CURRICULUM MAPPING

GRADE LEVEL: 7 (1st Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 1: GROWTH AND DEVELOPMENT- HOLISTIC HEALTH
WRITER: John Santillan
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFE ESSENTIAL ESSENTIA ASSESSMENT ACIVITIES
STANDARD STANDARD STANDARD COMPETENCY TASK RS GOAL UNDERSTANDI L
NG QUESTIO
N
The learner… The learner… The learner The learner… Goal: to perform The The learner will How will  Quizzes
1. Holistic will leaner be able to learn the  Summati *Lectures
Health Demonstrat Appropriat determine 1. Discusses Role: Singer, will be apply and learner ve *Groupin
2. Stages of es ely the changes the concept songwriter able to manage and be able gs
Growth understandi manages during their of holistic learn how improve to learn
and ng of concerns adolescence 2. Explains the Audience: students to oneself health how to
Developme holistic and and dimensions and teacher manage habits to manage
nt (infancy health and challenges practices of holistic and achieve holistic and
to old age) its during health habits health Situation: improve health improve
3. Changes in managemen adolescenc to achieve (physical, Performing oneself oneself
the health t of health e to holistic mental, health health
dimension concerns, achieve health intellectual, Performance/Produ habits to habits to
during the growth holistic emotional, ct: achieve achieve
adolescenc and health Core Values: social, and Recital holistic holistic
e developmen Discipline moral- health health?
4. Changes in t of Avoidance spiritual Standard:
the health adolescents Determinati 3. Analyses
dimension and how to on the The product must
during manage its Importance interplay meet the following
adolescenc challenges Guidance among the standards:
e Awareness health
5. Manageme Social Action dimensions Content – 10%
nt of health Cleanliness in Creativity – 30%
concerns developing Performance –50 %
during holistic Audience impact-
 adolescenc health 10%
e (poor 4. Practices
eating health Total: 100%
habits, lack habits to
of sleep, achieve
lack of holistic
physical health
activity, 5. Describes
dental developme
problems, ntal
body odor, milestone
postural as one grow
problem, 6. Recognizes
as well as that
other changes in
problems different
in other health are
health normal
dimensions during
) adolescenc
6. Health e
appraisal 7. Describes
procedures changes in
(height and different
weight aspects of
measurem growth that
ent, breast happen to
self- boys and
examinatio girls during
n for girls, adolescenc
hearing e
test, 8. Recognizes
scoliosis that
test, health changes in
 exam, and different
dental dimensions
exam) are normal
7. Developme during
nt of self- adolescenc
awareness e
and coping 9. Explains
skills that the
pattern of
change
during
adolescenc
e is similar
but the
pace of
growth and
developme
nt is unique
for each
adolescent
10. Identifies
health
concerns
during
adolescenc
e
11. Explains the
proper
health
appraisal
procedures
12. Demonstrat
es health
appraisal
 procedures
during
adolescenc
e in order
to achieve
holistic
health
13. Avails of
health
services in
the school
and
community
in order to
appraise
one’s
health
14. Applies
coping skills
in dealing
with health
concerns
during
adolescenc
e

CURRICULUM MAPPING

GRADE LEVEL: 7 (2nd Quarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 2: NUTRITION
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFERS ESSENTIAL ESSENTIAL ASSESSMENT ACIVITIES
STANDARD STANDARD STANDARD COMPETENCY TASK GOAL UNDERSTANDING QUESTION
The learner… The learner… The learner The learner… Goal: to The leaner The learner will How will  Quizzes
1. will learn perform will be able be able to about the learner  Summati *Lectures
Nutrition Demonstrat Makes about the 1. Identifies to learn the life decisions be able to ve *Groupin
during es informed life decisions the right Role: Singer, about the life in the choice of learn about gs
adolesce understandi decisions in the choice foods songwriter decisions in food to eat the life
nce ng of a in the of food to during the choice of during decisions in
2. Nutrition healthy life choice of eat during adolescence Audience: food to eat adolescence the choice
al during food to adolescence 2. Follows the students and during of food to
guideline adolescence eat appropriate teacher adolescence eat during
s during Core Values: nutritional adolescenc
adolescen Discipline guidelines Situation: e?
ce Avoidance for Performing
Determinati adolescents
on for Performance/Pr
Importance healthful oduct:
Guidance eating Recital
Awareness 2.1 explains
Social Action the Standard:
Cleanliness need to
Decision- select The product
Making food must meet the
based following
on the standards:
nutritio
nal Content – 10%
needs Creativity – 30%
during Performance –
adolesc 50 %
ence Audience
 2.2 follows impact-10%
the
Food Total: 100%
Pyramid
guide
for
adolesc
ents
and
nutritio
nal
guidelin
es for
Filipinos
I
choosin
g foods
to eat
3. identifies
the
nutritional
problems of
adolescence
4. describes
the
characteristi
cs, signs
and
symptoms
of
malnutritio
n and
micronutrie
nt
 deficiencies
5. discusses
ways of
preventing
and
controlling
eating
disorders
6. explains the
characteristi
cs, signs
and
symptoms
of eating
7. discusses
ways of
preventing
and
controlling
eating
disorders
8. applies
decision-
making and
critical
thinking
skills to
prevent:
nutritional
problems of
adolescents

CURRICULUM MAPPING
GRADE LEVEL: 7 (3rd Quarter)
SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 3: MENTAL HEALTH
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFERS ESSENTIAL ESSENTIAL ASSESSMENT ACIVITIES
STANDARD STANDARD STANDARD COMPETENCY TASK GOAL UNDERSTANDING QUESTION
The learner… The learner… The learner The learner… Goal: to The leaner The learner will How will Quizzes *Lectures
A. Mental will learn perform will be able be able to about the learner Summative *
Health Demonstrat Consisten about the 1. Explain to learn the life-skills in be able to Groupings
(An es tly life-skills in the Role: Singer, about the life that promote promote
Introduc understandi demonstr life that factors songwriter life-skills in mental health mental
tion) ng of ates skills promote that life that and understand health?
mental that mental affect Audience: promote of mental health
B. Understa health as a promote health the students and mental as a dimension of
nding dimension mental promoti teacher health holistic health for
stress of holistic health Core Values: on of a healthy life
1. Eustr health for a Discipline good Situation:
ess healthy life Avoidance mental Performing
2. Distr Determinati health
ess on 2. Explains Performance/Pr
Importance that oduct:
C. Common Guidance stress is Recital
areas of Awareness normal
stressor Social Action and Standard:
that Cleanliness inevitab
affects Decision- le The product
adolesce Making 3. Differen must meet the
nts tiates following
(peer, eustress standards:
family, from
school, distress Content – 10%
commun 4. Identifie Creativity – 30%
ity) s Performance –
D. Coping situatio 50 %
 with ns that Audience
stress cause impact-10%
Coping feelings
with of Total: 100%
Dying anxiety
and or
Death stress
5. Identifie
E. Types s the
and commo
Manage n
ment of stressor
Common s that
Mental affect
Disorder adolesc
s ents
1. Iden 6. Identifie
tifyin s
g physical
trigg respons
ers es of
and the
warn body to
ing stress
signs 7. Identifie
2. Prev s
entio people
n who
copi can
ng provide
and support
treat in
men stressfu
t l
3. Moo situatio
d ns
disor 8. Differen
ders, tiates
Bipol healthf
ar, ul from
Schiz unhealt
ophr hful
enic, strategi
Obse es in
ssive coping
Com with
pulsi stress
ve 9. Demons
Diso trates
rder various
(OC stress
D), manage
Obse ment
ssive techniq
Com ues that
pulsi one can
ve use
Pers every
onali day in
ty dealing
Diso with
rder stress\
(OCP 10. Explains
D), the
Post- importa
trau nce of
mati grieving
c 11. Demons
 trates
coping
skills in
managi
ng loss
and
grief
12. Recogni
zes
triggers
and
warning
signs of
commo
n
mental
disorder
s
13. Discuss
es the
types,
signs,
sympto
ms, and
preventi
on,
treatme
nt and
professi
onal
care in
managi
ng
commo
 n
mental
health
disorder
s

CURRICULUM MAPPING

GRADE LEVEL: 7 (4thQuarter)

SUBJECT AREA: MAPEH
UNIT/DOMAIN/CONTENT: UNIT 4: PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-Communicable Disease)
WRITER: Amor Grace M. Sacudit
CONTENT CONTENT PERFORMANCE FORMATION LEARNING PERFORMANCE TRANSFERS ESSENTIAL ESSENTIAL ASSESSMENT ACIVITIES
STANDARD STANDARD STANDARD COMPETENCY TASK GOAL UNDERSTANDING QUESTION
A. Introduc The learner… The learner… The learner The learner… Goal: to The leaner The learner will How will Quizzes
tion to will learn 1. Discusses perform will be able be able to learn the learner Summative *Lectures
non- Demonstrat Consisten how to the nature to learn how how to be able to *Groupin
commun es tly responsible of non- Role: Singer, to responsible to prevent gs
icable understandi demonstr to oneself communica songwriter responsible oneself and and control
diseases ng of non- ates and practice ble diseases to oneself practice a non-
(NCDs) communica personal a healthful 2. Explain non- Audience: and practice healthful lifestyle communica
B. Common ble diseases responsib lifestyle in communica students and a healthful in the prevention ble
non- for a ility and the ble diseases teacher lifestyle in and control of diseases?
commun healthy life healthful prevention based on the non-
icable practices and control caused and Situation: prevention communicable
diseases in the of non- effect, signs Performing and control diseases
1.Allergy preventio communicab and of non-
2.Asthma n and le diseases symptoms, Performance/Pr communicabl
3.Cardiovasc control of risk factors oduct: e diseases
ular disease non- Core Values: and Recital
4.Cancer communi Discipline protective
5.Diabetes cable Avoidance factors and Standard:
6.Arthritis diseases Determinati possible
7.Renal on complicatio The product
failure Importance ns must meet the
C. Preventi Guidance 3. Corrects following
on and Awareness myth and standards:
control Social Action fallacies
of non- Cleanliness about non- Content – 10%
commun Decision- communica Creativity – 30%
icable Making ble diseases Performance –
disease Responsible 4. Practices 50 %
D. Self- ways to Audience
monitori prevent impact-10%
 ng skills non-
to communica Total: 100%
prevent ble diseases
non- 5. Demonstrat
commun es self-
icable monitoring
diseases to prevent
(physical non-
activities communica
/regular ble disease
exercise, 6. Promotes
healthy programs
eating, and policies
not to prevent
smoking, and control
weight non-
manage communica
ment, ble and
routine lifestyle
medical diseases
check- 7. Identifies
up, agencies
stress responsible
manage for non-
ment) communica
E. Program ble disease
s and prevention
policies and control
on non-
commun
icable
disease
preventi
on and
 control
F. Agencies
responsi
ble for
non-
commun
icable
disease
preventi
on and
control