CAPITOLINA O.

LEGASPI MEMORIAL Grade &

School 9
DAILY HIGH SCHOOL Section
LESSON Learning
Teacher MAPEH
PLAN Vernie C. Ibaya Area (Health)
Teaching March 23, 2021
Dates (9:50-10:35) Quarter 3
& Time
Week No. 6 Module 1 Duration 1 session

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
The learner…
A. Content
Standards  demonstrates awareness of global health initiatives
B. Performance The learner…
Standards  demonstrates competence in applying knowledge of global health to local or
national context global initiatives
C. Learning At the end of the lesson the learners will be able to:
Competency
 describe how global health initiatives positively impact people’s health in
various countries (H10HC-IIIb-c2)
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC POSITIVE IMPACT OF GLOBAL HEALTH INITIATIVES
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.

A. References
1. Teacher’s Guide Most Essential Learning Competencies (MELCs) of DepEd
pages
2. Learner’s DepEd ADM SLM Health 9, Quarter 3, Module 2
Materials pages
3. Textbook pages N/A

4. Additional https://youtu.be/q9aNyqIJ0qI
Materials from
Learning
Resource (LR)
Portal
B. Other Learning Laptop Computer, Projector, Bluetooth speaker, Meta Strips, Manila Paper,
Resources Markers and Glue or Paper Tapes
These steps should be 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
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
 A. Presenting the new Activity 1: Pre-test : True or False
lesson.
ELICIT (The activities in this section 1. ___________ AIDS cannot be transmitted from one person to another.
will evoke or draw out prior concepts of or
experiences from the students) 2. ___________ Tuberculosis (TB) is a bacterial infection spread through
inhaling tiny droplets from the cough or sneezes of an infected person.
3. ___________ A proves by which a person becomes protected against a
disease through vaccination is called pre-natal.
4. __________ Tobacco use is the largest preventable cause of death and disease
in the United States.
5. __________ Nutrition focus on the complex public health problems affecting
AWARENESS women, children and their families.

Objective 9: Designed, adapted, and implemented teaching strategies that

are responsive to learners with disabilities, giftedness and talents

The teacher conducted a pre-test to determine what gifted and talented

students in the classroom know about a subject. This is to prevent the
student who has already mastered a concept sit through the lesson again.

Integration during processing of answers:

English: Building Vocabulary
Epidemic Vs. Pandemic
When a virus spreads fast and infects a large number of people in a country or
region, we call it epidemic.
And when an epidemic spread over multiple countries or continents, we call it
pandemic.
B. Discussing the new Activity 2: Think About It!
concepts and  The teacher will present the video to the students
practicing new  Tell them to note down important concepts about the positive impacts
ACTIVITY

skills #1.
of the health initiatives.
EXPLORE (In this section, students will
be given time to think, plan, investigate, Processing Questions:
and organize collected information; or the Ask the following questions:
performance of the
planned/prepared activities from the student’s 1. Is it important to support the different health initiatives? Why?
manual with data gathering and 2. Are there any positive impacts of these health initiatives? Give example/s.

Note: The teacher will emphasize that the learners can answer in English,
Filipino or Mother Tongue to encourage them to share their ideas.
C. Developing Activity 3: Impact of GHI
mastery  Divide the class in two (2) groups. Each group will have a two (2) sets of
(Leads to formative metastrips. 1 set for the GHIs and 1 set to their corresponding possible
assessment 3).
positive impact or prediction if implemented properly and strictly.
EXPLAIN (In this section, students will be
involved in an analysis of their exploration.  Ask them to match the GHI to its possible positive impact or prediction.
Their understanding is clarified and modified  Instruct them to assign a leader, a secretary, and a reporter as they will
ANALYSIS

because of reflective activities)/Analysis of

the gathered data and results and be able to present their work after.
answer the Guide Questions leading to the  Allow them to work collaboratively.
focus concept or topic of the day.

Objective 9: Designed, adapted, and implemented teaching strategies that

are responsive to learners with disabilities, giftedness and talents

The activity “Impact of GHI” enabled gifted and talented students to work
together in groups. It boosts their academic achievement and benefits other
students in the classroom, as well. When gifted students work together, they
challenge themselves in unexpected ways. They bounce ideas of one
another and take a peer’s idea to a new place.
 D. Making Activity 4: Nail It!
generalization and

ABSTRACTION
abstraction about Ask the following questions:
the lesson.
1. How do global health initiatives affect the health of people around the globe?
ELABORATE (This section will give
students the opportunity to expand and 2. What would be one global health initiatives that you will localize for
solidify / concretize their understanding adoption in your community? Why?
of the concept and / or apply it to real –
world situation)

E. Finding practical
application of
concepts and skills
in daily living. Activity 5: Chain Reaction
1. Using the same grouping in previous activity, present to class the situation
below:

Alcoholism and smoking among students are two of the most pressing issues
they are facing today. With this, what will be the positive impacts of the WHO's
Global Strategy to Reduce the Harmful Use of Alcohol and WHO’s Framework
Convention on Tobacco Control to students like you if such initiative is
APPLICATION

successfully implemented?

2. Ask them to complete the diagram with their ideas and perspectives by
answering the questions. Group 1 will focus on the WHO's Global Strategy to
Reduce the Harmful Use of Alcohol while Group 2 will focus on WHO’s
Framework Convention on Tobacco Control.

3. Instruct them to write their answers in the given papers and allow them to
work collaboratively.

Note: The teacher will emphasize that the learners can answer in English,
F.
Evaluating Activity 6: Assessment
learning. Directions: Call learners to answer these questions. They will answer the
EVALUATION (This section will provide following questions in 3-5 sentences in their activity notebook.
for concept check test items and answer
key which are aligned to the learning 1. Why does a student like you need to follow and engage yourself in the
objectives - content and
performance standards and address implementation of the health initiatives?
misconceptions – if any) 2. How are these global health initiatives positively impact people’s health in
various communities/countries?
ASSESSMENT

Objective 9: Designed, adapted, and implemented teaching strategies that are

responsive to learners with disabilities, giftedness and talents

The teacher posed questions that focus on asking HOTs questions during
“Nail It” activity, followed by pushing the students to support their answer.
Asking gifted and talented learners to dig deeper into the material activates
their critical thinking.
The activity displayed how gifted learners will apply this learning in a real-life
situation and the teacher let them suggest multiple answers for these
questions.
 G. Additional Activity 7: I am your President
activities for
application or Directions: Instruct the learners to write a speech with at least 200 words in
remediation. their Answer Sheets or in a separate sheet of paper if necessary.
EXTEND (This sections give situation that If you were the President of the Philippines who cares about the
explains the topic in a new context,

ASSIGNMENT
or integrate it to another discipline / welfare of the nation, how would you encourage the government and its
societal concern)
people to follow and commit themselves in the attainment of the global
health initiatives by the different health organizations? Make a
motivational speech encouraging people to involve themselves in
achieving the goals of the different global health initiatives and ensure
positive outcomes.

V. REMARKS

Prepared by:

VERNIE C. IBAYA
Teacher I

Checked by:

AIDA R. LEGASPI
Principal I