School BALASAN NATIONAL HIGH SCHOOL Grade Level 10

EILJOHN DERICK B. MANIKAN MAPEH ( HEALTH)

Teacher Learning Area
Teaching Dates and Time Quarter THIRD

SECTIONS
10-Aquamarine
GRADE 10 7:30 - 8:30 1:00 - 2:00
DAILY LESSON PLAN 8:30 - 9:30 2:00 - 3:00
11:00-12:00 3:00 - 4:00

At the end of the period the learners should be able to:

1. discuss the different global health issues
I. OBJECTIVES 2. describe how global health initiatives positively impact people’s health in various countries
3. show empathy to the victims of Global Health Issues
4.

A. Content Standards The learner demonstrates awareness of global health initiatives.

B. Performance Standards The learner demonstrates competence in applying knowledge of global health to local or national context.

1. Discusses the significance of global health initiatives. (H10HC-IIIa-1)

C. Learning Competencies / Objectives 2. Describes how global health initiatives positively impact people’s health in various countries. (H10HC-IIIb-c-2)

Write the LC Code for each

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

II. CONTENT
HEALTH 10 : Health Trends, Issues and Concerns (Global Level)
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
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher's Guide pages
2. Learner's Materials pages Learner’s Materials: P.E & Health-10 pages 258-265
3. Textbook pages
4. Additional Materials from Learning https://youtube
Resource (LR) portal
B. Other Learning Resources TV, Laptop, speaker, Handouts

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
INDICATOR 1(applies knowledge of
content within across curriculum
teaching areas- MAPEH)
INDICATOR 2(Uses a range of
strategies that enhance learner
achievement in literacy and numeracy
skills)
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.
DEVELOPMENTAL ACTIVITIES ASSESSMENT ACTIVITY/ACTIVITIES
The teacher will present a statement/picture relevant to the topic. Students will answer the following
The learners will have to answer if it is fact or bluff. statement if they are facts or opinion
1. Immunization weakens the immune system. Is it Fact or Bluff?
BLUFF: Child’s immune system is capable of several immunizations at once
No effect on immune system
Source: Department of Health
Communicable diseases (grade 8- 3rd quarter (Misconceptions, Myths and beliefs
about common communicable diseases, H8DD-IIIb-c-18
2. The price of pork meat in Metro Manila decreases due to African Swine Flu
outbreak.
BLUFF: The COVID-19 scenario coupled with ASF outbreaks in Luzon where
supply is reduced causes pork prices to spike particularly in Metro Manila.
Source: Department of Trade and Industry
From 250 pesos the price increased 60% of the original price.
What was the current price?
Answer: 250 is 100 percent
We are looking for the sum of the current price of pork adding its 60
percent. What is the 160% of 250?
= 250 x 160%
= 250 x 1.60 (eleminate percentage symbol and move the decimal
point (two decimals) from right to left.
= 400 pesos- The current price of Pork meat in Metro Manila
Let the learner solve the problem solving to get the current price of pork meet in
Metro Manila. (numeracy)
3. Balasan was one of the awardees in the DILG’s Regional Anti-Drug Abuse
Council Performance Awards for 2022.
Fact:
B. Establishing a purpose for the
lesson
INDICATOR 8 ( Selects, develops,
organizes, and uses appropriate
teaching and learning resources,
including ICT, to address learning
goals)
C. Presenting examples/ instances of
the new lesson (Elicit)
Formative Assessment:
Today our lesson is about Global Health and the Millennium Development Goals Listing the student’s answers about
. the video
The teacher will show a short video about the different issues and concern. Possible answers: (hunger, lack of
education facilities, teenage
( Share your concepts or understanding about the video) pregnancy)
Teacher discuss the Global Health and the Millennium Development Goals The learners will give possible
8 Millennium Development Goals: suggestions and solutions for the
1. Eradicate Extreme Poverty and Hunger different concerns and issues:
Poverty and hunger leads to severe malnutrition which leads to lifelong Possible answers:
physical and cognitive damage. 1. Education
It affects health, well-being and economy. 2. Know rights and
responsibilities and civic
2. Achieve Universal Primary Education obligations
If people are educated, we are more likely not to seek help. 3. Immunization programs
Why is it? 4. Early childhood development
intervention

D. Discussing new concepts and
practicing new skills #1 (Engage)
INDICATOR 4(Manages classroom
structure to engage learners
individually or groups, in meaningful
exploration)
E. Discussing new concepts and
practicing new skills #2 (Explore)
INDICATOR 5(Manages learner
behavior constructively by applying
positive and non-violent discipline to
ensure learning-focused
environments)
F. Developing mastery (Leads to
Formative Assessment 3) (Explain)
G. Finding practical applications of
concepts and skills in daily living
(Elaborate)
INDICATOR 3(Applies a range of
3. Promote Gender Equality and Empower Women
It implies that all gender should have equal value and treatment.
4. Reduce Child Mortality
Child Mortality is the number of death among children in a given time or
place.
What are the possible causes?
Can you name the first 8 Millennium Development Goals?
(10 mins. Practice) They will go to their respective group
and formulate their answers.
Teacher will divide the class into 3 groups. Out of 4 Millennium Development
Goals that is presented, each group will be given one cartolina/ manila paper with
a title of 4 MDG. For 5 minutes they will arrange the Global Solutions in each
MDG.
The teacher will lead the discussion on the solution presented by the UN while Learners will read the solution by
rechecking the work of every group. group (literacy)
Give positive feed backs and compliments.
The teacher will ask the following questions:
Answers may vary
What will the world be like if the issues and concerns are not properly addressed
by people around you?
What would you feel if these goals will never be achieved?
The class will be divided into 4 groups in according to learning preferences of Rubrics
each students.
Presented the issue/
The Visual Art group will create a Poster about Extreme Poverty and Hunger. concern clearly and solution- 40%
teaching strategies to develop critical
and creative thinking, as well as other
higher order thinking skills) (Creating)
INDICATOR 6 (Uses differentiated,
developmentally appropriate learning
experiences to address learner’s
gender, needs, strengths, interests
and experiences)
INDICATOR 1(applies knowledge of
content within across curriculum
teaching areas- English)
The Literary Arts Group will create a Persuasive Tagline or Slogan about Teamwork and Cooperation- 20%
Over-all impact- 30%
achieving Universal Primary Education. (English 10 3rd Quarter -Use a variety of
Delivery- 10%
informative writing techniques- EN10WC-IIIb-14.1.2)
The Dance Group will create a Interpretive Hand Choreography about Gender
Equality and Empower Women.
The Music Group will sing a 5 line song about Reducing Child Mortality
Suggested songs: Yesterday’s Dream, and Batang-bata Ka Pa,

INDICATOR 9. (Designs, selects,

organizes, and uses diagnostic, Each output must be in accordance to the topic given during the discussions.
formative and summative assessment
strategies consistent with curriculum
requirements.)

Possible Answers
(5 minutes) From the previous discussions, the teacher ask the following 1. Hunger, because it will lead to
questions malnutrition
H. Making generalizations and
2. Promote the importance of
abstractions about the lesson
1. If you are a health worker in your community, what health issues and education.
concerns do you think should be addressed?

I. Evaluating learning (Evaluate)

(10 minutes) Formative assessment:
INDICATOR 9. (Designs, selects, Goal Millennium What if this goal is What if this Answers may vary
organizes, and uses diagnostic, No. Development Goals achieved? goals is not
formative and summative assessment achieved?
strategies consistent with curriculum 1
requirements.) 2
3
4
 J. Additional Activities for application or
remediation (Extend)
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 learners 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 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

Prepared by: Checked by: Noted:

EILJOHN DERICK B. MANIKAN ARNALDO S. SONA DR. SUSAN C. DIZON Ed.D.,

Teacher I Head Teacher III- MAPEH Dept. Principal III

Observer:_____________________ _________________________