1. GRADES 1 TO 12
DAILY LESSON PLAN
School: COMPOSTELA NATIONAL HIGH SCHOOL Grade 9
Teacher: JANETH C. ARREGADAS Subject MAPEH – Health
Date: October 25, 2022 Grading Period: Quarter 1, Week 10
Time: 08:30-09:30 AM No. of days: 1 day
I. OBJECTIVES ANNOTATION
CONTENT STANDARD
 Demonstrates understanding of the principles in protecting
the environment for community wellness.
PERFORMANCE STANDARD
 Consistently demonstrates healthful practices to protect the
environment for community wellness.
LEARNING COMPETENCIES
 (H9CE-Ib-d-11) Discusses the nature of environmental issues;
 (H9CE-Ib-d-12) Analyzes the effects of environmental issues
on people’s health.
OBJECTIVES
At the end of the lesson, the learners are expected to;
 Describe the environmental problems in the Philippines;
 Analyze the impact of the environmental problems on
people’s health.
II. SUBJECT MATTER
COMMUNITY AND ENVIRONMENTAL HEALTH
(LESSON 3: ENVIRONMENTAL PROBLEMS IN THE
PHILIPPINES)
III. LEARNING RESOURCES
A. References
1. TM/TG page/pages 11-15
2. LM page/pages
Quarter 1, Week 10 - Module 1
Community Health Problems, pages 242-248
3. Other Learning Sources
• https://www.youtube.com/watch?v=4qzhOMrQ6VA (date
retrieved 10-17-2022)
 https://www.youtube.com/watch?v=GAqSij9ZeWA (date
retrieved 10-17-2022)
 https://www.slideshare.net/rhiacastillo50/powerpoint-
37280094 (date retrieved 10-17-2022)
 https://www.slideshare.net/alcazarind/grade-9-health-first-
quarter-lesson-1-the-concepts-of-community-and-
environmental-health?from_action=save (date retrieved 10-17-
2022)
KRA 1
 OBJECTIVE 2
 Used research- based
knowledge and
principles of teaching
and learning to enhance
professional practice.
Specific learning outcomes can be
derived from Bloom’s Revised
Taxonomy and Webb’s Depth of
Knowledge that are used to plan
activities that target learners’ Higher
Order Thinking Skills (HOTs)
IV. PROCEDURE
A. Activities
i. Attendance
ii. Class Rules
 The class beadle will check the attendance
 The teacher will remind the learners about the do’s and
don’ts during class session and as well as the Covid-19
Health and Safety Protocols.
KRA 1
 OBJECTIVE 5
 Established safe and secure
learning environments to
enhance learning through the
consistent implementation of
policies

2. A. Activities Motivation
Activity: 4 Pics 1 Word - Picture will be flashed on the screen and
then learner/s will guess the word that represents those four (4)
pictures.
1.
2.
3.
KRA 1
 OBJECTIVE 1
 Indicator 1
(Science, TLE, ESP, AP & ICT
Integration)
Applied knowledge
of content within and
across curriculum teaching
areas
KRA 1
• OBJECTIVE 4
• Indicator 3
 Used effective verbal
and non-verbal
classroom
communication
strategies to support
learner understanding,
participation,
engagement, and
achievement
KRA 1
 OBJECTIVE 3
 Indicator 2
 Displayed proficient
use of Mother Tongue,
Filipino and English to
facilitate teaching and
learning
KRA 2
• OBJECTIVE 7
• Indicator 6 /
Indicator 9
• Maintained learning
environments that
nurture and inspire
learners to participate,
cooperate and
collaborate in
continued learning.

3. Presenting activities of the new lesson
 Activity 1: My Source of Information
Directions: The following are sources of information on
consumer health. Write the
item number of the statement in the appropriate box.
The left box should contain the reliable source while
the right box should contain those which are not.
KRA 1
 OBJECTIVE 1
 Indicator 1
(Science, TLE, Filipino
and English Integration)
 Applied knowledge of
content within and
across curriculum
teaching areas
KRA 1
 OBJECTIVE 2
 Used research- based
knowledge and
principles of teaching
and learning to enhance
professional practice
According to this model,
Scientist led by SP Arun and K
V S Hari from the Centre for
Neuroscience, Indian Institute
of Science (IISc), Bengaluru,
when we see a string of letters,
our brain uses the letter
shapes to form an image of the
word and compares it with the
closest visually similar word
stored in our brain.
Specific learning outcomes
can be derived from Bloom’s
Revised Taxonomy and
Webb’s Depth of Knowledge
that are used to plan activities
that target learners’ Higher
Order Thinking Skills (HOTs)
KRA 3
 OBJECTIVE 10
 Indicator 9
 Adapted and use
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups
KRA 1
 OBJECTIVE 4
 Indicator 3
 Used effective verbal and
non-verbal classroom
communication strategies
to support learner
understanding,
participation,
engagement, and
achievement
B. ANALYSIS  After the activity, the teacher will ask the following questions
follow.
1. What come first in your mind if we are talking
about reliable and not reliable sources of
information?
2. Cite some examples of reliable or not reliable
sources that you have encountered or experienced
with your family or as you as a consumer?
RELIABLE SOURCES
NOT RELIABLE
SOURCES
Sources
1. Neighbors
2. Friends
3. Health Magazines
4. Parents who are health professionals
5. Elderly
6. Government agencies
7. Researchers
8. Books
9. Pamphlets
10. Wikipedia

4. KRA 2
 OBJECTIVE 7
 Indicator 6
• Maintained learning
environments that nurture
and inspire learners to
participate, cooperate
and collaborate in
continued learning.
C. ABSTRACTION Discussing New Concept and Practicing New Skills
● The teacher will discuss the following while learners can ask
freely during and after the discussion.
● What is Consumer Health?
Consumer Health is not just about buying health products and
services. It is also about making decisions and having a clear and
deeper understanding to make wise choices.
● Consumer Health has three components: health information,
health products, and health services.
● What is Health Information?
Health information is any concept, step, or advice that various
sources give to aid the health status of an individual. The type of
information varies depending on
various considerations such as but not limited to health history,
drugs and alcohol consumption, and eating disorders.
● Some Reliable Sources of information
1. Medical and health professionals (Family and school doctors,
dentists, nurses, health science educators)
2. Government agencies like the Department of Health (DOH),
Food and Drug Administration (FDA), Bureau of Food and Drugs
(BFAD), Department of Trade and Industry (DTI)
3. Websites ending in gov, edu, and org.
4. Local health officials
5. Educational institutions
● Some Unreliable Sources of Health Information
1. Outdated customs, practices, and superstitions without
scientific basis
2. Information based on ignorance and prejudice
3. Commercialized health information
4. Personal options and incomplete information
5. Quack or pseudo healers
● What are Health Products?
Health products are food, drugs, cosmetics, devices, biologicals,
vaccines, invitro diagnostic reagents, household/urban hazardous
substances, and/or a
combination of and/or a derivative thereof (FDA Act,2009). These
products may be purchased from various places like
supermarkets, pharmacies, and hospitals.
● What is a Health Services?
Health services are usually offered by healthcare providers. “A
healthcare provider is a trained professional who provides people
with healthcare.” Health services are offered by health service
providers.
KRA 1
 OBJECTIVE 1
 Indicator 1
(Science, TLE, Filipino
and English Integration)
 Applied knowledge
of content within and
across curriculum
teaching areas
KRA 1
 OBJECTIVE 3
 Indicator 2
 Displayed proficient
use of Mother
Tongue, Filipino and
English to facilitate
teaching and learning
KRA 2
 OBJECTIVE 5
 Indicator 4
 Establish safe and
secure learning
environments to
enhance learning
through the
consistent
implementation of
policies, guidelines,
and procedures
KRA 3
 OBJECTIVE 10
 Indicator 9
 Adapted and use
culturally appropriate
teaching strategies to
address the needs of
learners from
indigenous groups
KRA 1

5. D. APPLICATION
V. EVALUATION
 According to The American Medical Informatics
Association, consumer health informatics is a branch of
health or clinical informatics that analyzes information
needs of consumers, develops, tests, and implements
strategies to deliver health information to consumers,
and integrates consumer preferences into clinical
information systems. These include patient-focused
informatics, health literacy, and consumer education.
Each area and group of people had their own set of
healers, who passed down their knowledge to children at
an early age.
Differentiated Activities
After the discussion, the teacher will let the learners to do the
following.
● Group 1: TALK SHOW
● Group 2: TESTIMONY
● Group 3: HEALTH PRODUCT ENDORSEMENT
The teacher will serve as facilitator of the activity.
The teacher will give them 10mins to prepare.
Learners will be graded based on the rubrics below
RUBRICS:
Content - 10 pts
Presentation - 10 pts
Creativity - 10 pts
Total - 30 pts
 OBJECTIVE 2
● Used research-
based knowledge and
principles of teaching
and learning to
enhance professional
practice
KRA 1
 OBJECTIVE 3
 Indicator 2
● Display proficient
use of Mother Tongue,
Filipino and English to
facilitate teaching and
learning.
KRA 2
 OBJECTIVE 8
 Indicator 7
 Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
work productively by
assuming
responsibility for their
own learning.
KRA 2
 OBJECTIVE 7
 Indicator 6
 Maintained learning
environments that
nurture and inspire
learners to participate,
cooperate and
collaborate in
continued learning
KRA 2
 OBJECTIVE 6
 Indicator 5
 Maintained learning
environments that
promote fairness,
respect and care to
encourage learning
KRA 1
 OBJECTIVE 4
 Indicator 3
 Used effective verbal
and non-verbal
classroom
communication
strategies to support
learner understanding,
participation,

6. Prepared by:
EVANGELINE DE LA ROSA-SORIA
Teacher III
Observed by:
engagement and
achievement
KRA 3
 OBJECTIVE 9
 Indicator 8
 Designed, adapted, and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness, and talents.
VI. AGREEMENT
Extend:
(This section gives situation that explains the topic in a new context, or
integrate it to another discipline/societal concern)
AGREEMENT:
 Interview three (3) persons and find out what health
products they are using.
 Also, ask them why they are using those products? KRA 2
 OBJECTIVE 8
 Indicator 7
 Applied a range of successful
strategies that maintain
learning environments that
motivate learners to work
productively by assuming
responsibility for their own
learning.
KRA 4
 OBJECTIVE 16
 Applied a personal philosophy
of teaching that is learner-
centered
 I aspire to create learner-
centered learning
environments in which all the
learners are in the driving seat
of their own learning. I believe
that my classroom is always
focused on the specific needs
of my learners so that each
learner’s unique skills are
emphasized. I encourage all
my learners to walk into the
classroom with a positive
attitude toward learning.
Lastly, as a teacher we should
teach, inspire and change their
lives for the better.
VII. REMARKS
NOTE: For learners who are not present during the
discussion/lesson will be given a module (digital modular or hard
copy) and PowerPoint presentation through internet.

7. MARIA TERESA A. APOG
Master Teacher I – MAPEH
https://www.youtube.com/watch?v=G5UuDR-jYTw
https://www.youtube.com/watch?v=4qzhOMrQ6VA (health 2)
https://www.youtube.com/watch?v=GAqSij9ZeWA (lesson 1& 2)
https://www.youtube.com/watch?v=NqiLD1Yal7E