson Record ideas on the board and integrate these
ideas throughout rest of the class.
C. Presenting Analyze the following illustrations. Answer
examples/insta the guide questions below.
nces of the
new lesson
7
Figure 1. “Flashback”
source:
http://whatittakes2bme.files.wordpress.com/2009/0
8/sexual-abuse-flashback.jpg
Sticks and stones may break my bone,

But words can also hurt me.
Sticks and stones break only skin.
While words are ghosts that haunt me.
Pain from words has left its scar
On mind and heart that’s tender.
Cuts and bruises now have healed.
It’s words that I remember.
Figure 2.
“When
Words Hurt More than Broken Bones”
<source:
http://lifeisshotblog.files.wordpress.cm/2013/07/sticks-
stones-words-hurt-me,jpg
1. What types of injuries are being portrayed in

the illustrations?
2. Based on these illustrations, what are the
effects of intentional injuries on their victims?
3. What are the other impacts of intentional
injuries?
Possible Answers:
1. Figure 1. Sexual abuse; Figure 2. Verbal
abuse
2. Victims of intentional injuries might suffer
from trauma, sorrow, anguish, misery, shock,
stress, grief and pain.
3. Incidence of intentional injuries may also
imply that the government in a certain place
is not doing well in promoting the security of
its people.
8
D. Discussing Ask learners to form five Using a powerpoint
new concepts groups. Let them read presentation,
and practicing the topic/s assigned to discuss the types of
new skills #1 them on pages 374-386 intentional injuries.
of the Learner’s module.
Process questions:
Process questions: 1. What is its
1. What is its meaning/definitio
meaning/definition? n?
2. What is its 2. What is its
category/classificati category/
on/types? classification/type
3. How will you s?
recognize this kind 3. How will you
of injury? What are recognize this
the indicators? kind of injury?
4. What are its effects What are the
on the victims? indicators?
4. What are its
(Please refer to Activity 3. effects on the
Intentional Injuries: Types and victims?
Characteristics on pages 374 –
386 of the LM, PE and Health
9) (Please refer to Activity 3.
Intentional Injuries: Types
and Characteristics on pages
374 – 386 of the LM, PE and
Health 9)
E. Developing Group Activity: Creative Presentations

mastery Learners may do a dramatization,
(Leads to poetry/jingle, collage, picture series or any other
Formative method to creatively report the topic to the class.
Assessment 3) Refer to the answers from the previous activity as
guide in the content of the presentations.
Rubrics for Creative Presentation:
Criteria Excellent Good (3 Fair (2 Poor (1

(4 points) points) points) point)
Content All All contents Most of Not all the
contents were the contents
were covered. contents were
covered were covered.
and covered.
students
presented
the
content
creatively.
9
Prepare Students Students The Students
dness are seem pretty students do not
completely prepared are seem at all
prepared but might somewhat prepared to
and have have prepared, present.
obviously needed a but it is
rehearsed. couple clear that
more rehearsal
rehearsals. was
lacking.
Posture Students Students Few Students
and Eye stood up stood up students were
Contact straight, straight. stood up distracted,
looked They were straight. being
relax and not Some distracting
confident. distracted were and/or does
They were or being distracted not look at
not distracting. or being people
distracted They distracting. during the
or being established Not all of presentatio
distracting. eye contact the n.
They with students
establishe everyone in establishe
d eye the room d eye
contact during the contact
with presentatio with
everyone n. everyone
in the in the
room room
during the during the
presentati presentati
on. on.
Volume Volume Volume Volume Volume
was loud was loud was loud was often
enough to enough to enough to too soft to
be heard be heard by be heard be heard by
by all most by some all.
throughout throughout throughout Students
the the the did not
presentati presentatio presentati speak
on. n. Students on. clearly.
Students spoke Students
spoke clearly most spoke
clearly all of the time. clearly
the time. sometimes
.
10
Enthusia Facial Facial Facial Very little
sm expression expressions expression use of facial
s and body and body and body expressions
language language language or body
generated sometimes were used language.
a strong generated a to try to Did not
interest strong generate generate
and interest and enthusias much
enthusias enthusiasm m, but interest in
m about about the seemed topic being
the topic in topic in somewhat presented.
others. others. artificial.
Creativit Students Students Students Students
y were were attempted were not
creative in somewhat to be creative in
their creative in creative in their
presentati their their presentatio
on and presentatio presentati n and did
were able n and on but not attempt
to engage engaged failed to to engage
the the engage the
audience audience the audience
audience.
TOTAL POINTS DESCRIPTIVE RATING
F. Finding Complete the sentences regarding what you

practical will do, what you will change, and what you will
applications of stop doing, in relation to a violence-free world.
concepts and
skills in daily I will stop
living ______________________________________
I will change
____________________________________
I will do
________________________________________
Possible Answers: (may vary among learners)

1. I will stop disobeying rules and regulations at
home, school and community.
2. I will change my negative outlook on life and
see life positively.
3. I will do my best to make a personal
commitment to non-violence.
G. Making 1. What is injury? Intentional injury?

generalization 2. What are the types of intentional injuries?
s and 3. What are its effects on the victims?
abstractions
Possible Answers:
11
about the 1. An injury means harm or damage; an act or
lesson event that causes someone or something to no
longer be fully healthy or in good condition
2. TYPES OF INTENTIONAL INJURIES

(Conceptual Framework)
Source: Learner’s Module in PE and Health 9, page 375)

3. Victims of intentional injuries might suffer from
trauma, sorrow, anguish, misery, shock, stress,
grief and pain.
H. Evaluating Multiple Choice. Choose the best answer for each
learning of the following questions. Write the letter
corresponding to your choice in an answer sheet.
1. Injuries resulting from purposeful harmful actions

upon oneself or others are known as:
A. simple mishap
B. honest mistakes
B. intentional injuries
12
C. unintentional injuries
2. Which is classified as intentional injury?
A. burn
B. laceration
C. suicide
D. vehicular accident
3. How would you classify an injury sustained
from initiating a fight?
A. intentional / preventable
B. intentional / unpreventable
C. unintentional / preventable
D. unintentional / unpreventable
4. What kind of bullying involves using of
technology and electronic means?
A. cyber bullying
B. physical bullying
C. social bullying
D. verbal bullying
5. What form of violence is used for political goals
which include putting the public or a great
number of people in fear?
A. bullying
B. kidnapping
C. suicide
D. terrorism
6. Why do some victims of sexual abuse remain
quiet and don't report the incident?
A. The victim might be afraid of what will
happen to him/her if he/she tells someone
especially if the abuser has threatened
him/her.
B. The victim might be told that was happening
is normal and doesn't realize that it is a form
of abuse.
C. The victim might not know that help is
available or he/she does not know whom to
talk to.
D. All of the above.
7. Acts of omission or commission that cause harm
or potential harm to a child are all forms of
A. child abuse
B. child custody disputes
C. child maltreatment
D. child negligence
8. Unwanted or obsessive attention by an
individual or group toward another person.
A. stalking
B. bullying
C. abduction
13
D. gangs
1. ANSWERS:
2. 1. B
3. 2. C
4. 3. A
5. 4. A
6. 5. D
7. 6. D
8. 7. A
9. 8. A
I. Additional Why are intentional injuries and violence important

activities for public health issues?
application or Intentional Injuries and violence are the
remediation
considered leading causes of death and disability
• Assignmen
t/Agreemen for all ages, regardless of sex, race/ethnicity, or
t (____ socioeconomic status. Beyond their immediate
minutes). health consequences, injuries and violence have
Fill-in a significant impact on the well-being of the
below any
of the four people by contributing to premature death, years
purposes of potential life lost, disability and disability-
• Reinforcing adjusted life years lost, poor mental health, high
/ medical costs, lost productivity.
strengtheni
ng the Likewise, the effects of injuries and violence
day’s extend beyond the injured person or victim of
lesson violence to family members, friends, coworkers,
• Enriching / employers, and communities.
inspiring
the day’s
lesson
• Enhancing
/ improving
the day’s
lesson
Preparing for
the new lesson
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
14
on the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the remedial

lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
15
Grade 9 LC#3
Grading Period __4th__ Week ____
I. OBJECTIVES
A. Content The learners demonstrate understanding of the
Standard concepts and principles of safety education in the
prevention of intentional injuries.
B. Performance The learner consistently demonstrates resilience,
Standard vigilance and proactive behaviors to prevent
intentional injuries.
C. Learning Analyzes the risks factors related to intentional
Competencie injuries.
s/ H9 IS-IV e-h-33
Objectives
Write LC
code for
each
II. CONTENT Injury, Prevention, Safety and First Aid (Intentional)
III. LEARNING
RESOURCES
A. References:
1. Teacher’s
Guide pages
2. Learner’s 398-401
Materials
pages
3.Textbook The teacher may use other textbook
pages
4.Additional The teacher may use other learning resources.
Materials from
Learning Resource
(LR) portal
B. Other (suggested link)
Learning https://www.cdc.gov/violenceprevention/youthviolen
Resources ce/riskprotectivefactors.html
IV. PROCEDURE
A. Reviewing Ask:
previous 1.What is intentional injury?
lesson or 2. What are the common intentional injuries in the
presenting Philippines?
the new
lesson Possible Response:
1. Intentional injury is injury resulting from
violence.
It refers to injury resulting from purposeful
human action.
16
2. Intentional injuries include interpersonal
violence (homicide, sexual assault, neglect
and abandonment, and other maltreatment),
suicide, and collective violence (war).
B. Establishing
1. Ask:
a purpose 2. 1. Have you heard from the news about teenager
for the being raped and slain?
Lesson 3. 2. What are the reasons why abuse and violent acts
are committed?
C. Presenting
examples/ Show to the class some pictures depicting the
instances following:
of the new • Domestic violence
lesson • Bullying
• Stalking
• Extortion
• Gang and youth violence,
illegal fraternity-related violence
• Verbal abuse
Ask them to describe what are in the pictures.
D. Discussing Using the same pictures, let them identify the
new common factors for the violent behaviors.
concepts
and Possible Response:
practicing Common factors which can be causes of
new skills violence
#1 • Having a lack of attention or respect.
• The influence of one's peers.
• Having low self-worth.
• Experiencing abuse or neglect.
• Witnessing violence in the home, community,
or
• medias.
• Access to weapons.
E. Discussing new Form ten groups. Each group will be assigned a

concepts and topic (refer below). The group must copy the
practicing new sample diagram in their worksheet. Indicate the
skills # 2 risks factors or reasons for violent actions and
behaviors (cause) that lead to intentional
injuries(effect). Assign a representative afterwards
to present the outputs to the class.
Topics per group:

1. Self- inflicted (Suicide and
parasuicide)
17
2. Domestic violence
3. Bullying
4. Stalking
5. Extortion
6. Gang and youth violence, illegal
fraternity-related violence
7. Kidnapping and abduction
8. Acts of terror
9. Verbal abuse
10. Sexual abuse (incest, molestation and
rape)
Cause
Effect
Ask:
What are the common reasons for the
violent behavior that cause intentional
injuries?
F. Developing Based on the outputs of all groups, have them

mastery summarize the risk factors using the diagram below:
( Leads to
Formative
Assessment 3) Community/Societal factors
School factors
Relationship factors
(with family and peers)
Individual factors
G. Finding Ask:
practical 1. What will you do if you are in a violent
application of situation?
concepts and 2. Do you think the factors for the violent behavior
skills in daily are preventable?
living
18
H. Making Ask:
generalizations 1.What are the most common intentional injuries in
and abstraction our
community?
2.What are the risk factors related to these
intentional injuries?
Possible Response:
1. Domestic violence, bullying, Verbal
abuse, Sexual abuse ( incest,
molestation and rape)
2. Involvement with drugs, alcohol, or
tobacco.
Poor behavioral control.
Attention deficits, hyperactivity, or
learning disorders.
History of violent victimization.
Exposure to violence and conflict in
the family.
Poor monitoring and supervision of
children
I .Evaluating Give ten reasons or factors why abuse and violent

learners acts are committed.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
C. Did the remedial
lesson work? No. of
learner who have
caught up with the
lesson
D. No. of learners
who continue to
require remediation
E. Which of my
reaching strategies
worked well? Why
did these work?
19
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
used/discover which
I wish to share with
other teachers.
20
DETAILED LESSON PLAN (DLP) IN HEALTH
Grade 9 LC#4
Grading Period _4_Week ______
I. OBJECTIVES
The learners demonstrate understanding of the

A. Content Standards
concept and principles of safety education in the
prevention of intentional injuries
B. Performance The learner consistently demonstrates

Standards resilience, vigilance and proactive behaviors to
prevent intentional injuries
C. Learning The learners should be able to:
Competencies/ 4. identify protective factors related to
Objectives intentional injuries
(Write the LC Code for (H9IS-IVe-h-34)
each)
II. CONTENT Prevention and management of intentional
injuries
• Self-protection
• Preventing self-harm
• Promoting a culture of non-violence
through health behaviors of violence
• Reporting cases of violence to proper
authorities
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
P.E and Health 9 page 401
Materials pages
3. Textbook pages
4. Additional Got-06-violence.pdf
Materials from
Learning
Resource (LR)
portal
IV. PROCEDURES Advance Learners/
Average Learners
21
A. Review previous
lesson or presenting new Summarize the risk factors using the diagram
lesson below.
Possible answer:
Community/societal risk factors
• Low level of community participation
• Socially disorganized neighborhoods
• High level of family disruption
School risk Factors

• Poor academic performance
• Low commitment to school and school
failure
Family risk factors
• Low parental involvement
• Low emotional attachment to parents
or caregivers
• Low parental education and income
• Harsh, lax, or inconsistent disciplinary
practices
• Parental substance abuse or
criminality
• Poor monitoring and supervision of
children
Individual risk factors
• High emotional distress
• History of violent victimization
• History of early aggressive behaviour
• Involvement with drugs, alcohol, or
tobacco
• Poor behavioural control
• Exposure to violence and conflict in the
family
22
B. Establishing a purpose Ask: Do you think these factors are preventable?
for the lesson Why or why not?
C. Presenting Which road will you choose? The positive or the
examples/instances of negative one?
the new lesson Try to analyse the picture shown below.
D. Discussing new These are positive influences that can

concepts and practicing improve the lives of individuals or the safety
new skills #1 of a community. These may decreases the
likelihood that individuals engage in crime or
become victims. Building on existing
protective factors makes individuals and
communities stronger and better able to
counteract risk factors.
Community/societal protective factors
• Involvement in prosocial activities
• Possession of affective relationships
with those at school that are strong,
close and prosocially oriented
• Membership in peer groups that do
not condone antisocial behaviour
(good peer group/friends)
• Strong social support
• Availability of social services(social,
recreational, cultural, etc.)
• Community engagement
School protective Factors
• success at school
• commitment to school ( an investment
in school and in doing well at school)
23
• exposure to school climates with the
following characteristics:
✓ intensive supervision
✓ clear behaviour rules
✓ consistent negative
reinforcement of aggression
✓ engagement of parents and
teachers
Family protective factors
• connectedness to family or adults
outside the family
• ability to discuss problems with
parents
• frequent shared activities with parents
• consistent disciplinary practices
• keep on monitoring and supervision
of children
Individual protective factors
• high IQ
• high educational aspirations
• positive social orientation
• high developed social
skills/competencies
• religious beliefs
• intolerant attitude toward deviance
E. Discussing new ( refer activity 14 page 401)

concepts and practicing
new skills #2 Activity 14 My Protection Rights
Read the article presented. Then answer the

guide questions that follow. Here is the excerpt
from the United nations’ The Convention on the
Rights of the Child’. It focuses on articles
regarding protection rights of children to keep
them safe from harm.
24
Guide questions:
1. Explain the excerpt that you just read.

2. Do you think the Philippine government has
done its duty of protecting the welfare of children
against violent actions resulting to intentional in
juries?
F. Developing mastery (Refer activity 15 page 402)
(Leads to Formative
Assessment 3) Form 3 groups. Each group will interview one of
the three authorities: the school guidance; the
barangay chairman and a policeman. Refer to
the interview questions below. Be sure to
secure an appointment with the corresponding
authorities to be sure that you will be
accommodated at their available time. You may
also ask an adult to accompany your group
during your interview.
Interview questions:
1. What cases of violent actions and behaviors

resulting to intentional injuries were commonly
reported to your office?
2. Who were the usual victims for each type of
these acts or behaviours?
3. Who were the usual perpetrator/suspects for
each type of these acts or behaviours?
4. How did your office resolve the
issues/cases/problems?
5. What preventive measures are you doing in
order to minimize or prevent these
issues/cases/problems from happening again?
Present the results of you groups interview to

the class. Then, consolidate the data of all
groups on the board using the sample chart.
Answer the guide questions below.
Locat What Who Who How How
ion are were were did will
the the the they they
case victi perp resol mini
s? ms? etrat ve it? mize
ors/ or
Susp preve
ect? nt it?
Scho
ol
25
Bara
ngay
Com
munit
y
Guide Questions:
1. Based on the data that you have gathered,

what cases were commonly happening in the
school, barangay and community?
2. Who were usually victimized by violent
actions and behaviours that resulted to
intentional injury?
3. Who were the usual perpetrators/suspects
who committed the violent actions and
behaviours that resulted to intentional injury?
4. Were you satisfied with the way these
authorities resolved the cases of intentional
injuries? Why or Why not?
G. Finding practical How individual protective factors can decrease
application of concepts the likelihood of teenage violence?
and skills in daily living
Possible answer:
Individual protective factors decreases the

likelihood of teenage violence because discipline
starts within thyself, the building on existing
protective factors makes individuals and
communities stronger and better able to
counteract risk factors.
H. Making generalizations Ask somebody to recite the protective factors to

and abstractions about counteract risk factors.
the lesson Community/societal protective factors
• Involvement in prosocial activities
• Possession of affective relationships
with those at school that are strong,
close and prosocially oriented
• Membership in peer groups that do
not condone antisocial behaviour
• Strong social support
• Availability of social services (social,
recreational, cultural, etc.)
• Community engagement
School protective Factors
• success at school
26
• commitment to school ( an investment
in school and in doing well at school)
• exposure to school climates with the
following characteristics:
✓ intensive supervision
✓ clear behaviour rules
✓ consistent negative
reinforcement of aggression
✓ engagement of parents and
teachers
Family protective factors
• connectedness to family or adults
outside the family
• ability to discuss problems with
parents
• frequent shared activities with parents
• consistent disciplinary practices
• keep on monitoring and supervision
of children
Individual protective factors
• high IQ
• high educational aspirations
• positive social orientation
• high developed social
skills/competencies
• religious beliefs
• intolerant attitude toward deviance
I. Evaluating learning
Identify protective factors that can help you from
harm. Write I if the statement belongs to
individual factors, S if the statement belongs to
school factors, F if the statement belongs to
family and C if the statements belong to
community.
______ 1. Intolerant attitude toward

deviance
______ 2. keep on monitoring and
supervision of children
______ 3. commitment to school ( an
investment in school and in doing well at
school)
______ 4. Membership in peer groups
that do not condone antisocial behaviour
______ 5. positive social orientation
Key to correction:
27
1. I
2. F
3. S
4. C
5. I
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students’ progress this week. What
works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners
who earned 80% in the
evaluation
B. No. of learners who

require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
28
Grade 9 LC#5
Grading Period __4TH__ Week ____
I.OBJECTIVES
D. Content The learner…
Standards demonstrates understanding of the concepts and principles of
safety education in the prevention of intentional injuries
E. Performance The learner…
Standards consistently demonstrates resilience, vigilance and
proactive behaviors to prevent intentional injuries
F. Learning The learner…
Competencies / demonstrates ways to prevent and control intentional
Objectives injuries
H9IS-IVe-h-35
II. CONTENT
III. LEARNING
RESOURCES
D. References
1. Teacher’s Teaching Guide, Health 9, pages
Guide pages
2. Learner’s Learners Materials for P.E. and Health 9, pages
Materials
pages
3. Textbook
pages
4. Additional
Materials
from Learning
Resource
(LR) portal
5. Other The teacher may use additional resources from
Learning books and online resources.
Resources
IV. PROCEDURES ADVANCED LEARNERS AVERAGE
LEARNERS
A. Reviewing
previous
lesson or
presenting the
new lesson
B. Establishing a Activity 23 – Creative Presentation This activity
purpose for the applies differentiated instruction and touches the
lesson multiple intelligences of the students. Divide the
class into several groups according to their levels,
29
learning styles, or interest and assign each group a
specific unintentional injury.
C. Presenting
examples/insta The group shall present their assigned topic in a
nces of the new creative way but must address the guide questions
lesson given.
1. Where does the injury commonly happen?
2. What are the factors that contributed to the
occurrence of the injury?
3. What are the proper procedures in giving first aid
to the injury?
4. What are the ways to prevent the injury?
Suggested Presentations:
1. Gallery Walk
2. Game Show
3. Talk Show
4. Poem
5. Role Play
6. Graphical Presentation
7. Pantomime
8. News casting
9. Song Composition
10. Multimedia and Other Creative Presentations
D. Discussing new Using power point presentation, discuss the following:
concepts and • FIRST AID FOR COMMON UNINTENTIONAL
practicing new INJURIES
skills #1
E. Developing Activity 24 – Looking Back Let the learners look at
mastery (Leads their answer once again in the Activity –1-
to Formative “Emergency! Emergency! What Will I do?”
Assessment 3)
Process questions:
1. Did you do the proper first aid for each injury?
2. Which injury were you confident in giving first aid?
Why you do say so?
3. Which injury were you not confident in giving first
aid? Why do you say so?
F. Finding Activity 25 – First Aid Challenge This activity
practical assesses the skill of the learners to perform the
applications of proper procedures in giving first aid to common
concepts and unintentional injuries.
skills in daily Divide the class into several groups. Each group will
living go to 5 stations. Each station has a specific injury
and they will perform its proper first aid procedure.
A group cannot proceed to the next station if
procedure is wrong. The group will assign a different
victim for each station so that everyone will be given
the chance to experience being a victim and a first
30
aider. The group with the shortest time to finish the
challenge will get the highest score.
G. Making Process questions:
generalizations 1. Did you enjoy the activity?
and 2. Why did you lose or win in the game?
abstractions 3. What is the most important learning you have in
about the the game?
lesson 4. What are the common unintentional injuries that
may happen in school?
5. Why is it important to give correct first aid?
H. Evaluating This is the time when the learners will be doing their
learning product/performance for this quarter. Let them
choose one between the two activities. (Refer to
page 42 of the LM)
Activity 27 – Fully Packed (Product)
Activity 28 – “Let’s Go and Let’s Do!” (Performance)

I. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the remedial

lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
31
well? Why did
these work?
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?
32

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DETAILED

Detailed Lesson Plan in MAPEH

Lay – out Artist

INJURY PREVENTION, SAFETY AND FIRST AID

Concepts of Intentional Injuries

IV. PROCEDURES ADVANCED GROUP AVERAGE GROUP

D. Discussing new Explain/Define injury.

-TEENAGER RAPED AND SLAIN

-Binatilyo, patay matapos tamaan ng kidlat

-Bata, nalunod sa baha!

-Riot ng mga gang, nauwi sa madugong wakas!

-Karambola ng mga sasakyan, pito ang sugatan!

-NEOPHYTE, PATAY SA HAZING

-Sekyu, nasagasaan dahil sa sobrang kalasingan

J. Additional Let learners read on the types and characteristics of

B. Performance consistently demonstrates resilience, vigilance and

II. CONTENT TYPES OF INTENTIONAL INJURIES

1. What safety equipment is seen in the

B. Establishing a Elicit the students’ understanding of the word

Sticks and stones may break my bone,

1. What types of injuries are being portrayed in

E. Developing Group Activity: Creative Presentations

Criteria Excellent Good (3 Fair (2 Poor (1

F. Finding Complete the sentences regarding what you

Possible Answers: (may vary among learners)

G. Making 1. What is injury? Intentional injury?

2. TYPES OF INTENTIONAL INJURIES

Source: Learner’s Module in PE and Health 9, page 375)

1. Injuries resulting from purposeful harmful actions

I. Additional Why are intentional injuries and violence important

C. Did the remedial

E. Discussing new Form ten groups. Each group will be assigned a

Topics per group:

F. Developing Based on the outputs of all groups, have them

I .Evaluating Give ten reasons or factors why abuse and violent

The learners demonstrate understanding of the

B. Performance The learner consistently demonstrates

School risk Factors

D. Discussing new These are positive influences that can

E. Discussing new ( refer activity 14 page 401)

Read the article presented. Then answer the

1. Explain the excerpt that you just read.

1. What cases of violent actions and behaviors

Present the results of you groups interview to

1. Based on the data that you have gathered,

Individual protective factors decreases the

H. Making generalizations Ask somebody to recite the protective factors to

______ 1. Intolerant attitude toward

B. No. of learners who

Activity 27 – Fully Packed (Product)

Activity 28 – “Let’s Go and Let’s Do!” (Performance)

C. Did the remedial

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