This document contains a learner's material on health and nutrition for grade 3 students in the Philippines. It includes 9 lessons covering topics like good and bad nutrition, vitamins and minerals, overeating and under eating, and maintaining a healthy lifestyle. The material was collaboratively developed by educators in the Philippines and is intended to help students understand the importance of balanced nutrition and healthy choices.
English language book Libro de ingles para estudiantes demvelozo
Libro de ingles para estudiantes de septimo basico. Libro de ingles para estudiantes de septimo basico vLibro de ingles para estudiantes de septimo basicoLibro de ingles para estudiantes de septimo basico
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at ...EDITHA HONRADEZ
https://www.youtube.com/watch?v=ZuBf4uSelxU
https://www.youtube.com/watch?v=vxlAFSTONGU&t=94s
https://samutsamot.com/wp-content/uploads/2013/06/kategorya-ng-pangngalan_1-1.pdf
Nagagamit nang wasto ang pangngalan sa pagtukoy ng mga tao, lugar, bagay, at pangyayari sa paligid
Filipino q4 week 3 naisakikilos ang napakinggang awitEDITHA HONRADEZ
Naisakikilos ang napakinggang awitF4PN-IVc-5
Nagagamit ang magagalang na pananalita sa iba’t ibang sitwasyon tulad ng pagsasabi ng punaF4PS-IVc-12.16
Nasasagot ang mga tanong tungkol sa binasang teskto ng awit.
F4PU-IVc-2.1
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Lung Cancer: Artificial Intelligence, Synergetics, Complex System Analysis, S...Oleg Kshivets
RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
CONCLUSIONS: 5YS of LCP after radical procedures significantly depended on: 1) PT early-invasive cancer; 2) PT N0--N12; 3) cell ratio factors; 4) blood cell circuit; 5) biochemical factors; 6) hemostasis system; 7) AT; 8) LC characteristics; 9) LC cell dynamics; 10) surgery type: lobectomy/pneumonectomy; 11) anthropometric data. Optimal diagnosis and treatment strategies for LC are: 1) screening and early detection of LC; 2) availability of experienced thoracic surgeons because of complexity of radical procedures; 3) aggressive en block surgery and adequate lymph node dissection for completeness; 4) precise prediction; 5) adjuvant chemoimmunoradiotherapy for LCP with unfavorable prognosis.
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Couples presenting to the infertility clinic- Do they really have infertility...Sujoy Dasgupta
Dr Sujoy Dasgupta presented the study on "Couples presenting to the infertility clinic- Do they really have infertility? – The unexplored stories of non-consummation" in the 13th Congress of the Asia Pacific Initiative on Reproduction (ASPIRE 2024) at Manila on 24 May, 2024.
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
1. 1
HEALTH
Learner’s Materials
UNIT 1
Department of Education
Republic of the Philippines
This instructional material was collaboratively
developed and reviewed by educators from public
and private schools, colleges, and or/universities. We
encourage teachers and other education
stakeholders to email their feedback, comments,
and recommendations to the Department of
Education at action@deped.gov.ph.
2. 2
Health – Grade 3
Learner’s Material
First Edition, 2013
ISBN: 978-971-0468-21-8
Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among
other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, picture, photos, brand,
names, trademarks, etc.) included in this book are owned by their respective
copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, Ph.D.
Department of Education – Instructional Materials Council Secretariat (Dep Ed – IMCS)
Office Address: 5th Floor Mabini Bldg. DepEd Complex
Meralco Avenue, Pasig City
Philippines 1600
Telefax: (02) 634 – 1054 or 634 – 1072
E – mail Address: imcsetd@yahoo.com
Development Team of the Learner’s Material
Reviewers: Mark Kenneth S. Camiling, Rhodora L. Formento, Evelina M.
Vicencio
Authors: Rizaldy R. Cristo, Minerva C. David, Aidena Nuesca, Jennifer E.
Quinto, Gezyl G. Ramos, Emerson O. Sabadlab
Illustrator: Eric de S. Guia, Fermin M. Fabella, Raemon C. Dela Peña
Encoders: Danica Nicole G. Baña
Proof reviewer: Salvacion Olinares
Focal Person: Nerisa M. Beltran
3. 3
Table of Contents
Quarter 1 – Nutrition ................................................................. 1
Lesson 1: Good or bad nutrition......................................... 5
Lesson 2: Are you under eating? ....................................... 7
Lesson 3: Vitamins for life.....................................................10
Lesson 4: Minerals for life .....................................................13
Lesson 5: Are you overeating?...........................................16
Lesson 6: Eat just right...........................................................18
Lesson 7: Grow with healthy food......................................21
Lesson 8: Healthy with clean and safe food....................25
Lesson 9: Maintain a healthy life style ...............................29
5. 5
NUTRITION
INTRODUCTION:
Proper nutrition is important for your good health. This module will
help you understand the importance of balanced diet in good
nutrition. It also hopes to enable you to make good food choices
and maintain healthy lifestyle. So now, get ready to learn and be
healthy. Remember, it is important to eat well and live well!
Lesson 1: Good or Bad Malnutrition
Look at the pictures.
Picture 1: Rod Picture 2: Lee Picture 3: Romy
Who among the children is healthy? Why?
Who is not healthy? Why?
Let’s Try!
6. 6
Compare Rod, Lee and Romy. Fill out the chart.
Lee Rod Romy
How he looks
How you think he feels
What you think he can do
What you think he CAN’T
do
Finish the sentence.
Malnutrition is
_____________________________________________________
Let’s Do This!
Let’s Remember!
7. 7
Let’s Check!
What is a healthy child?
Describe a healthy child. Use your own words.
What is malnutrition?
Answer using the word map below:
Lesson 2: Are you under eating?
Activity 1: A Story of Two Children
Read the stories of two children who are both 8 years old: M
and K.
M
Let’s Do!
8. 8
M does not have appetite to eat; she is thin. She is also the
smallest child in her class. M wakes up late and is always in a hurry
to go to school. She often misses breakfast. It’s a long walk to
school and she arrives in class feeling weak and very tired. She
feels sleepy and cannot understand the lesson. At home, lunch is
rice and water with salt since her family is poor. M got sick. The
doctor at the barangay health center said that M is suffering from
malnutrition.
Answer the following questions:
1. How does M look?
2. How does she feel?
3. What does M eat?
4. What is M suffering from?
5. What does M lack in her diet?
K
K is suffering from burn and has been in the hospital for
weeks. He and his little brother were playing with matches and
their house caught fire. K cannot eat. He finds it hard to chew and
swallow food. He has lost a lot of weight and is already very thin.
Answer the following questions:
1. How does K look?
2. How does he feel?
3. What can’t K eat?
4. What might happen to K? Why?
Activity 2: Draw Me a Picture
Draw a picture of M or K.
9. 9
Let’s Check!
Finish the following sentences under your picture:
1. Protein-energy malnutrition is a kind of _____________________.
2. In protein-energy malnutrition, there is lack of the nutrients
______________ and ________________ in the diet.
3. A child with protein-energy malnutrition
looks
_______________________________________________________.
feels _________________-
_______________________________________.
cannot____________________________________________________
__.
On the space before the number: write True if the statement is
correct, write False if the statement is wrong.
___1. A child who eats too little suffers from over nutrition.
___2. A child who eats too much suffers from malnutrition.
___3. A child who suffers from protein-energy malnutrition is stout.
___4. A child with protein-energy malnutrition does not learn well.
___5. A child with protein-energy malnutrition lacks protein and
carbohydrates in the diet.
Let’s Remember!
10. 10
Lesson 3: Vitamins For Life?
Activity 1
Study the pictures below.
Describe the children.
Let’s Do!
11. 11
Activity 2: Know Your Vitamins
Match the deficiencies in column A with the vitamin a person
needs in column B.
Draw a line to connect them.
A B
1. Scurvy A. Vitamin A
2. Beri-beri B. Vitamin B
3. Rickets C. Vitamin C
4. Night blindness D. Vitamin D
E. Vitamin E
Let’s Remember!
Vitamins are nutrients that help regulate body functions. A
person who lacks vitamins in the body will suffer nutritional
deficiencies.
12. 12
Let’s Check!
What will happen if we don’t get enough vitamins?
Name the vitamins needed for each situation.
1. Jane finds it hard to read her favorite book. Her eyes are
itching and burning.
____________________________________________________
2. Francis has dry and scaly skin. He gets tired easily and has
muscle pains.
____________________________________________________
3.Leah often has nose and gum bleeding. Her wounds also
do not heal easily.
_____________________________________________________
4. Greg cannot walk and stand properly. He has weak bones
and muscles.
_____________________________________________________
Choose one vitamin. Make a slogan on how to prevent vitamin
deficiency.
Content: 5 points
Structure: 3 points
Creativity: 2 points
10 points
13. 13
Lesson 4: Minerals For Life
I. Identify the signs and symptoms for each deficiency.
Write in the appropriate column.
Dizziness Joint pains Slow growth
Paleness Brittle nails Difficult swallowing
Cramps Sleeplessness Slow mental growth
Iron- Deficiency
Anemia
Iodine- Deficiency Calcium- Deficiency
II. What minerals do these foods contain?
A. Write your answers on the blank.
milk
S se
seaweeds cheese
Let’s Check!
15. 15
III. Match the deficiency in Column A to the healthy foods in
Column B. Draw a line to connect.
Rickets
Iron-deficiency anemia
Goiter
A B
16. 16
Lesson 5: Are you overeating?
Activity 1: A Letter For My Friend
Read the letter below.
Dear Friend,
How are you doing? You have been absent in school for a
week now. I called your house. Your father told me that you get
easily tired and you find it hard to breathe. I asked if we can play
after school but he said you cannot. Your father said you do not
also want to go to school because you are afraid to be teased as
a fat kid. Please call me so I can tell you our homework. Come to
school again soon.
Love, Your Friend
Answer the following questions:
1. Why is the friend not going to school?
2. How does the friend look like?
3. What is the friend suffering from?
4. What foods did the friend eat that made him fat?
Activity 2: Eat all you can!
Draw your favorite food.
Let’s Do!
17. 17
Let’s Check!
Finish the following sentences under your picture:
1. Obesity is a kind of _____________________.
2. In obesity, there is lack of ______________ and excess
________________ in the diet.
3. A child with obesity
looks___________________________________________.
feels______________________________________________________.
cannot___________________________________________________.
On the space before the number: write True is the statement is
correct, write False if the statement is wrong.
___1. A child who eats too much suffers from under nutrition.
___2. A child who eats too much suffers from obesity.
___3. A child who suffers from obesity is skinny.
___4. A child with obesity performs limited physical activities only.
___5. A child with obesity lacks protein and carbohydrates in the
diet.
Let’s Remember!
18. 18
Lesson 6: Eat Just Right!
What are your favorite foods for breakfast, lunch and dinner?
Draw on the plates below.
Are these healthy?
Is it okay to eat too much or too less? Why?
Breakfast Lunch
Dinner
Let’s Try!
20. 20
I. Use the Food Pyramid Guide to plan a balanced breakfast,
lunch and dinner.
Write inside the notepads.
II. Complete the sentences below.
If I eat too less, I may
________________________________________________________________
________________________________________________________________
If I eat too much, I may
________________________________________________________________
________________________________________________________________
If I eat just right, I may
________________________________________________________________
________________________________________________________________
____
Let’s Check!
Breakfast Lunch
Dinner
21. 21
Lesson 7: Grow with Healthy Food
Can you find the hidden names of nutritious foods?
Find these and write on your notebook.
P E C H A Y X V
A Q S Q U A S H
P U B E N M E W
A C A S S A V A
Y F N G U A V A
A B A M I L K H
K A N G K O N G
D M A N G O K U
C A M O T E R N
L B A N A N A Y
Let’s Try!
22. 22
Activity 1: Match Me!
What do we get from eating nutritious food?
Match the picture to the correct word.
Picture of root crops (kamote,
cassava, corn)
Calcium
Vitamins
Minerals
Carbohydrates
Let’s Do!
23. 23
Activity 2: My Everyday Maze
What are other foods that we need to eat more everyday?
START
A Healthy and
Balanced You
Draw a carbohydrate-
rich food.
Draw a vitamin-rich
food.
Draw a mineral-rich
food.
TIME OUT!
Let’s Drink a glass of
milk
Draw a glass of milk
24. 24
Why do we need to eat protein-rich foods?
Why do we need to avoid salty and fatty foods?
Write the reasons below.
Yes to Protein!
If I eat protein‐rich foods, I will
________________________________
________________________________
________________________________
No to Salt and Fat!
If I eat too salty and fatty foods, I will
________________________________
________________________________
________________________________
Let’s Check!
25. 25
Lesson 8: Healthy with Clean and Safe Food
Sing the song to the tune of “Row, row, row your boat”
Eat clean and safe food
Do it everyday
Happily, happily, happily, happily
We will be healthy
Activity 1: What’s wrong?
Study the picture.
Let’s Try!
Let’s Do!
26. 26
Activity 2: Choose and Tell
Decide whether the picture shows proper ways to have clean and
safe food.
If not write what must be done in your notebook.
1
1 2
3 4
5
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Activity 3: Agree or Disagree?
Which of the following practices do you like or dislike?
Check ( √) the column.
Agree Practices Disgaree
I will keep cabinets and other
food storage areas clean and
dry.
I will wash vegetables and fruits
with soap and water.
I will leave utensils in the sink after
using these.
I will reheat leftover foods.
I will serve food in clean dishes.
I will eat lunch by the road.
I will eat expired foods.
I will use clean pots in cooking.
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A. Provide the missing word on the blank. Use the picture to
guide you.
Wash _______________ , and __________
before and after eating.
Store_______________________ in a
cool and dry place .
_______________ food to avoid germs carried
by _________. .
B. Complete the phrases below:
1. I will not eat uncovered leftover food
because_____________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________
2. I will wash fruits and vegetables before cooking or eating
to________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________
Let’s Check!
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Lesson 9: Maintain A Healthy Life Style
Activity 1
Read the story assigned to your group.
Story A
Kuya Ramon is always drinking beer at the sari-sari store.
After drinking, he often stumbles and falls when going home.
Sometimes he gets into a fight. Sometimes other people don’t
want to drink with him. His family fears him when he is drunk
because he gets angry and sometimes beat his children. He has
also grown thinner since he doesn’t eat well and prefers beer.
Answer the following questions:
1. What can you say about Kuya Ramon?
2. Is this lifestyle of drinking often healthy? Why or why
not?
3. What should Kuya Ramon do?
Story B
Susan’s father smokes cigarettes. He smokes inside the
house. He thinks the children will not be affected since he smokes
when the children are not around. Susan has a cough that
doesn’t seem to heal and is always coming back after a few days.
When Susan was brought to the doctor, the doctor asked if
someone smokes in the family. Susan’s mother explained that the
children are not harmed by her husband’s smoking if they are not
around. The doctor explained about third-hand smoke. Smoke
from cigarettes gets trapped in the curtains and furniture in the
house. Hence, the children will still breathe the polluted air from
the trapped smoke’s chemicals.
Answer the following questions:
1. What can you say about Susan’s father?
2. Is this lifestyle of smoking healthy? Why or why not?
3. What should Susan’s father do?
Let’s Do!
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Copy and check on the column that corresponds to your answer.
Activities Often Seldom Never
1. Drink milk daily.
2. Eat breakfast regularly.
3. Eat junk food for snacks.
4. Watch television all day.
5. Drink three bottles of soda a day.
6. Drink a lot of natural fruit juices.
7. Drink 8 – 10 glasses of water daily.
8. Stay close to a smoking person.
9. Play active games with friends on
Saturdays.
10. Play computer games until late
at night.
Let’s us Check!
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What makes a healthy lifestyle?
Provide the missing letters to form the word being described.
1. Eating the right kind and right amount of food
2. Doing this will help your body to be strong and you will not easily
get sick, you will control your weight and have fun.
E R C S
3. It can cause lung cancer and infection, allergies and asthma.
S M K N G
4. Unhealthy beverages that commonly leads to malnutrition and
vitamin deficiencies
L C H L
B L N D
D E
R G L R
Let’s Do this at Home