Q Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IX, Zamboanga Peninsula
Division of Zamboanga City
RAMON ENRIQUEZ HIGH SCHOOL
Labuan District
Labuan, Zamboanga City

LESSON PLAN IN HEALTH 9

(COT 2)

NAME: RONEL M. MONTILLANO

SECTIONS: G9- DIAMOND (12:50pm-1:30pm)

COMPETENCIES:
 Describe the types of intentional injuries. (H9IS-IVa-d-32)
 Analyze the risk factors related to intentional injuries; (H9IS-IVe-h-33)
 Identify protective factors related to intentional injuries; and (H9IS-IVe-h-
34)

I-OBJECTIVES:

At the end of this session the learners are expected to:

A. Discuss the main intentional injuries;
B. Share personal insights experiences on the different intentional injuries;
Studies shows that sharing in pairs, students get a chance to hear the knowledge restated
from peers, rather than the instructors (Gray & Madson 2007). This enables students to interact
more with each other even in a large classroom (Rao & DiCarlo, 2000); 50% of the students can
vocalize their ideas simultaneously, which is impossible in lecturer-led classrooms (Gerrard, Collette
& Elowson, 2005). Active discussion helps students learn more effectively with more independent
thinking (Crouch & Mazur, 2001), thus potentially increasing students’ attention span and appealing
to a greater number of learners (Rao & DiCarlo, 2000). Research on the long-term effects of pair
and share techniques showed that it enhanced students’ ability to solve problems, including new
types of problems (Cortright, Collins, and DiCarlo, 2005). By engaging in active and analytical
discussions, students can have increased mastery of both conceptual reasoning and quantitative
problem solving skills (Crouch & Mazur, 2001).
C. Create an infographic material to help eliminate or lessen related intentional
injuries.
Philosophy of education
Progressivism Progressivists believe that individuality, progress, and change are
fundamental to one's education. Believing that people learn best from what they consider
most relevant to their lives, progressivists center their curricula on the needs, experiences,
interests, and abilities of students. Progressivists like romantics, believe that education
should focus on the whole student, rather than on the content or the teacher. They
emphasize on group activity and group problem solving so that the students learn through
cooperative learning strategies. It is anti-authoritarian, experimental and visionary and aims
to develop problem-
II-SUBJECT MATTER:solving ability. John Dewey 

TOPIC: INJURY PREVENTION SAFETY AND FIRST AID

Sub-TOPIC: INTENTIONAL INJURIES
REFERENCE: HEALTH MODULE 5 WEEK 7 & 8
 MATERIALS: LAPTOP & PROJECTOR/T.V., META-CARDS

III-PROCEDURE:

A. Preliminary Activity (2minutes)

 Standard preparation before the lesson proper
 Greetings and attendance
 Prayer
 Classroom management
 Remind the students about IATF health protocols
REVIEW (3minutes)
- The teacher reviews the topic about “Unintentional injuries”.
Guide Question:

1. What is unintentional injury?

2. What are these injuries? Mention at least 3;

MOTIVATION (5minutes)
- The teacher plays a short video clip involving intentional injuries.
Tittle: Intentional Injuries (A campaign video)
Source: Intentional Injuries 🍃 (A Campaign Video) - YouTube

(Research result on the educational use of videos shows that the use of video or
multimedia materials in education increases learning. When compared to traditional
teaching, it provides more advantages in terms of student learning. Greenberd and
Zanetis 2014)

Guide Questions:
1. What do you think the video is trying to convey?
2. What is injury?
3. What do you think is our lesson for today?

B. Developmental activity

ACTIVITY: (10minutes)
- The teacher will group the class into 3.
- Each group will be given an envelope, inside the envelope are pictures
relating to intentional injuries.
- The group will assign someone as a focal person in behalf of the ideas
shared by the group member.
- The group will describe each picture through bullet form to be written
in the cartolina.
- The assigned focal person will present the ideas of the group.
- Each group will be given 1minute to present.

(Studies have demonstrated that visual imagery plays a major role in the retention not
only of ideas, but also of a narrative. In point of fact, such studies examined the
semantic ambiguity of sentences, which is believed, if unveiled, leaves no room for the
verbal recall of the sentence. In other words, once the individual reader understands an
ambiguous sentence, he or she forgets the wording. For a connected narrative, the
concern of which is to recall ideas, if ambiguous, renders the task of the reader more
difficult. (Pompi and Lachman, 1967)(Bregman and Strasberg; 1968; Sachs, 1967)
(Bransford, Barclay and Franks, 1972; Fillenbaum, 1973; Johnson- Laird and Stevenson,
1970; Sachs, 1967, in Richardson, op. cit., p. 112).)

Integration: (across curriculum teaching areas)

ENGLISH 7
- EN2SS-IIa-e-1.2 Engage in a variety of ways to share information (e.g. role
playing, reporting, summarizing, retelling and show and tell)

ANALYSIS: (15minutes)

- After doing the activity, students will be asked to answer the following
questions:

1. What is the intentional injury assigned in your group?

2. What do you think the image is trying to convey?
3. What is the risks factor related to intentional injuries?
4. What are some protective factors to prevent/avoid a particular
intentional injury?

Integration: (across curriculum teaching areas)

ESP 2 at 5
- Nakapagpapakita ng kakayahang labanan ang takot kapag may nangbubully
(EsP2PK P- Ic – 10)
- Nakapagbibigay-alam sa kinauukulan tungkol sa kaguluhan, at iba pa (EsP5P
– IIb – 23)

Integration: (within curriculum teaching areas)

MAPEH 4
- recognizes signs of healthy and unhealthy relationships (H5PH-Id-12)
MAPEH 7
- identifies the different issues/concerns of teenagers (i.e., identity crisis) and
the need for support and understanding of the family (H8FH-Ie-g-22)

ABSTRACTION: (5minutes)
Intentional injuries are injuries resulting from violence. It can be divided into two:
self-inflicted, when a person harms himself/herself on purpose and assault, when
person/persons harm another individual on purpose.

Conceptual Framework for Intentional Injuries:

Suicide and Parasuicide

A. Suicide
is the intentional taking of one’s own life. Many of those who attempt suicide do
not receive mental and emotional counseling for their families try to hide the problem
because they are ashamed of it. Because of this, the problem is not solved and attempt
to commit suicide happens again.

Parasuicide
is a suicide attempt in which a person does not intend to die. It is often a cry for
help meaning, the person wants others to know what he/she is feeling. Despite this,
parasuicide should be taken seriously because it may lead to death.

B. Domestic Violence
It is an act that includes physical assault (hitting, pushing, shoving, etc.) sexual
abuse unwanted or forced sexual activity), and verbal abuse. These are behaviors
that are used by one person in a relationship who tries to control the other. This may
occur to partners who may be married or not. They may be heterosexual or
homosexual (gay or lesbian) couples and may be living together, separated, or dating.

C. Bullying
It is an unwanted aggressive behavior. The behavior is repeated or can be
repeated overtime. Both kids who are bullied and who bully others may have serious,
lasting problems.

Classification of Bullying:
1. Verbal bullying – saying or writing mean and nasty things. It includes: teasing,
name-calling, making inappropriate sexual comments, taunting and threatening
to cause harm.
2. Social bullying sometimes referred to as relational bullying – hurting
someone’s reputation or relationships. It includes: telling other children not to be
friends with someone, spreading rumors about someone, embarrassing someone
in public.
3. Physical bullying – hurting a person’s body or destroying his/her possessions.
It includes hitting/kicking/pinching/spitting/tripping/pushing/taking or breaking
someone’s things/making mean or rude hand gestures.
4. Cyber bullying -verbal and social bullying done through use of technology and
electronic means. It includes using social media [i.e., Facebook, twitter, etc.]
Using mobile device [i.e., cellphone] using electronic mails [i.e., e-mails]

APPLICATION: (10minutes)

In a long bond paper create an infographic material to help eliminate or

lessen related intentional injuries.
 INTENTIONAL INJURY

RISK FACTOR

PROTECTIVE FACTOR

SEEK HELP HOTLINE

Guided Rubrics:

General Infographic Rubric – SLI (science-infographics.org)

(Studies shows that using and creating infographics will develop visual literacy skills,
which will help the teachers to teach the students to make sense of and evaluate visual
information. Additionally, through the activity of designing a visual representation of
complex ideas, they will engage with the content in a sustained manner, possibly
deepening their understanding of it. Matrix, S., & Hodson, J., (2014))

IV-EVALUATION (3minutes)
 Read the news headlines below then classify them as to whether they
refer to intentional or unintentional injuries. Write your answers in the table from your
worksheet.

* Girl, 7, Kidnapped in QC

* TEENAGER RAPED AND SLAI

* ESTUDYANTE NAGPAKAMATAY MATAPOS MA-BULLY!

* MAGSASAKA PATAY MATAPOS TAMAAN KIDLAT

* PATAY SA HAZING

* SUNOG SA LAGUNA MULA SA NAPABAYAANG KANDILA

* BATA NALUNOD SA BAHA

* POLICE AMBUSHED, 2 DEAD, 3 WOUNDED

* ISANG DOKTOR PATAY MATAPOS TAMAAN NG COVID 19

INTENTIONAL UNINTENTIONAL

Integration: (across curriculum teaching areas)

ENGLISH 7
- EN7SS-II-i-2.1: Gather current information from newspapers and other print
and non-print media
- EN4RC-IIIh-i-41 Distinguish fact from opinion in a news report

(Classification involves grouping items into one or more categories based on certain
distinguishing characteristics. The categories are thoughtfully labeled so that the labels
become descriptors for the members of the category. Studies shows classification
demonstrates understanding of the relationships among things and helps to clarify
concepts. For these reasons, classification is a central activity in all of the sciences
(Marzano, Pickering, and Pollock, 2001).)

V-ASSIGNMENT\AGREEMENT
 Read about terrorism and its factors found in module 2-week 8 health. Then
answer the following questions:
1. What are the different types of terrorism?
2. What are the risk factors related terrorism?

Prepared by:
RONEL M. MONTILLANO