Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF CITY OF SAN JOSE DEL MONTE

HEALTH EDUCATION

Catch-up Fridays Implementation Plan

Date: February 23, 2024

Grade Level Topic and Assigned Activities (Should be Fun, Materials Budget Output
Issues Teacher/s Exciting, and Engaging)
Grade 3 Friendship Josephine Friday Routine Exercise/Dynamic Video Php Grouping
T. Stimulator (5 minutes) 600 Reporting
Villaflores
Video: Kid dealing with peer
Nanette P. pressure
Mateo https://youtu.be/MPc0rlKFl5A?
si=aqiSnVaFjk9LQXrp
Beverly D. Key Concepts:
Gajisan  Peer Pressure is when a person or
group of people, who are your
Johanna
peers, try to convince you to
C. San
Diego behave or act in a certain way.
 Your peers are the people who are
Gilmore B. similar in age or background to
Villaflores you.
 Positive peer pressure is when a
Jennifer peer, or a group of your peers, try
D. Del to convince you to do the right
Valle thing or something good/helpful.
Positive peer pressure is when a peer,
Ellen D. or a group of your peers, try to
Garcia convince you to do the right thing or
something good/helpful.
Christine
To Begin With:
G. Balaba
Silent Signals
To begin, send two pupils out of the
room on a quick errand. Note: Be sure
to choose less sensitive students who
won’t mind being singled out later.
While they are out, tell the rest of the
students that they’re going to
participate in an experiment about
peer pressure. Have the students clear
their desks, then hand out the markers
and paper. Leave markers and paper
on the helpers’ desks as well. Ask
each student to write the word
“APPLE” in large letters and display
the paper on their desk. Tell the class
they are not to talk to the returning
students, even if they ask what’s
going on. No giggling either!
Now wait for the helpers. What will
they do when they return? Will they
ask for an explanation? Will they
ignore the signs because they make no
sense? Or will they pick up their
markers and write the word “APPLE”
because everyone else has?
Afterward, ask the helpers why they
did what they did. What made them
follow along – or not? How was this
an example of peer influence?
Discussion
Peer pressure can occur even when
people don’t say a word. As a class,
brainstorm ways that peer pressure
can be communicated through actions;
for example, everybody doing, or
wearing, or liking the same thing.
How can body language also make
someone feel like they are or aren’t
part of a group (hugging, huddling,
sitting togetherat lunch, eye-rolling,
staring, giggling, pointing)?

Group Activity.
Read the stories and decide what you
think the people in the story should
do.
 What would be the right thing to
do?
 What would be the wrong thind
to do?
 How does it feel to do the right
thing?
 How does it feel to do the wrong
thing?
1. You like your friend’s toy. He puts
it in the toy box and your friend tells
you to take it without asking .
2. Your friend steals another pupil’s
crisp from his lunchbox and tells the
teacher it was you.
3. The person sat next to your table
asks you to let them cheat in a test.
4. A new pupil joins your class. Your
friend tells you to call the new boy an
unkind name.

Do you think all friends are good?

Do you think good friends can
sometimes ask you to do bad things?
What should you do is someone ask
you to do bad things?
Do you think you should do
something that hurts you or someone
else?
If you see someone else being hurt or
someone hurting someone what
should you do?

When friends try to influence you to

do things that are harmful or wrong,
it’s called negative peer pressure.
When friends try to influence you to
do things that are helpful or kind, it’s
called positive peer pressure.

Positive or Negative?
 Your friend realises that he’s
forgotten to do his homework
before class begins. He asks if he
 can quickly copy down your
answers before you go in to class.
You’re hesitant but he tells you
that if you are a good friend, you
will help him out.
 You and your friends are riding
your bikes to the park. You see an
elderly neighbour unloading
shopping from her car. Your
friends suggest that you all go and
help her. You don't really want to
because you would rather go to the
park but your friends tell you it
will be quick and say, “Come on!”.
 You and your twin sister are
visiting your grandma. At her
house, you accidentally knock
over a vase and it shatters. You
want to hide it but your sister tells
you that you need to be honest and
tell your grandma. You are scared
but your sister says she will go
with you and help explain what
happened. She says you will feel a
lot better if you just tell the truth.

Can you think of another example

of negative peer pressure?
Can you think of another example
of positive peer pressure?
Should You Say Yes or No?
1. A group of boys are in a shop
buying some sweets. They tell you to
give them your money or they will tell
the shop owner you stole some
chocolate bars.
Should you do what they say or
should you say ‘no’?
2. Your best friend tells you that they
haven’t completed their homework.
They ask whether they should lie and
say they have forgotten it or be honest
and say they haven’t done it.
Should you say ‘yes’ or ‘no’ to
telling a lie?
3. You are in the playground at
school. One of the girls in your class
tells you that they are planning on
going to the park after school. You
don’t have a phone and your
parents/carers are expecting you to go
straight home from school. She says
all the other girls are going and that
she won’t be friends with you if you
don’t go.
Should you do what she says, or
should you say ‘no’?

Here are five peer pressure situations Group Activity Sheet.

For each situation, use the chart below
to think about whether it would be a
good idea to follow along or not.
Situati What What Shoul
on does could d I do
my happen it?
friend if I do
want it? I
me to
do?
Situati
on 1
Situati
on 2

Guess Which Cup

Materials:
Five small paper cupsand one piece of
wrapped candy.
Ask a pupil to choose one of five cups
that is hiding a reward from the
group of five cups. Before letting the
volunteer start, give the other
children some chance to express their
suggestions.
(This practice teaches youngsters
how hard it is to focus while everyone
else is instructing them what to do.)
Prepared by: Josephine T. Villaflores Gilmore B. Villaflores IV Johanna C. San Diego Ellen D. Garcia

Beverly D. Gajisan Jennifer D. Del Valle Christine G. Balaba

Reviewed by: Nanette P. Mateo

Approved by: Francisco M. Policarpio

“MATATAG: Bansang Makabata, Batang Makabansa”

Address: Eco Park, Brgy. Muzon, City of San Jose Del Monte, Bulacan, 3023
Telephone No. (044) 307-3614
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Email: sanjosedelmonte.city@deped.gov.ph