Curriculum Map

1. CURRICULUM MAP TEMPLATE -50/60
SUBJECT: HEALTH QUARTER: 1
GRADE LEVEL: Grade 7 TOPIC: Growth and Development
Prepared by: Rheu-Ven N. Ilustrisimo, Ariel D. Barcelona
Quarter/
Month
UNIT
TOPIC:
CONTENT
CONTENT
STANDARD
PERFORMANCE
STANDARD
LEARNING
COMPETENCIES (AMT
LEARNING GOALS)
ASSESSMENT ACTIVITIES RESOURCES INSTITUTIONAL
CORE VALUES
1-
Septem
ber-
October
HOLISTIC
HEALTH
The
learner…
demonstrate
s
understandi
ng of holistic
health and
its
managemen
t of health
concerns,
the growth
and
developmen
t of
adolescents
and how to
manage its
challenges.
The learner…
appropriately
manages
concerns and
challenges
during
adolescence to
achieve holistic
health.
ACQUISITION
A.1.identify the
interconnected
relationships among the
dimensions (physical,
mental/intellectual,
emotional, social, and
moral/spiritual) (H7GD-Ia-
11.1).
A.1.Formative
Assessment:
Mind map or
Concept map
Summative
Assessment:
Multiple
Choice
Self-
Assessment:
Personal
reflection
A.1.Venn Diagram
Labelling Exercise
Flow Chart
A.1.Teacher’s
Guide Health
7 pp.4-7
Lacia, G.C.;
Limos, A.P.;
Callo, L. F.; et
Al., (2015).
The 21st
Century
MAPEH In
Action, REX
Book Store,
856 Nicanor
Reyes, Sr. St.
1977 C.M.
Recto
Avenue,
Manila,
Philippines,
pp. 251 – 257
Value
s
devel
opm
ental
chang
es

2. https://www.y
outube.co
m/watch?v=F
3goXnphc8
as
norm
al
part
of
huma
n
Value
s
devel
opm
ental

3. chang
es
as
norm
al
part
of
huma
n
⮚ Holistic Well-
being:
⮚ Interconnect
edness
A.2.recognize that
changes in different health
dimensions are normal
A.2.Formative
Assessment:
Scenario-
A.2. 2-Column
Comparison
Table
A.2.
https://www.sl
ideshare.net/
elmerllames/
Embracing
Developmental
Diversity

4. during adolescence.
(H7GD-Ide-17)
based role-
play activity
Summative
Assessment:
Matching
Self-
Assessment:
Reflect on
personal
experiences
and
observations
health-grade-
7-first-quarter
MEANING MAKING
M.1.explain the
interconnected
relationships among the
dimensions (physical,
mental/intellectual,
emotional, social, and
moral spiritual) in fostering
holistic health. (H7GD-Ia-
11.1)
M.1.
Formative
Assessment:
group
discussion or a
collaborative
project
Summative
Assessment:
Essay
Self-
Assessment:
M.1.
Close Reading
5E Inquiry-based
Learning
M.1.
Teacher’s
Guide Health
7 pp.4-7
www.ymcami
dtn.org2016
⮚ Holistic
Harmony

5. Reflect on
their own
lifestyles and
experiences
M.2.analyze the health
concerns and appraisal
procedures to achieve
holistic health (H7GD-Iij-
20.1)
M.2.
Formative
Assessment:
Problem Pairs
Summative
Assessment:
Critique
Writing
Self-
Assessment:
Journal Writing
M.2.Text Analysis
Writing
Generalizations
M.2.
www.stkate.e
du/healthcare
2022
TG:Teacher’s
Guide Health
7 pp.8-10
BOOK:Lacia,
G.C.; Limos,
A.P.; Callo, L.
F.; et Al.,
(2015).
The 21st
Century
MAPEH In
Action, REX
Book Store,
856 Nicanor
Reyes, Sr. St.
1977 C.M.
Recto
Avenue,
Manila,
Philippines,
pp. 251 – 257
⮚ Comprehensi
ve Wellness
⮚

6. TRANSFER
T.1.avail of health
services in the school and
community in order to
appraise one’s health
(H7GD-Iij-24)
T.1.
Performance
Task: Health
Services
Navigation
and Appraisal
T.1.
Scaffold
1:Understanding
Health Services
Scaffold 2:
Navigating Health
Services
Scaffold 3:
Reflection and
ApplicationStudents
will conduct hea
*Please see the next
page for the specific
instructions (nutrition,
mental health and
sexual health) to raise
awareness about
various health issues
T.1.
Lacia, G.C.;
Limos, A.P.;
Callo, L. F.; et
Al., (2015).
The 21st
Century
MAPEH In
Action, REX
Book Store,
856 Nicanor
Reyes, Sr. St.
1977 C.M.
Recto
Avenue,
Manila,
Philippines,
pp. 251 – 257
⮚ Accessible
Wellness
Scaffold 1: Understanding Health Services

7. Objective: Develop an understanding of the available health services in both school and community settings to appraise one's health.
Introduction to Health Services (School and Community):
Introduce students to the variety of health services available in school (e.g., school nurse, counseling services) and the broader community (e.g., local
clinics, public health services).
Discuss the roles of different health professionals and their contributions to overall well-being.
Exploration of School Health Services:
Guide students in researching and compiling information about health services within the school setting.
Have them create a simple chart or infographic detailing the services offered, their locations, and contact information.
Investigation of Community Health Services:
Extend the exploration to community health services by assigning students to research local clinics, hospitals, and other relevant facilities.
In a group setting, encourage discussions on how these community services complement or differ from school-based services.
Scaffold 2: Navigating Health Services
Objective: Develop skills in navigating and accessing health services in both school and community settings.
Role-Play Scenarios:
Design role-playing scenarios where students practice navigating the process of availing health services. This could involve making appointments,
understanding paperwork, and effectively communicating their health concerns.
Provide guidance and feedback on their communication skills, professionalism, and ability to follow the steps involved.
Mock Appointment Setting:
Conduct a simulated exercise where students practice setting up a mock appointment with a healthcare professional.
Discuss the importance of providing accurate information, asking relevant questions, and being proactive in addressing health concerns.
Guided Community Visit:
Organize a guided visit to a local community health service facility.

8. During the visit, students can interact with staff, ask questions about available services, and gain firsthand experience in navigating a community health
setting.
Scaffold 3: Reflection and Application
Objective: Encourage self-reflection and application of knowledge in real-life health service situations.
Reflective Journals:
Assign students to maintain a reflective journal documenting their experiences in accessing health services.
Encourage them to reflect on challenges faced, positive aspects of the experiences, and any insights gained about their health and well-being.
Case Studies and Problem Solving:
Present case studies or scenarios involving potential challenges in accessing health services.
In groups, have students discuss and propose solutions, fostering critical thinking and problem-solving skills.
Personal Health Service Plan:
Culminate the learning experience by having students create a personal health service plan.
This plan should outline their preferred approach to accessing health services, steps they will take in different scenarios, and any preventive measures
they plan to adopt based on their appraisal of health services.