DAILY LESSON LOG
School
GRADE 8
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
D. References
1.Teacher’s Guide Pages
2. Learner’s Materials Pages
3.Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
E. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
Grade Level 8
Teacher Learning Area MAPEH – HEALTH
Teaching Dates and Time Quarter 4
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates the understanding of factors that influence cigarette and alcohol use and strategies for prevention and control
The learner consistently demonstrates personal responsibility in the prevention of cigarette and alcohol use through the promotion of a
healthy lifestyle
1. discusses gateway drugs H8S-Iva-27
2. identifies reasons why people smoke cigarettes H8S-Iva-28
Topic: Prevention of Substance Used and Abused (Gateway Drugs)
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
PE and HEALTH LEARNERS MODULE
pp.5-20
pp. 355-367
pp. 355-367
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
1. Pray
2. Getting the attendance
3. Activate prior knowledge(Review Disease prevention and control of communicable diseases)
4. Enumerate the objectives of the Prevention of substance use and abuse
Activity No. 1: Pre-assessment
Self-Inventory (Active or Passive)
Number a page in your MAPEH notebook or activity sheet from 1 to 15. Read and answer each item below by writing YES or NO. Total the number of yes
responses for items 1 to 5, 6 to 13, and 14 and 15.
1.Do you smoke?
2.Is there someone who lives with you, who smoke?
3.Do you have friends who smoke?
4.Are you often exposed to cigarette smoke?
 5.Do you sometimes find yourself with people who smoke?
6.When people around you smoke, do you let them know that you do not want to inhale
or smell their smoke?
7.Have you tried giving disapproving look at people who smoke to let them know that you indirectly dislike smoking?
8.Have you ever commented about someone smoking but not directly to the smoker?
9.Have you ever asked smokers to get rid of their smoke?
10.Have you ever asked smokers to transfer to another place so that you would not inhale their smoke?
11.Have you ever tried moving away from a smoker who does not listen to your appeal?
12.If you are in a vehicle and someone is smoking, do you roll down the window or turn towards the window to avoid inhaling smoke?
13.Have you ever tried moving away from a smoker without asking him/ her to move away instead?
14.Will you just let smokers smoke near you, choosing to be passive, saying nothing and doing nothing?
15.Are you afraid that if you speak out and ask a smoker to stop smoking or move away from you, that he/ she will laugh or get mad at you?

What is your score in the self-inventory?

If you answered YES for items 1 to 5, you might be “at risk of exposure to smoke”.
Now, for items 6 to 13, if you answered YES to five or more questions, you are in the “active zone” and you stand for your rights and protect your health. If you answered
YES to 3 or 4 questions, you are heading towards standing for your rights and protecting your health. If you answered YES to 1 or 2 questions, you are beginning to stand
for your rights and protect your health.
If you answered NO to items 6 to 13, you are a passive smoker and need to learn to stand up for your rights and protect your health.
If you answered YES to items 14 and 15, it is important to learn how to be active in standing up for your rights and protecting your health.

Activity No. 2: VALUES CLARIFICATION

Ask the learners to copy the chart below in their MAPEH notebook/ activity sheet/ journal. Based on their scores in the self-inventory, instruct them to encircle the words that best describe their
current position. They will use a red crayon, marker or ballpen if they are near or in the passive zone. They will use a green crayon, marker or ballpen if they are near or in the active zone. Use
the examples on the next page as guide:

C. Presenting examples/
instances of the new lesson

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
Activity No. 3
The term “Gateway Drug” is used to describe any drug that a non-drug user might try out. Cigarettes and alcohol are “gateway drugs”. Gateway
drugs are legal drugs that are readily accessible. People who abuse more dangerous drugs such as marijuana and shabu often start from cigarette
smoking and drinking alcohol.
Since cigarettes and alcohol are readily available and generally accepted in our society, many people use them for various purposes. Teenagers are
especially vulnerable because they are curious and risk-takers.
According to the study done by the National Youth Commission (NYC), 2 out of 5 Filipino teenagers aged 13 to 15 years old, smoke cigarettes
(philstar.com, March 16, 2012). Furthermore, in a study conducted by an anti-tobacco group in the year 2011, ten Filipinos die every year of tobacco-
related diseases (Philippine Daily Inquirer, Sept. 19, 2011).
Health experts explained that the continuous increase in cigarette use and alcohol consumption by Filipino teenagers is due to its very cheap
price. Many pro-health groups are now asking the government to increase taxes from cigarette and alcohol companies. The increase in taxes will
likewise increase cigarette and alcohol prices in the country.
Activity No. 4: (Form 4 groups and write your answers in a manila paper)
Ask the learners to answer the following questions. Accept all answers:
1. What are gateway drugs? Give some examples of them.
2. Why are cigarette and alcohol called gateway drugs?
3. What are the harmful effects of cigarette smoking to the body?
4. Why is smoking a threat to the environment? Explain.
 5. What are the harmful effects of alcohol to the body?
6. How can you prevent cigarette smoking and alcohol drinking? Give some ways.
Activity No. 5: Key to Knowing
Copy and complete the key diagram below. List the two gateway drugs in the two smaller boxes and the examples of dangerous and illegal drugs in the
bigger box.
F. Developing mastery
(Leads to Formative
Assessment 3)

Activity No. 6

G. Finding practical
applications of concepts and
skills in daily living

What can you say about the lesson for today?

Is cigarette good for your health?
H. Making generalizations and
abstractions about the lesson
Answer the Activities 5 and 6 .
Process learners responses.
Quiz
1. It is the drug which can open doors for the user to experiment and try dangerous drugs.
a. Drugs b. gateway drugs c. alcohol d.cigarettes
2. What are the Two Gateway Drugs?
a. Marijuana and shabu b. cigarettes and alcohol c. cigarettes and marijuana d. alcohol and shabu
3. What are the two dangerous and illegal drugs that the gateway drugs may lead the teenagers through abusive usage?
b. Marijuana and shabu b. cigarettes and alcohol c. cigarettes and marijuana d. alcohol and shabu
4. Why do people smoke?
I. Evaluating learning
a. Because their family and friends smoke .
b. Because they know they can get complications
c. Because of happiness
d. Because of illegal drugs.
5. Cigarettes and alcohol are illegal drugs.
a. Maybe b.Yes c.No d. all of the above

Checking and Recording of scores

J. Additional activities for
application or remediation

V. REMARKS

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?
VI. REFLECTION 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% on
the formative assessment

B. No. of learner who require additional

activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with the
lesson.
D. No. of learners who continue to
require

E. Which of my teaching strategies

worked well? Why did these work

F. What difficulties did I encounter

which my principal or superior can help
me solve?

G. What innovation or localized

materials did I use/ discover which I
wish to share with other teachers?