HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.

PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

UNIT STANDARDS and COMPETENCIES DIAGRAM

Health 7 – Second Quarter

TRANSFER
Students on their own and in a long run will be
able to make a short film to raise awareness
among adolescents about the danger of eating
PERFORMANCE Short Film
disorder
STANDARD

The learner makes informed decisions in the

choice of food to eat during adolescence
TRANSFER GOAL PERFORMANCE TASK

EQ: Why is it important at your age to follow the

Identifies the right foods during adolescence Nutritional guide Pyramid and eat variety of foods?
UNIT TOPIC:
Identifies the nutritional problems of adolescence Nutrition EU: Students will demonstrate understanding that it is
important at their age to follow the nutritional guide
Describes the characteristics, signs and
pyramid and eat variety of foods
symptoms of malnutrition and micronutrient
deficiencies
The learner demonstrates understanding of
nutrition for a healthy life during adolescence
ACQUISITION MAKE MEANING

CONTENT
STANDARD
 HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.
PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

CURRICULUM MAP

Subject: MAPEH (Health 7) Quarter: Second Quarter

Grade Level: Grade 7 Topic: Nutrition

Prioritized Formation
Quarter Activities
Unit Topic Content Performance Competencies or Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
Acquisition
2nd A. Nutriti The learner The learner A1 A1 Fill in the blanks A1 Word Web The 21st Century Excellence
Quarter on demonstrate makes H7N-IIa-20 MAPEH in ACTION 7
understanding informed Identifies the right foods
B. Nutriti of nutrition for decisions in during adolescence
on a healthy life the choice of
Guidel during food to eat A2 A2 True or false A2 Unlocked the Code
ines adolescence. during H7N-IId-f-23
adolescence Identifies the nutritional Excellence
problems of adolescence

A3
H7N-IId-f-23 A3 Fill in the blanks A3 Assess and Learn
Describes the
characteristics, signs and Excellence
symptoms of malnutrition
and micronutrient
deficiencies
Make Meaning
M1 A1 Essay A1 Short paragraph The 21st Century Excellence
H7N-IId-f-24 MAPEH in ACTION 7
Discusses ways of
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
preventing and
controlling malnutrition
and micronutrient Excellence
efficiency

M2 A2 Short paragraph A2 Video analysis

H7N-IID-f-25 Excellence
Explains the
characteristics, signs and
symptoms of eating
disorder

M3 A3 Essay A3 Short Paragraph

H7N-IId-f-26
Discusses ways of
preventing and
controlling eating
disorders
Transfer
T1 T1 Short Skit T1 Project Exercise Excellence
H7N-IIb-c-21

follows the appropriate

nutritional guidelines for
adolescents for healthful
eating 2.1 explains the
need to select food based
on the nutritional needs
during adolescence 2.2
follows the Food Pyramid
guide for adolescents and
nutritional guidelines for
Filipinos in choosing food
to eat

T2 Excellence
H7N-IIg-h-27 T2 Role Play T2 Project Exercise
Applies decision-making
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
and critical thinking skills
to prevent nutritional
problems of adolescents

Performance task
Performance standard

The learner makes Scaffold 1

informed decisions in the Research about eating disorder
choice of food to eat
during adolescence Scaffold 2
Collecting more data for the film
Transfer Goal
Scaffold 3
Students on their own Film making
and in a long run will be
able to make a short film
to raise awareness
among adolescents
about the danger of
eating disorder

PERFORMANCE TASK
Imagine that you are part of a group of graduating students with a degree in filmmaking. You have been tasking by your professor to make a short film as part of the celebration
of mental health awareness month. This celebration aims to raise awareness among adolescents about the danger of eating disorders. Your short film should have a minimum
of five minutes and a maximum of eight minutes viewing time. The film should focus on the danger of eating disorders. The best film project will be used to compete in the short
filmmaking contest of the DOH. Your film must be initially screened by your professor before it is marked as an entry in the contest. The Criteria will be based on the concept
and script, plot, originality, film quality, audio quality and other required components.

PERFORMANCE STANDARD: The learner makes informed decisions in the choice of food to eat during adolescence

SITUATION: Imagine that you are part of a group of graduating students with a degree in filmmaking. You have been tasking by your professor to make a short film as part of
the celebration of mental health awareness month
GOAL: To raise awareness among adolescents about the danger of eating disorders
ROLE: Group of graduating students
AUDIENCE: Professor
PRODUCT: Film
STANDARDS:
1. Use the Rubric for Product/Performances
Criteria Excellent
4 3
Storytelling (Narrative) The film effectively
engages the audience with
a compelling and well-
developed story. The
narrative is creative,
original, and flows
seamlessly from beginning
to end. Characters are
well-defined, and there is
a clear and captivating
plot.
Cinematography The film showcases
exceptional
cinematography. Camera
angles, framing, and
composition are deliberate
and enhance the
storytelling. Lighting and
color grading contribute to
the overall visual appeal.
Editing Editing is seamless and
enhances the narrative.
Transitions are smooth,
and the pacing is well-
managed. The film
effectively uses editing
techniques to convey
emotions and maintain
audience engagement.
Good
The film has a coherent
and interesting storyline.
The narrative is generally
engaging, and characters
are adequately developed.
While there may be some
minor issues with pacing
or plot development,
overall, the story is well-
conceived.
Cinematography is well-
executed, with effective
use of camera techniques
and composition. While
not perfect, the visuals
complement the narrative
and contribute positively to
the overall viewing
experience..
Editing is generally well-
done, contributing to the
flow of the film. There may
be occasional pacing
issues or minor
inconsistencies, but
overall, the editing
enhances the viewing
experience.
Acceptable
2 1
The film attempts to tell a
story, but there are
noticeable gaps or
inconsistencies in the
narrative. Characters may
lack depth, and the plot
may be somewhat
confusing or unoriginal.
Cinematography is
inconsistent or lacks
creativity. Some shots
may be well-executed,
while others may be poorly
framed or distract from the
story.
Editing is noticeable, with
some rough transitions
and pacing issues. The
film may feel choppy or
disjointed at times.
Poor Score
The film lacks a clear or
engaging story. The
narrative is disjointed or
poorly executed, making it
difficult for the audience to
follow or connect with the
content.
Cinematography is a
significant weakness in the
film. Shots are poorly
composed, and the visual
elements detract from the
overall viewing
experience.
Editing significantly
detracts from the film.
Poor transitions, pacing,
and overall editing choices
make it difficult for the
audience to stay engaged.
 Prepared by: Noted by: Checked by:

MR. ADRIAN C. BRIONES MR. IRVIN M. HERNANDEZ MS. GRACE I. LACERNA

Subject Teacher Subject Coordinator Academic Coordinator
 HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.
PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

UNIT STANDARDS and COMPETENCIES DIAGRAM

Health 7 – Third Quarter

TRANSFER
Students on their own and in a long run will be
able to create a story book about changes, health
concerns, and self-management skills in dealing
PERFORMANCE Storybook
with health concerns during puberty.
STANDARD

The learner consistently demonstrates skills that

promote mental health
TRANSFER GOAL PERFORMANCE TASK

EQ: How will you achieve holistic health?

UNIT TOPIC:
Personal Health EU: Students will understand that understanding
The learner recognizes that changes in different dimensions of health can help to achieve holistic
health dimensions are normal during adolescence. health.

The learner demonstrate understanding of mental

health as a dimension of holistic health for a
healthy life
ACQUISITION MAKE MEANING

CONTENT
STANDARD
 HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.
PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

CURRICULUM MAP

Subject: MAPEH (Health 7) Quarter: Third Quarter

Grade Level: Grade 7 Topic: Nutrition

Prioritized Formation
Quarter Activities
Unit Topic Content Performance Competencies or Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
Acquisition
3rd A.Mental The learner The learner A1 A1 Fill in the blanks A1 Video The 21st Century Excellence
Quarter Health (An demonstrate consistently H7PH-IIIa-b-30 presentation MAPEH in ACTION 7
Introduction) understanding demonstrates Differentiates eustress
of mental skills that from distress
B.Understand health as a promote
ing Stress dimension of mental health A2 A2 True or false A2 Health screening
1. Eustress holistic health H7PH-IIIa-b-31
2. Distress for a healthy Identifies situations that Excellence
life cause feelings of anxiety
C.Common or stress
areas of
stressor that A3 A3 Fill in the blanks A3- Judge my
affects H7PH-IIIc-32 appearance
adolescents Identifies the common Excellence
(peer, family, stressors that affect
school, adolescents
community)
A4
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
D. Coping H7PH-IIIc-33
with stress Identifies physical
responses of the body to
E. Coping stress
with Dying
and Death A5
H7PH-IIIc-34
F. Types and Identifies people who can
management provide support in stress
of common situations
Mental
Disorders A6
1. identifying H7PH-IIId-e-35
triggers and Differentiates healthful
warning signs from unhealthful
2. prevention strategies in coping with
coping and stress
treatment
3. mood Make Meaning
disorders, M1 A1 Essay A1 Recitation The 21st Century Excellence
bipolar, H7PH-IIIa-b-28 MAPEH in ACTION 8
schizophrenic Explains the factors that pp. 2-24
, obsessive affect the promotion of
compulsive good mental health A2 Debate
disorder A2 Open ended Excellence
(OCD) M2 statement
obsessive H7PH-IIIa-b-29
compulsive Explains that stress is
personality normal and inevitable Excellence
disorder A3 Let’s Jam
(OCPD) post M3 A3 Essay
traumatic H7PH-IIId-e-37
Explains the importance
of grieving

M4
H7PH-IIIf-h-39
Recognizes triggers and
warning signs of
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
common mental
disorders

M5
H7PH-IIIf-h-40
Discusses the types,
sign, symptoms, and
prevention, treatment
and professional care in
managing common
mental health disorders
Transfer
T1 T1 Actual T1 Project Exercise Excellence
H7PH-IIId-e-36 presentation
Demonstrates various
stress management
techniques that one can
use every day in dealing T2 Short Skit T2 Project Exercise Excellence
with stress

T2
H7PH-IIId-e-38
Demonstrates coping
skills in managing loss
and grief

Performance standard Scaffold 1

Choose the title of the
The learner appropriately book
manages concerns and
challenges during Scaffold 2
adolescence to achieve Brainstorming
holistic health.
Scaffold 3
Choose/collect the
content of the book

Students on their own Performance task

Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
and in a long run will be Storybook
able to create a story
book about changes,
health concerns, and
self-management skills in
dealing with health
concerns during puberty.

PERFORMANCE TASK

PERFORMANCE STANDARD: The learner appropriately manages concerns and challenges during adolescence to achieve holistic health.

SITUATION: The students are ask to make a material that will inform parents and young students about puberty.
GOAL: To educate young people about the changes and health concerns during puberty.
ROLE: Storyteller/Writer
AUDIENCE: Parents and students
PRODUCT: Storybook
STANDARDS:
1. Use the Rubric for Product/Performances
 Criteria Excellent Good Acceptable Poor Score
4 3 2 1
Cover Title and illustration on cover Title and illustration on cover Title and illustration on cover Title and illustration are not
clearly relate to the story and clearly relate to the story and clearly relate to the story. related to the story.
(Includes title, images, and are artistically and colorfully entice readers to pick up the
author/s illustrator/s done enticing readers to pick book.
up the book.

Story
(The story is clearly
communicated and includes
characters, setting, conflict,
and resolution.)
Context (2x)
All elements of a story were
used clearly and effectively to
communicate the story.
All important points are
present.
Most elements of a story
were used clearly and
effectively to communicate
the story.
Most important points are
present.
Some elements of the
children’s story were used
clearly and effectively to
communicate the story.
Few important points
present.
Most elements of a story
present but were not used
clearly and effectively to
communicate the story.
Lacks important points.

Focus and engaging ideas Clear ideas with interesting Evident main idea with well- Main ideas is vague or too
that are strong and artful. details. rounded details. many ideas compete.

Prepared by: Noted by: Checked by:

MR. ADRIAN C. BRIONES MR. IRVIN M. HERNANDEZ MS. GRACE I. LACERNA

Subject Teacher Subject Coordinator Academic Coordinator
 HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.
PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

UNIT STANDARDS and COMPETENCIES DIAGRAM

Health 7 – Fourt Quarter

TRANSFER
Students on their own and in a long run will be
able to create a story book about changes, health
concerns, and self-management skills in dealing
PERFORMANCE Storybook
with health concerns during puberty.
STANDARD

The learner consistently demonstrates personal

responsibility and healthful practices in the
TRANSFER GOAL prevention and control of non-communicable PERFORMANCE TASK
diseases

EQ: How will you achieve holistic health?

UNIT TOPIC:
Prevention and control of EU: Students will understand that understanding
The learner recognizes that changes in different Diseases and Disorder (non- dimensions of health can help to achieve holistic
health dimensions are normal during adolescence. communicable Diseases) health.

The learner demonstrate understanding of non-

communicable diseases for a healthy life
ACQUISITION MAKE MEANING

CONTENT
STANDARD
 HOLY TRINITY SCHOOL OF PADRE GARCIA, BATS., INC.
PADRE GARCIA MAIN BRANCH – MATAAS NA KAHOY BRANCH – LIPA CITY BRANCH
SY 2023 - 2024

CURRICULUM MAP

Subject: MAPEH (Health 7) Quarter: Fourt Quarter

Grade Level: Grade 7 Topic: Nutrition

Prioritized Formation
Quarter Activities
Unit Topic Content Performance Competencies or Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
A.Introduction Acquisition
4th to non- The learner The learner A1 A1 Fill in the blanks A1 Video The 21st Century Excellence
Quarter communicabl demonstrate consistently H7DD-IVg-h-30 presentation MAPEH in ACTION 7
e diseases understanding demonstrates Identifies agencies for
(NCD’s) of non- personal non-communicable
communicabl responsibility disease prevention and
B.Common e diseases for and healthful control A2 True or false A2 Health screening
non- a healthy life practices in
communicabl the Excellence
e diseases prevention
1. allergy and control of
2. asthma non-
3. communicabl A3 Fill in the blanks A3- Judge my
cardiovascula e diseases appearance
r diseases Excellence
4. cancer Make Meaning
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
5. diabetes M1 A1 Essay A1 Recitation The 21st Century Excellence
6. arthritis H7DD-Iva-24 MAPEH in ACTION 8
7. renal Discusses the nature of pp. 2-24
failure non-communicable
diseases A2 Debate
C.prevention A2 Open ended Excellence
and control of M2 statement
non- H7DD-IVb-d-25
communicabl Explains non-
e diseases communicable diseases Excellence
based on cause and A3 Let’s Jam
D. self- effect, signs and A3 Essay
monitoring symptoms, risk factors
skills to and protective factors
prevent non- and possible
communicabl complications
e disease

E. programs
and policies
Transfer
on non-
T1 T1 Actual T1 Project Exercise Excellence
communicabl
H7DD-IVe-26 presentation
e disease
Corrects myth and
prevention
fallacies about non-
and control
communicable diseases
T2 Short Skit T2 Project Exercise Excellence
f. Agencies
T2
responsible
H7DD-IVe-27
for non-
Practices ways to
communicabl
prevent and control non-
e disease
communicable diseases
prevention
and control
T3
H7DD-IVg-h-28
Demonstrates self-
monitoring to prevent Scaffold 1
non-communicable Choose the title of the
diseases book
Quarter Prioritized Formation
Unit Topic Content Performance Competencies or Activities Standard
/ Assessment Resources
Content Standard Standard Skills / AMT Learning (Institutional
Month
Goals Core Values)
T4 Scaffold 2
H7DD-IVg-h-29 Brainstorming
Promotes programs and
policies to prevent and Scaffold 3
control non- Choose/collect the
communicable and content of the book
lifestyle diseases
Performance task Storybook

Performance standard

The learner appropriately

manages concerns and
challenges during
adolescence to achieve
holistic health.

Students on their own

and in a long run will be
able to create a story
book about changes,
health concerns, and
self-management skills in
dealing with health
concerns during puberty.

PERFORMANCE TASK

PERFORMANCE STANDARD: The learner appropriately manages concerns and challenges during adolescence to achieve holistic health.
SITUATION: The students are ask to make a material that will inform parents and young students about puberty.
GOAL: To educate young people about the changes and health concerns during puberty.
ROLE: Storyteller/Writer
AUDIENCE: Parents and students
PRODUCT: Storybook
STANDARDS:
2. Use the Rubric for Product/Performances
Criteria Excellent
4 3
Cover Title and illustration on cover
clearly relate to the story and
(Includes title, images, and are artistically and colorfully
author/s illustrator/s done enticing readers to pick
up the book.
Story All elements of a story were
used clearly and effectively to
(The story is clearly communicate the story.
communicated and includes
characters, setting, conflict,
and resolution.)
Context (2x) All important points are
present.
Focus and engaging ideas
that are strong and artful.
Good
Title and illustration on cover
clearly relate to the story and
entice readers to pick up the
book.
Most elements of a story
were used clearly and
effectively to communicate
the story.
Most important points are
present.
Clear ideas with interesting
details.
Acceptable
2 1
Title and illustration on cover
clearly relate to the story.
Some elements of the
children’s story were used
clearly and effectively to
communicate the story.
Few important points
present.
Evident main idea with well-
rounded details.
Poor Score
Title and illustration are not
related to the story.
Most elements of a story
present but were not used
clearly and effectively to
communicate the story.
Lacks important points.
Main ideas is vague or too
many ideas compete.
 Prepared by: Noted by: Checked by:

MR. ADRIAN C. BRIONES MR. IRVIN M. HERNANDEZ MS. GRACE I. LACERNA

Subject Teacher Subject Coordinator Academic Coordinator