The document outlines the weekly objectives, content standards, and learning competencies for a health class on consumer health. The objectives must be derived from curriculum guides and aim to develop students' content knowledge and skills over the course of the week through lessons, exercises, and assessments. The content standard focuses on understanding guidelines for evaluating health information, while the performance standard centers on demonstrating critical thinking. The procedures provide an overview of the lessons, activities, and discussions to be covered each day, including topics like quackery and its effects. Reflection notes indicate some students need help with reading comprehension and storytelling lessons were effective, but there were no difficulties requiring assistance.

1. I. OBJECTIVES
Monday Tuesday Wednesday Thursday Friday
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
be done for developing content knowledge and competencies. These are assessed using Formative 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 guides.
A. Content Standards The learner..
understands the guidelines and
criteria in the selection and
evaluation of health
information, products and
services
The learner..
understands the guidelines and
criteria in the selection and
evaluation of health
information, products and
services
The learner..
understands the guidelines and
criteria in the selection and
evaluation of health
information, products and
services
The learner..
understands the guidelines and
criteria in the selection and
evaluation of health
information, products and
services
The learner..
understands the guidelines and
criteria in the selection and
evaluation of health information,
products and services
B. Performance Standards The Learner…
Demonstrates critical thinking
and decision-making skills in the
selection, evaluation and
utilization of health information,
products and services.
The Learner…
Demonstrates critical thinking
and decision-making skills in the
selection, evaluation and
utilization of health information,
products and services
The Learner…
Demonstrates critical thinking
and decision-making skills in the
selection, evaluation and
utilization of health information,
products and services
The Learner…
Demonstrates critical thinking
and decision-making skills in
the selection, evaluation and
utilization of health
information, products and
services
The Learner…
Demonstrates critical thinking
and decision-making skills in the
selection, evaluation and
utilization of health information,
products and services
C. Learning Competencies/Objectives
Write the LC code for each
H10CH-Ia-b-19, H10-CH-Ia-b-20,
H10CH-Ia-b-21
H10CH-Ia-b-19, H10-CH-Ia-b-20,
H10CH-Ia-b-21
H10CH-Ia-b-19, H10-CH-Ia-b-20,
H10CH-Ia-b-21
H10CH-Ia-b-19, H10-CH-Ia-b-
20, H10CH-Ia-b-21
II. CONTENT
III. LEARNING RESOURCES
A. References P.E. and Health
1. Teacher’s Guide pages
2. Learner’s Material pages 222-225
3. Textbook pages 222-225
4. Additional Materials from Learning
Resource (LR) portal
n/a
B. Other Learning Resources SLM
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
What is consumer health?
B. Establishing a purpose for the lesson Let the learners read Activity 2-
“The magic bracelet”
GRADES 1 TO 12
DAILY LESSON LOG
School Grade Level 10
Teacher Learning Area Health/ Consumer Health
Teaching Dates and Time Quarter 1

2. C. Presenting examples/instances for
the new lesson
Learners will answer the 4
question after reading the
“magic bracelet”
Monday Tuesday Wednesday Thursday Friday
D. Discussing new concepts and
practicing new skills #1
Discuss Quackery
E. Discussing new concepts and
practicing new skills #2
Discuss the three major
characteristics of quackery
F. Developing mastery
(Leads to Formative Assessment 3)
Discuss the possible effects of
Quackery
G. Finding practical applications of
concepts and skills in daily living
“Identify the forms of quackery”
H. Making generalizations and
abstractions about the lesson
“Whats More”
I. Evaluating learning Activity 1. “Calling Dr. Quack
Quack”
J. Additional activities for application
for remediation
Doctor! Doctor! I am Sick

3. V. REMARKS
Some learners needs to practice skills in reading comprehension.
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
n/a
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson.
n/a
D. No. of learners who continue to
require remediation
n/a
E. Which of my teaching strategies
worked well? Why did these work?
Story Telling in life experiences
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
n/a
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
n/a