Health CG PDF

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
HEALTH
(Grade 1 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
The Kindergarten to Grade 12 (K to 12) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.
The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all well-
being.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It
enables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance
misuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as
well as global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners various needs and
abilities.
K to 12 Health Curriculum Guide May 2016 Page 2 of 92

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
Conceptual Framework of Health Education
Holistic
Values-based Preventive
Growth and
Development
Community and
Environmental Personal Health
Health
Health and Achieve,

Learner-
Life Skills-
based
Consumer
Health
Sustain and Nutrition centered
Promote
Lifelong
Injury
Prevention and
Wellness Substance Use
and Abuse
Safety
Culture- Disease
Prevention and Family Health
responsive Conrtol
Rights-based
Standards and Epidemiological

Outcomes-based

HEALTH CONTENT AREAS
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individuals development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with lifes changes.
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.

Key Stage Standards
K3 46 7 10
The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key health
observance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability and
achieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of
achieve and sustain optimum health and well- the individual, the family and the larger community.
being.
Grade Level Standards
GRADE LEVEL STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury-
Grade 1
prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
Grade 2
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
Grade 3
consumer health; and community and environmental healthfactors which help in facilitating the development of healthy habits and practices.
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
Grade 4
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.

GRADE LEVEL STANDARDS
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
Grade 5
community and environmental health, which helps to achieve optimum health and well-being.
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury
Grade 6
prevention, safety and first aid to achieve optimum health and well-being.
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid
Grade 7
to achieve, sustain, and promote personal health and wellness.
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and non-
Grade 8
communicable to achieve, sustain, and promote family health and wellness.
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of
Grade 9
substance use and abuse to achieve, sustain, and promote community health and wellness
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a
Grade 10
health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.

Grading
Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Period
Community
First Personal
Personal Personal Growth and and Consumer
Quarter Nutrition Health/ Nutrition Nutrition Family Health I
Health Health Development Environmental Health
Nutrition
Health
Personal Personal
Health Health Injury
Health Trends,
Prevention and Prevention and Prevention,
Personal Issues and
Second Personal Control of Control of Family Health Safety and
Prevention and Prevention and Health/ Growth Nutrition Concerns
Quarter Health Diseases &
& Development
Diseases & II First Aid
(National
Control of Control of Disorders Disorders (Unintentional
Diseases & Diseases & Level)
Injuries)
Disorders Disorders
Prevention and Substance Use Health Trends,

Consumer and Abuse Issues and
Control of
Third Personal Consumer Substance Use Substance Use Health/ Personal Concerns
Family Health Diseases and
Quarter Health Health and Abuse and Abuse Environmental Health
Disorders (Drug
Health
(Communicable) scenario) (Global Level)
Injury Injury
Injury Prevention,
Prevention, Injury
Prevention, Safety & First Prevention and
Injury Injury Injury Safety & First Aid/ Prevention, Substance Use
Safety & First Control of
Fourth Prevention, Prevention, Prevention, Aid/Community Safety and and Abuse Planning for a
Aid Diseases and
Quarter Safety and Safety and
/Community &
Safety & First and Consumer
First Aid (Gateway Health Career
Disorders (Non-
First Aid First Aid Aid Environmental (Intentional drugs)
Environmental Health Communicable)
Health Injuries)
Health

GRADE 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Grade 1 - NUTRITION 1ST QUARTER (H1N)

A. Healthful and less The learner The learner 1. BLLM PDF 24. Wastong Nutrisyon. Aralin 5.
healthful foods 2. Growing with Science and Health 1.
1. Water and milk vs. understands the practices healthful Teachers Manual. Domanais, Lucia, et.al
soft drinks importance of good eating habits daily 1997. pp. 17-19.*
2. Fruits and eating habits and 3. Moving Onward with Science and Health 1.
vegetables vs. behavior Teachers Manual. Dungan-Ramirez,
sweets, salty and The learner Cristeta. 1997. p. 19.*
processed food 4. Science and Health 1. Teachers Manual.
distinguishes healthful Coronel, Carmelita. 1997. pp. 24-25.*
1. H1N-Ia-b-1
5. Science and Health Today 1. Apolinario,
from less healthful
Nenita. 1997. pp. 37.*
foods 6. Science for Everyone 1. de Lara, Ruth.
1997. pp. 20-21, No.4, 38.*
7. Science and Health Today 2. Teachers
Manual. Apolinario, Nenita A. 1997. No.5
pp. 35-36.*
8. Science and Health For Life 2. Caralde,
Lourdes R. et. al. 1997. p. 31.*
B. Consequences of eating 2. tells the consequences
less healthful food of eating less healthful Science and Health Today 2. Apolinario,
H1N-Ic-d-2
foods Nenita A. 1997. pp. 39-40.*
C. Good eating habits 1. Growing with Science and Health 1.

1. Eat regular meals. Teachers Manual. Domanais, Lucia C. et.
2. Eat a healthful al. 1997. p. 19.*
breakfast daily. 2. Science and Health 1. Santiago, Ma.
3. practices good decision-
3. Chew food Lourdes B. 1997. pp. 20-21.*
making skill in food
thoroughly. H1N-Ie-f-3 3. Science and Health Today 1. Teachers
choices
Manual. Apolinario, Nenita A. 1997. pp. 25-
28.*
Nenita A. 1997. p. 37.*
5. Growing with Science and Health 2.
CONTENT PERFORMANCE
STANDARDS STANDARDS
Domanais, Lucia C. 1997. pp. 33-34.*

C. Good eating habits The learner The learner 6. Science and Health Today 2. Apolinario,
1. Eat regular meals. Nenita A. 1997. pp. 40, 59.*
2. Eat a healthful understands the practices healthful 7. Science for Daily Use 2. Teachers Manual.
breakfast daily. importance of good eating habits daily Menguito, Perla B. et. al. 1997. pp. 29-30.*
3. Chew food eating habits and
thoroughly. behavior 1. Science and Health 1. Banez, Resurrection
S. et. al. 1997. p. 46.*
2. Science and Health 1. Teachers Manual.
Banez, Resurrection S. et. al. 1998. pp. 13-
14.*
28.*
Nenita A. 1997. pp. 38-39.*
5. Science for Everyone 1. Teachers Manual.
de Lara, Ruth G. 1997. Application p. 39.*
6. Science for Everyone 1. de Lara, Ruth G.
1997. p. 42.*
4. practices good eating 7. INTO THE FUTURE: SCIENCE AND HEALTH
habits that can help one H1N-Ig-j-4 2. Estrella, Sonia V. et. al. 1997. p. 17.*
become healthy 8. Science Around Us 2. Garcia, Ligaya B. et.
al. 1997. pp. 27-28.*
9. Science and Health 2. Apostol, Joy A. et. al.
1997. p. 36.*
10. Science and Health For Life 2. Carale,
Lourdes R. et. al. 1997. pp. 36-37, 39.*
Nenita A. 1997. pp. 38-39, 42-43.*
Teachers Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 57-59.*
Jacinto, Emilio. et. al. 1997. pp. 36-38.*
14.

CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 1 PERSONAL HEALTH 2ND QUARTER (H1PH)

A. Health habits and The learner The learner 1. Science and Health 1. Banez, Resurrection.
hygiene et. al. 1998. Teachers Manual. p. 26.*
1. Proper behavior demonstrates practices good 2. Science and Health Today 1. Apolinario,
1. identifies proper
during mealtime. understanding of health habits and H1PH-IIa-b- Nenita. 1997. pp. 38-39.*
behavior during
2. Proper hand the proper ways of hygiene daily 1 3. Science and Health Today 1. Teachers
mealtime
washing taking care of ones Manual. Apolinario, Nenita. 1997. pp. 27-
2.1 before and after health 28.*
eating
2.2 after using the 1. Science and Health Today 1. Teachers
toilet Manual. Apolinario, Nenita. 1997. p. 20.*
2.3 when the hands 2. Science and Health Today 1. Apolinario,
2. demonstrates proper H1PH-IIc-d-
get dirty Nenita. 1997. pp. 23-24.*
hand washing 2
3. Washing the feet 3. Science and Health Today 2. Apolinario,
when dirty, before Nenita. 1997. p. 32.*
going to bed, and
after wading in 1. Science and Health Today 1. Teachers
flood waters Manual. Apolinario, Nenita. 1997. pp. 20-
4. Taking a bath every 21.*
day 3. realizes the importance 2. Science and Health Today 1. Apolinario,
H1PH-IIe-3
5. Wiping hands and of washing hands Nenita. 1997. pp. 23-25.*
face with a clean 3. Science for Daily Use 1. Menguito, Perla.
handkerchief et. al. 1997. p. 49.*
6. Covering cough and
sneeze with clean 1. Growing with Science and Health 1.
handkerchief or Teachers Manual. Domanais, Lucia. et. al.
tissue paper when 1997. pp. 27-29, 33-35.*
coughing or 2. INTO THE FUTURE: Science and Health 1.
sneezing Estrella, Sonia. et. al. 1997. pp. 18-30.*
4. practices habits of
7. Coughing or 3. Moving Onward with Science and Health 1.
keeping the body clean H1PH-IIf-i-4
sneezing into the Dungan-Ramirez, Cristeta. 1997. pp. 22-
& healthy
crook of the elbow 28.*
rather than the 4. Moving Onward with Science and Health
hand 1.Teachers Manual. Dungan-Ramirez,
8. Wearing clean Cristeta. et. al. 1997. pp. 8-14, 25.*

CONTENT PERFORMANCE
STANDARDS STANDARDS
clothes appropriate The learner The learner 5. OUR WORLD of SCIENCE and HEALTH 1.
to the activity Santiago, Erlinda. 1997. pp. 20-22, 25-26,
9. Having enough rest demonstrates practices good 35-36.*
and sleep understanding of health habits and 6. Science and Health 1. Teachers Manual.
10. Maintaining good the proper ways of hygiene daily Banez, Resurrection. et. al. 1998. pp. 25-
posture taking care of ones 29.*
11. Engaging in health 7. Science and Health 1. Banez, Resurrection.
physical activity et. al. 1998. pp. 16-20.*
Nenita. 1997. pp. 23-31, 53-56.*
Manual. Apolinario, Nenita. 1997. pp. 21,
23, 37-38.*
10. Science for Daily Use 1. Menguito, Perla.
et. al. 1997. pp. 49-50.*
11. Science for Everyone 1. de Lara, Ruth.
1997. pp. 14-16 ,22-26, 31, 41, 44-45.*
de Lara, Ruth. 1997. No.1 p. 22, No.3 p.
23, Evaluation p. 39.*
13. Science and Health 2. Apostol, Joy. 1997.
p. 39.*
14. Exploring Science 3. Alsim-Madriaga,
Lucita. 2000. pp. 30-32.*
Teachers Manual. Balagtas, Marilyn. et. al.
1999. p. 57.*
1. Infed modules pdf (Street Children) PDF.

Pag aayos ng katawan.
2. Infed modules pdf (Street Children) PDF.
5. realizes the importance Bata Bata Maglaro Tayo.
of practicing good H1PH-IIj-5 3. Infed modules pdf (various sectors and
health habits other groups). Ang galing ng dating.
Teachers Manual. Domanais, Lucia. et. al.
1997. pp. 27-29, 33-35.*
CONTENT PERFORMANCE
STANDARDS STANDARDS
A. Health habits and The learner The learner 5. Moving Onward with Science and Health 1.
hygiene Dungan-Ramirez, Cristeta. 1997. pp. 24-
1. Proper behaviour demonstrates practices good 28.*
during mealtime. understanding of health habits and 6. OUR WORLD of SCIENCE and HEALTH 1.
2. Proper hand washing the proper ways of hygiene daily Santiago, Erlinda. 1997. pp. 23, 37.*
2.1 before and after taking care of ones 7. Science and Health 1. Teachers Manual.
eating health Banez, Resurrection. et. al. 1998. pp. 16-
2.2 after using the 17, 25-29.*
toilet 8. Science and Health Today 1. Apolinario,
2.3 when the hands Nenita. 1997. p. 29.*
get dirty 9. Science for Everyone 1. Teachers Manual.
3. Washing the feet de Lara, Ruth. 1997. pp.14-16, No.4&5
when dirty, before pp.24,37-38.*
going to bed, and 10. Science for Everyone 1. de Lara, Ruth.
after wading in flood 1997. pp.14-16,22-23,25,29,41-42,45*
waters 11. Science and Health 2. Apostol, Joy. 1997.
4. Taking a bath every pp.38-39*
day 12. Science and Health Today 2. Apolinario,
5. Wiping hands and Nenita. 1997. Application pp.33-34, No.6
face with a clean pp.36, 41-42*
handkerchief 13. Exploring Science 3. Madriaga, Lucita, 2000
6. Covering cough and pp. 30-32,35*
sneeze with clean 14. Growing with Science and Health 3.
handkerchief or Teachers Manual. Balagtas, Marilyn, et. al.
tissue paper when SEMP/TEEP. 1999. pp.52-54*
coughing or sneezing 15. Science and Health for Better Life 3.
7. Coughing or sneezing Teachers Manual.PRODED. IMDC/DepED.
into the crook of the Abracia,Norma M. et.al. 1985,1989. pp.8-
elbow rather than the 13
hand 16. Science for Everyone 3. Teachers Manual.
8. Wearing clean clothes de Lara, Ruth . 1997. pp.36-38*
appropriate to the
activity
9. Having enough rest
and sleep
10. Maintaining good
posture
CONTENT PERFORMANCE
STANDARDS STANDARDS
11. Engaging in physical

activity
Grade 1 FAMILY HEALTH 3RD QUARTER (H1FH)
A. Characteristics of a The learner The learner The learner 1. Growing with Science and Health 1.
healthful home Teachers Manual. Domanais, Lucia, et.al.
environment understands the consistently 1. describes the 1997. pp.164-165*
1. Clean water importance of demonstrates characteristics of a 2. Science and Health Today 1. Apolinario,
2. Clean indoor air keeping the home healthful healthful home Nenita. 1997. pp.40-42*
environment practices for a environment 3. Exploring Science 3. Alsim-Madriaga,Lucita.
healthful. healthful home 2000. pp.37*
H1FH-IIIa-1
environment. 4. Science around us 3. Garcia,Ligaya, et.al.
1997. pp.39*
5. Science and Health for Better Life 3.
Teachers Manual.PRODED. IMDC/DepED.
Abracia,Norma M. et.al. 1985,1989. pp.13-
15
2. discusses the effect of 1. BLLM PDF 24 , Ang Tubig ay Mahalaga.
clean water on ones Aralin 1,2, Manwal
health 2. Science and Health 1. Santiago, Lourdes.
1997. pp.28*
Coronel,Carmelita.1997. pp.90-92*
H1FH-IIIb-2
1997. pp.19*
de Lara, Ruth. 1997. No.4 pp.19*
Nenita. 1997. pp. 178*
Manual. Apolinario, Nenita. 1997. No.4 pp.
134-135*
3. discusses how to keep 1. Exploring Science 3. Alsim-Madriaga,Lucit.
water at home clean 2000. pp.184*
H1FH-IIIc-3
2. Science and Health For Better Life 5.
A. Characteristics of a PRODED. IMDC/DepED. Abracia,Norma M.
The learner The learner et.al. 1987. pp. 125-126

CONTENT PERFORMANCE
STANDARDS STANDARDS
healthful home 4. practices water 1. Science and Health 1. Teachers Manual.

environment understands the consistently conservation Santiago,Ma.Lourdes. 1997. pp.99*
1. Clean water importance of demonstrates 2. Science and Health 1. Santiago,
2. Clean indoor air keeping the home healthful Ma.Lourdes. 1997. pp.165-166*
environment practices for a 3. Science for Everyone 1. Teachers Manual.
healthful. healthful home de Lara, Ruth. 1997. No.6 pp.131*
environment. H1FH-IIIde- 4. Exploring Science 3. Alsim-Madriga, Lucita.
4 2000. pp.179-182*
Teachers Manual. Balagtas, Marilyn, et. al.
SEMP/TEEP. 1999. pp.171-173*
6. Science Around Us 3. Garcia,Ligaya, et.al.
1997. pp.173-175*
Jacinto, Emilio, et al. 1997. pp.166-167*
5. explains the effect of 1. Moving Onward with Science and Health 1.
indoor air on ones Cristeta Dungan-Ramirez. 1997. pp.33*
health 2. Science for Everyone 1. de Lara, Ruth.
1997. pp.18*
H1FH-IIIfg- 3. Science for Everyone 1. Teachers Manual.
5 de Lara, Ruth. 1997. No.5 pp.20*
Nenita. 1997. pp. 180*
Manual. Apolinario, Nenita. 1997. No.5&6
pp. 135*
6. identifies sources of 1. Science for Everyone 1. de Lara, Ruth.
indoor air pollution 1997. pp.166*
H1FH-IIIfg- de Lara, Ruth. 1997. No.7 pp.132*
6 3. Science and Health Today 2. Apolinario,
Nenita. 1997. pp. 185-186*
4. Science for Daily Use 2. Menguito, Perla,
et.al. 1997. pp.174-175*
7. practices ways to keep 1. Science and Health 1. Teachers Manual.
H1FH-IIIfg-
indoor air clean Santiago, Ma.Lourdes, 1997.pp.101-102*
The learner The learner 7
2. Science for Daily Use 2. Menguito, Perla,
CONTENT PERFORMANCE
STANDARDS STANDARDS
et.al . 1997. pp.176-177*

B. Ways to keep the understands the consistently 8. explains the effect of a 1. PILOT School MTB_MLE Health TG Q1-Q4
healthful home environment importance of demonstrates home environment to Grade 3 . Q1 W9&10 pp.22-25
keeping the home healthful the health of the people 2. Science for Everyone 1. Teachers Manual.
environment practices for a living in it de Lara, Ruth. 1997. pp.130-132*
healthful. healthful home H1FH-IIIhi- 3. INTO THE FUTURE: SCIENCE AND HEALTH
environment. 8 2. Estrella, Sonia, et al. 1997 pp.152-153*
4. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.164-165*
Teachers Manual. Balagtas, Marilyn, et. al.
SEMP/TEEP. 1999. pp. 60-61.*
1. Pilot School MTB_MLE Health TG Q1-Q4
Grade 3 Q1 W9&10 pp. 22-25.
2. BLLM PDF 24, Ang Aming mga Gawain,
9. describes ways on how Aralin 1, Manwal.
family members can 3. Moving Onward with Science and Health 1.
share household chores H1FH-IIIhi- Dungan-Ramirez, Cristeta. 1997. pp. 190-
in keeping a healthful 9 194.*
home environment 4. Moving Onward with Science and Health 1.
Teachers Manual. Dungan-Ramirez,
Cristeta. 1997. pp. 85-87.*
1997. pp. 164-166.*
1. Pilot School MTB_MLE Health TG Q1-Q4
Grade 3 Q1 W9&10 pp. 22-25.
2. Science and Health 1. Banez, Resurrection.
et. al. 1998. pp. 178-180.*
10. demonstrates how to 3. Science Around Us 2. Garcia, Ligaya. et. al.
keep the home H1FH-IIIj- 1997. pp. 166-167.*
environment healthful 10 4. Exploring Science 3. Alsim-Madriaga,
Lucita. 2000. pp. 38-41.*

CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 1 INJURY PREVENTION, SAFETY AND FIRST AID 4th QUARTER (H1IS)
A. Knowing personal The learner The learner The learner
information
and ways to ask for help demonstrates appropriately 1. identifies situations when
understanding of demonstrates it is appropriate to ask for H1IS-IVa-1
safe and safety behaviors in assistance from strangers
responsible daily activities to
behavior to lessen prevent injuries 2. gives personal
risk and prevent information, such as
injuries in day-to- name and address to H1IS-IVb-2
day living appropriate persons
3. identifies appropriate
persons to ask for
H1IS-IVc-3
assistance
4. demonstrates ways to ask

H1IS-IVc-4
for help
B. Preventing childhood 5. follows rules at home and

Injuries in school. H1IS-IVd-5
1. Safety rules at
home 6. follows rules during fire
2. Safety rules in and other disaster drills H1IS-IVe-6
school, including
fire and other The learner The learner 7. observes safety rules with
disaster drills stray or strange animals H1IS-IVf-7
3. Safety with animals demonstrates appropriately
understanding of demonstrates 8. describes what may Science Around Us 3. Garcia, Ligaya. et. al.
safe and safety behaviors in happen if safety rules are H1IS-IVg-8 1997. pp. 71-73.*
responsible daily activities to not followed
C. Ways by which people behavior to lessen prevent injuries 9. describes ways people
are intentionally risk and prevent can be intentionally
injuries in day-to- H1IS-IVh-9
helpful or harmful helpful or harmful to one
1. Good touch and day living another

CONTENT PERFORMANCE
STANDARDS STANDARDS
bad touch 10. distinguishes between

2. Protection against good and bad touch H1IS-IVi-10
violent or 11. practices ways to protect
unwanted behaviors oneself against violent or
of others H1IS-IVj-11
unwanted behaviors of
others

GRADE 2
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2- NUTRITION 1ST QUARTER (H2N)

A. Healthy Food and the The learner The learner
Body 1. states that children have
1. Provides energy understands the 1. demonstrates the right to nutrition
1.1 Carbohydrates importance of good decision- (Right of the child to
and Fats eating a balanced making skills nutrition Article 24 of the 1. PDF 24 BLLM Wastong Nutrisyon Aralin 1.
2. Promotes growth diet. in choosing UN Rights of the Child) H2N-Ia-5 Manwal 1-7
and body-building food to eat to 2. Exploring Science 3. Lucita Alsim-
2.1 Protein have a Madriaga. 2000. pp.26-28*
3. Regulates body balanced diet.
functions
3.1 Vitamins and 2. consistently
Minerals practices good
B. Guide in Eating health habits 2. discusses the importance 1. PDF 24 BLLM Wastong Nutrisyon Aralin 1.
Balanced diet and hygiene of eating a balanced Manwal pp.8-13
1. Food Pyramid for for the sense meal 2. Growing with Science and Health 2.
Filipino children (7-12 organs Domanais, Lucia. 1997. pp. 27-29*
years old) 3. INTO THE FUTURE: SCIENCE AND
2. Food Plate for HEALTH 2. Estrella, Sonia, et. al. 1997
Filipino children (7-12 pp.14-17*
years old) 4. Science and Health 2. Teachers Manual.
The learner Apostol, Joy. 1997. pp.13-15*
5. Science for Daily Use 2. Teachers Manual.
H2N-Ib-6
understands the Menguito, Perla, et. al. 1997. pp.19-21*
importance of 6. Exploring Science 3. Lucita Alsim-
eating a balanced Madriaga. 2000. pp.29*
diet. 7. Growing with Science and Health 3.
Teachers Manual. Balagtas, Marilyn.U. et.
al. 1999 pp.47-49*
Jacinto, Emilio, et. al. 1997. pp.30-32*
Teachers Manual.PRODED. IMDC/
B. Guide in Eating DepED. Abracia,Norma M. et. al.
The learner The learner 1985,1989. pp.4-5
CONTENT PERFORMANCE
STANDARDS STANDARDS
Balanced diet 3. discusses the important 1. Growing with Science and Health 2.
1. Food Pyramid for understands the 1. demonstrates functions of food Domanais, Lucia. 1997. pp.29*
Filipino children (7-12 importance of good decision- 2. INTO THE FUTURE: SCIENCE AND HEALTH
years old) eating a balanced making skills 2. Estrella, Sonia. et. al. 1997 pp.14-17*
2. Food Plate for diet. in choosing 3. INTO THE FUTURE: SCIENCE AND HEALTH
Filipino children (7-12 food to eat to 2. Teachers Manual. Estrella, Sonia, et. al.
years old) have a 1997 pp.14-18*
balanced diet. 4. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.23-26*
2. consistently 5. Science And Health 2. Apostol, Joy A. et.
practices good al. 1997. pp. 35-37*
health habits 6. Science and Health 2 .Teachers Manual.
and hygiene Apostol, Joy A. et. al. 1997. pp. 13-15.*
for the sense 7. Science and Health For Life 2. Carale,
organs Lourdes, et. al. 1997. pp.27-29*
H2N-Icd-7 Nenita. 1997 pp.36-38*
Manual. Apolinario, Nenita. 1997. pp.33-
40*
Menguito, Perla B. et. al. 1997. pp. 19-21.*
11. Exploring Science 3. Madriaga, Lucita,
2000. pp. 26-29.*
al. 1999. pp. 47-49.*
Jacinto, Emilio S. Jr. et. al. 1997. pp. 30-
32.*
Teachers Manual. PRODED. IMDC/
DepED. Abracia,Norma M. et.al.
1985,1989. pp.4-5

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Guide in Eating The learner 4. describes what 1. Growing with Science and Health 2.
Balanced diet constitutes a balanced Domanais, Lucia, et.al. 1997. pp.33-34*
1. Food Pyramid for 1. demonstrates diet 2. Science and Health 2. Apostol, Joy. 1997.
H2N-Ie-8
Filipino children (7-12 good decision- pp.35-36*
years old) making skills 3. Science and Health For Life 2. Carale,
2. Food Plate for in choosing Lourdes, et. al. 1997. pp.38*
Filipino children (7-12 food to eat to
years old) have a 5. considers Food Pyramid H2N-Ifh-9
balanced diet. and Food Plate in making
food choices
2. consistently 6. displays good decision- H2N-Iij-10 1. Kumain ng Wasto, Maging Malusog . A&E.
practices good making skills in choosing NFE Accreditation and Equivalency
health habits the right kinds of food to Learning Material. DepED. 2001. pp.34-38
and hygiene eat 2. Growing with Science and Health 2.
for the sense Domanais, Lucia C. et. al. 1997. pp. 27-34*
organs 3. Into the Future: Science and Health 2.
Estrella, Sonia V. et. al. 1997. pp. 14-17.*
4. Into the Future: Science and Health 2.
Teachers Manual. Estrella, Sonia V. et. al.
1997. 14-18*
5. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.25-26, 27-31*
6. Science and Health 2. Apostol, Joy. 1997.
pp.37*
Menguito, Perla B. et. al. 1997. pp.19-21,
29-30*
8. Science and Health For Life 2. Carale,
Lourdes, et.al. 1997. pp. 27-29,31-32*
9. Growing with Science and Health 3
al. 1999. pp. 57-59.*

CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2 PERSONAL HEALTH 2ND QUARTER (H2PH)

A. Health Habits and The learner The learner The learner 1. Growing with Science and Health 2.
hygiene Domanais, Lucia. 1997. pp.4-5,8-9,12-
1. Care of the eyes, demonstrates consistently 1. describes ways of caring 14,21-22*
ears, nose understanding of practices good for the eyes, ears, nose, 2. INTO THE FUTURE: SCIENCE AND HEALTH
1.1 Pediculosis (lice the proper ways of health habits and 2. Estrella, Sonia, et. al. 1997. pp.4-5,8-9*
hair and skin in order to
infestation) taking care of the hygiene for the 3. INTO THE FUTURE: SCIENCE AND HEALTH
1.2 Scabies sense organs sense organs avoid common childhood 2. Teachers Manual. Estrella, Sonia, et. al.
1.3 Sore eyes health conditions 1997. pp.4-6,8-10*
1.4 Excessive or 4. Science Around Us 2. Garcia, Ligaya, et. al.
hardened ear wax 1997. pp.19-22*
(impacted 5. Science and Health 2. Apostol, Joy. et. al.
cerumen) 1997. pp.23-30*
2. Care for the 6. Science and Health 2. Teachers Manual.
mouth/teeth Apostol, Joy. et. al. 1997. pp.10-11*
2.1 Proper tooth 7. Science and Health Today 2. Apolinario,
brushing and Nenita. 1997 pp. 29-35*
H2PH-IIa-e-
flossing at least 8. Science and Health Today 2. Teachers
6
twice a day and Manual. Apolinario, Nenita. 1997 pp.25-32*
always before 9. Science and Health For Life 2. Carale,
sleeping Lourdes, et. al. 1997. pp.14-21*
2.2 Going to the 10. Science and Health for Life 2. Teachers
dentist twice a Manual. Carale, Lourdes R. et. al. 1997. pp.
year for dental 23-29.*
checkup 11. Science for Daily Use 2. Teachers Manual.
Menguito, Perla, et. al. 1997. pp. 17-19.*
De Lara, Ruth G. 1997. pp. 2-8,21-24.*
13. Exploring Science 3. Madriaga, Lucita.
2000. pp.6-7,9-10,12-13.*
al. SEMPT. 1999 pp.8-11,15-18,21-23,27-
29,33-34.*
Jacinto, Emilio, et. al. 1997. pp.22-24.*
CONTENT PERFORMANCE
STANDARDS STANDARDS
A. Health Habits and The learner The learner de Lara, Ruth . 1997. pp.15-17.*
hygiene
1. Care of the eyes, demonstrates consistently
ears, nose understanding of practices good 2. describes ways of caring 1. Growing with Science and Health 2.
1.1 Pediculosis (lice the proper ways of health habits and for the mouth/teeth Domanais, Lucia. 1997. pp.18.*
infestation) taking care of the hygiene for the
2. Science Around Us 2. Garcia, Ligaya, et.
1.2 Scabies sense organs sense organs
al. 1997. pp.22.*
1.3 Sore eyes
3. Science and Health 2, Apostol, Joy, et. al.
1.4 Excessive or
1997. pp.28-29.*
hardened ear wax
(impacted cerumen)
Apostol, Joy. 1997. pp.10-11.*
2. Care for the H2PH-IIfh-7
mouth/teeth
Nenita. 1997 pp.32-35.*
2.1 Proper tooth
brushing and
Manual. Apolinario, Nenita. 1997 pp.25-
flossing at least
32.*
twice a day and
always before
Menguito, Perla, et.al. 1997. pp.17-19.*
sleeping
8. Exploring Science 3. Madriaga, Lucita.
2.2 Going to the
2000. pp. 13.*
dentist twice a
year for dental
checkup
al. SEMPT. 1999. pp.27-29.
B. Development of self- 3. displays self- 1. Science and Health 2. Apostol, Joy A. et. al.
management skills management skills in 1997. pp.34.*
caring for the sense 2. Science and Health For Life 2. Carale,
organs Lourdes, et. al. 1997. pp.24.*
Nenita. 1997 pp.28,34-35.*
H2PH-IIij-8
32.*
Menguito, Perla, et. al. 1997. pp.17-19.*
De Lara, Ruth G. 1997. pp. 21-24.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

Jacinto, Emilio S. Jr., et. al. 1997. pp.22-
24.*
De Lara, Ruth G. 1997. pp. 15-17.*
Grade 2 FAMILY HEALTH 3RD QUARTER (H2FH)

A. Healthy Family Habits The learner The learner The learner 1. Exploring Science 3. Lucita Alsim-Madriaga.
and Practices 1. describes healthy habits 2000. pp.40-41.*
1. Sharing demonstrates consistently adopts of the family 2. Science and Health for Better Life 3.
responsibilities in understanding of healthy family H2FH-IIIab- Teachers Manual. PRODED. IMDC/
keeping the house healthy family The learner 11 DepED. Abracia,Norma M. et.al.
clean habits and practices 1985,1989. pp.13-15.
2. Preparing and eating
healthy foods 2. demonstrates good family 1. PDF 24 BLLM, Ang Aming mga Gawain
together health habits and Aralin 1.
3. Exercising regularly practices 2. PDF 24 BLLM, Kalusugan Aralin 1, Manwal
as a family pp.1-8.
H2FH-IIIcd-
4. Doing recreational 3. Exploring Science 3. Lucita Alsim-Madriaga.
12
activities together 2000. pp.40-41.*
al. SEMPT. 1999. pp.57-59.*
B. Positive Expressions of The learner... The learner... 3. explains the benefits of

Feelings healthy expressions of H2FH-IIIef- Music, Art, Physical Education and Health
demonstrates an demonstrates feelings 13 2. Oabel, Edna C., et. al. DepED. 2013.
understanding of positive expression pp.397-400.
managing ones of feelings toward
feelings and family members 4. expresses positive H2FH-IIIgh-
respecting and ways of coping feelings in appropriate 14
differences with negative ways

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Positive Expressions of The learner... feelings 5. demonstrates positive

Feelings ways of expressing
H2FH-IIIij-
negative feelings, such as
15
anger, fear, or
disappointment
6. displays respect for the

H2FH-IIIj-
feelings of others Music, Art, Physical Education and Health
16
2. Oabel, Edna C., et. al. DepED. 2013.
pp.401-405.
Grade 2 INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and The learner The learner The learner
Responsibilities
demonstrates an demonstrates 1. discusses ones right and H2IS-IVa-12 Music, Art, Physical Education and Health
understanding of consistency in responsibilities for safety 2. Oabel, Edna C., et.al. DepED. 2013.
rules to ensure following safety pp.466.
safety at home and rules at home and
in school. in school.
B. Home Safety 2. identifies hazardous areas
H2IS-IVbc-
1. Hazards at home at home INTO THE FUTURE: SCIENCE AND HEALTH
13
2. Safety Rules 2. Estrella, Sonia, et.al. 1997 pp.13.*
2.1. Walk cautiously
especially when 3. identifies hazardous 1. Music, Art, Physical Education and Health
using the stairs H2IS-IVde-
household products that 2. Oabel, Edna C., et.al. DepED. 2013.
2.2. Be aware of 14
are harmful if ingested, or pp.467-469.
rough edges inhaled, and if touched 2. INTO THE FUTURE: SCIENCE AND HEALTH
around the especially electrical 2. Estrella, Sonia, et.al. 1997 pp.13.*
house appliances
2.3. Be extra careful 4. recognizes warning labels
when using the Music, Art, Physical Education and Health
that identify harmful
bathroom to H2IS-IVf-15 2. Oabel, Edna C., et.al. DepED. 2013.
things and substances
avoid falls pp.471-472.
2.4. Do not play with
5. explains rules for the safe Music, Art, Physical Education and Health
matches, knives,
use of household H2IS-IVg-16 2. Oabel, Edna C., et.al. DepED.
pointed
chemicals 2013.pp.473-475.

CONTENT PERFORMANCE
STANDARDS STANDARDS
materials, The learner The learner

electrical
1. INTO THE FUTURE: SCIENCE AND HEALTH
equipment and demonstrates an demonstrates
2. Teachers Manual. Estrella, Sonia, et. al.
household understanding of consistency in
6. follows rules for home 1997. Evaluation No.3 , Remedial pp.14.*
chemicals) rules to ensure following safety H2IS-IVh-17
safety 2. Music, Art, Physical Education and Health
2.5. Never touch a safety at home and rules at home and
2. Oabel, Edna C., et.al. DepED. 2013.
hot in school. in school.
pp.476-478.
oven/cooking
material
C. School Safety 1. INTO THE FUTURE: SCIENCE AND HEALTH
1. Hazards in the 2. Estrella, Sonia, et.al. 1997 pp.13.*
school 2. Music, Art, Physical Education and Health
2. Safety Rules 2. Oabel, Edna C., et.al. DepED. 2013.
2.1. Always wear pp.479-480
your school
identification 7. identifies safe and
card unsafe practices and H2IS-IVi-18
2.2. Observe proper conditions in the school
behavior in the
corridor and
when using the
stairs (no
pushing/shovin

CONTENT PERFORMANCE
STANDARDS STANDARDS
g)
2.3. Report The learner The learner
observed
hazards such as demonstrates an demonstrates
damaged understanding of consistency in
equipment, rules to ensure following safety
slippery floor, safety at home and rules at home and
or dangerous in school. in school.
material to the
teacher or
school
personnel
2.4. Observe 8. practices safety rules
Music, Art, Physical Education and Health
playground H2IS-IVj-19 2. Oabel, Edna C., et. al. DepED. 2013.
during school activities
safety rules (do pp.481-484
not climb or
jump on high
bars; avoid
harmful
physical
contacts with
others; report
improper
behavior to
teachers or
school
personnel)

GRADE 3
CONTENT PERFORMANCE LEARNING

CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Grade 3 NUTRITION 1ST QUARTER (H3N)

A. Good Nutrition and Health The learner The learner The learner Music, Art, Physical Education and Health
1. Concept of Malnutrition 2. Oabel, Edna C., et. al. DepED. 2013.
2. Forms of demonstrates consistently 1. describes a H3N- pp.418-419
malnutrition(undernutrition understanding of the demonstrates healthy person Iab-11
and overnutrition) importance of nutritional good decision-
2.1. Protein-Energy Malnutrition guidelines and balanced making skills in 2. explains the
(PEM) diet in good nutrition making food concept of H3N-
2.2. Micronutriental Deficiencies and health choices malnutrition Iab-12
2.2.1. Vitamin A Night 3. identifies
Blindness H3N-
nutritional
2.2.2. Vitamin B Beri-beri Icd-13
problems
2.2.3. Vitamin C Scurvy
4. describes the
2.2.4. Votamin D Rickets
characteristics,
2.2.5. Iron Anemia
signs and H3N-
2.2.6. Iodine Goiter
symptoms, effect Ief-14
2.2.7. Calcium Rickets/
of the various
Osteoperosis
forms of
2.3. Overweight and obesity
malnutrition
5. discusses ways of
preventing the
various forms of
malnutrition
H3N-
Ief-15


B. Nutritional Guidelines for Filipinos The learner 6. identifies the 1. Science and Health Today 2. Teachers
(with emphasis on items with *) nutritional H3N- Manual. Apolonario, Nenita.1997 pp.33-
1. Eat variety of foods every demonstrates The learner guidelines for Igh-16 35.*
day to get the nutrients understanding of the Filipino
needed by the body* importance of nutritional consistently 7. discusses the
2. Breastfeed infants exclusively guidelines and balanced demonstrates different H3N-Ii-
Manual. Apolonario, Nenita.1997 pp.33-
from birth up to 6 months diet in good nutrition good decision- nutritional 17
35*
then give appropriate and health making skills in guidelines
complementary foods while making food 8. realizes the
continuing breastfeeding for choices importance of
H3N-Ij- Manual. Apolonario, Nenita.1997 pp.33-
2 years and beyond for following
18 35*
optimum growth and nutritional
development guidelines
3. Eat more vegetables, and 9. describes ways of
fruits everyday to get the maintaining
essential vitamins, minerals 1. Music, Art, Physical Education and Health
healthy lifestyle H3N-Ij-
and fiber for regulation of 2. Oabel, Edna C., et. al. DepED. 2013.
19
body processes* pp.418-419
4. Consume fish, lean meat,
poultry, egg, dried beans or Music, Art, Physical Education and Health
nuts daily for growth and 10. evaluates ones 2. Oabel, Edna C., et. al. DepED. 2013.
repair of body tissues* lifestyle pp.419-421
5. Consume milk, milk products
and other calcium-rich foods, H3N-Ij-
such as small fish and 20
shellfish everyday for healthy
bones and teeth*
6. Consume safe foods and
water to prevent diarrhea 11. adopts habits for
and other food and water- a healthier H3N-Ij-
borne diseases* The learner The learner lifestyle 21
7. Use iodized salt to prevent
Iodine Deficiency Disorders demonstrates consistently
8. Limit intake of salty, fried, understanding of the demonstrates
fatty and sugar-rich foods to importance of nutritional good decision-
prevent cardiovascular guidelines and balanced making skills in
diseases* diet in good nutrition making food

9. Attain normal body weight and health choices

through proper diet and
moderate physical activity to
maintain good health and
help prevent obesity.
10. Be physically active, make
healthy food choices,
manage stress, avoid
alcoholic beverages and do
not smoke to help prevent
lifestyle-related non-
communicable diseases.*
Grade 3 PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)
A. Concept of health and wellness The learner The learner 1. Pilot School MTB_MLE Health 3. Q2
The learner
demonstrates an consistently W1&2
1. describes a healthy
understanding of the practices healthy 2. Music, Art, Physical Education and Health
and H3PH-
nature of and the habits to prevent 2. Oabel, Edna C., et. al. DepED. 2013.
an unhealthy IIa-9
prevention of diseases and control pp.418-419
person
diseases
B. Common Childhood Diseases 1. Pilot School MTB_MLE Health 3. Q2
1. Common diseases The learner W1&2 , W3&4, W5&6, W7&8, W9, W10
2. General risk factors demonstrates an The learner 2. Music, Art, Physical Education and Health
2.1. Heredity understanding of the consistently 2. identifies common H3DD- 2. Oabel, Edna C., et. al. DepED. 2013.
2.2. Environment nature of and the practices healthy childhood diseases IIbcd-1 pp.413-416
2.3. Lifestyle prevention of diseases habits to prevent 3. Exploring Science 3. Alsim-
3. Effects and control Madriaga,Lucita. 2000. pp.32-34.*
diseases
1. Pilot School MTB_MLE Health 3. Q2
W1&2 , W3&4, W5&6, W7&8, W9, W10
3. identifies risk H3DD-
2. Exploring Science 3. Alsim-
factors for diseases IIbcd-2
Madriaga,Lucita. 2000. pp.32-34.*
4. discusses the 1. Pilot School MTB_MLE Health 3. Q2

H3DD-
different risk factors W1&2 , W3&4, W5&6, W7&8, W9, W10
IIbcd-3
for diseases 2. Exploring Science 3. Alsim-


The learner 1. Pilot School MTB_MLE Health 3. Q2

demonstrates an 5. gives an example W1&2 , W3&4, W5&6, W7&8, W9, W10
understanding of the The learner H3DD-
of health condition 2. Exploring Science 3. Alsim-
nature of and the consistently IIbcd-4
under each risk factor Madriaga,Lucita. 2000. pp.32-34.*
prevention of diseases practices healthy
habits to prevent 1. Pilot School MTB_MLE Health 3. Q2
and control 6. explains the W1&2 , W3&4, W5&6, W7&8, W9, W10
diseases H3DD-
effects of common 2. Exploring Science 3. Alsim-
IIbcd-5
diseases Madriaga,Lucita. 2000. pp.32-34.*
C. Preventive Measures for Common 1. Pilot School MTB_MLE Health 3. Q2

Childhood Diseases 7. explains measures H3DD- W1&2 , W3&4, W5&6, W7&8, W9, W10
1. Proper Hygiene to prevent common IIefg-6 2. Exploring Science 3. Alsim-
2. Environmental Sanitation diseases Madriaga,Lucita. 2000. pp.32-35.*
3. Building up ones body
resistance through healthy 1. Pilot School MTB_MLE Health 3. Q2
lifestyle 8. explains the W1&2 , W3&4, W5&6, W7&8, W9, W10
3.1. Proper Nutrition importance of proper H3DD- 2. Exploring Science 3. Alsim-
3.2. Adequate Rest and Sleep hygiene and building IIh-7 Madriaga,Lucita. 2000. pp.30-32.*
3.3. Regular Physical Activities up one's body 3. Music, Art, Physical Education and Health
4. Specific protection through resistance in the 2. DepED. Oabel, Edna C., et. al. 2013.
immunization prevention of diseases pp.429-434
5. Regular health and dental
check-up 9. demonstrates good 1. Pilot School MTB_MLE Health 3. Q2
self-management and W1&2 , W3&4, W5&6, W7&8, W9, W10
good-decision making- 2. Music, Art, Physical Education and Health
skills to prevent 2. Oabel, Edna C., et. al. DepED. 2013.
common diseases H3DD- pp.417-421
IIij-8 3. Exploring Science 3. Alsim-


Grade 3 - CONSUMER HEALTH 3RD QUARTER (H3CH)

A. Introduction to consumer The learner The learner The learner
H3CH- Pilot School MTB_MLE Health 3. Q4 W4
education and its components 1. defines a
IIIab-1 pp.92
(health information, products and demonstrates demonstrates consumer
services) understanding of factors critical thinking
that affect the choice of skills as a wise 2. explain the
health information and consumer components of
Pilot School MTB_MLE Health 3. Q1-Q4,
products consumer health H3CH-
Lesson Plan in Grade 3, Q4 W5, W6
IIIab-2
B. Factors that influence the choice 3. identify different

of goods and services factors that Pilot School MTB_MLE Health 3. Q4 W8,
H3CH-
1. Personal (interest, influence the W7
IIIbc-3
preference) choice of goods
2. Economic (budget) and services
3. Psychological (emotion) 4. discusses the
4. Ethical (values) different factors
Pilot School MTB_MLE Health 3. Q4 W7,
5. Environmental/Social (family, that influence
H3CH- W8 , W9,10
peers, media, trends) choice of goods
IIIbc-4
and services
C. Skills of a wise consumer 5. describes the H3CH- 1. Pilot School MTB_MLE Health 3. Q4 W3
1. Budgeting skills of a wise IIIde-5 pp.90 , W4
2. Bargaining (negotiation) consumer 2. Buying Wisely. A&E. NFE Accreditation
3. Data collection (collecting and Equivalency Learning Material.
data or learning more about DepED. 2001. pp.45-46
the product through
literature, etc.)
4. Comparison buying
6. demonstrates 1. Pilot School MTB_MLE Health 3. Q4 W4
5. Communication and
consumer skills 2. Buying Wisely. A&E. NFE Accreditation
assertiveness (writing or H3CH-
for given simple and Equivalency Learning Material.
reporting a complaint IIIde-6
situations DepED. 2001. pp.10-11
regarding a defective or
fraudulent good/service)


D. Consumer Rights 7. identifies basic H3CH-

1. Right to basic needs The learner The learner consumer rights IIIfg-7 Pilot School MTB_MLE Health 3. Q4 W3,
2. Right to safety W4
3. Right to information demonstrates demonstrates
4. Right to choose understanding of factors critical thinking
5. Right to representation that affect the choice of skills as a wise
6. Right to redress health information and consumer 8. practices basic
7. Right to consumer education products consumer rights H3CH-
W3,W4
8. Right to a healthy when buying IIIfg-8
environment
E. Consumer Responsibility
1. Critical awareness (ask
questions on the quality, use 9. identify consumer
H3CH- 1. Pilot School MTB_MLE Health 3. Q4 W1,
and prices of goods and responsibilities
IIIh-9 W2, W3 , W4
services)
2. Action (assertiveness)
3. Social concern (awareness
on the impact of
consumption on other
citizens)
4. Environmental awareness
(understand environmental 10. discusses
Pilot School MTB_MLE Health 3. Q4
consequences of consumer H3CH-
W1,W2, W3 , W4
consumption) responsibilities IIIi-10
5. Solidarity-(organize together
as consumers to develop
strength and influence to
promote and protect
interests)
F. Sources of reliable health
information
Pilot School MTB_MLE Health 3. Q4
1. Government agencies such 11. identifies reliable
H3CH- W5,W6
as Department of Health, sources of health
IIIj-11
Department of Education, information
Department of Trade and
Industry

2. Health Professionals such as

licensed doctor, dentist,
nurse, health, educator
3. Printed materials such as
health books, pamphlets,
brochures, and magazines
produced by health
professionals or legitimate
health institutions
Grade 3 INJURY PREVENTION, SAFETY AND FIRST AID 4TH QUARTER (H3IS)
A. Road safety The learner The learner The learner
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road H3IS- Pilot School MTB_MLE Health 3. Q3 W3
1.1. Cross safely using the understanding of risks to consistency in safety practices IVab-19
pedestrian lane (with an ensure road safety and in following safety as a pedestrian
accompanying adult or the community. rules to road
cross in groups) safety and in the
1.2. Follow road crossing community.
procedure: Stop, Look
and Listen
1.3. Obey traffic rules and
road signs
1.4. Walk facing traffic (best 2. demonstrates
chance to see road safety
approaching vehicles) practices for H3IS-
1.5. Walk on the sidewalk pedestrian Pilot School MTB_MLE Health 3. Q3 W3
IVab-20
1.6. Be aware of bikers and
runners while walking.
2. Road safety as passenger
3. explains basic
2.1. Choosing a safe spot to
road safety H3IS-
sit on
practices as a IVcd-21
2.2. Using the designated
passenger
loading and unloading


zones The learner The learner 4. demonstrates

2.3. Keep all body parts road safety
inside the vehicle demonstrates demonstrates practices as a H3IS-
2.4. Line up properly when understanding of risks to consistency in passenger IVcd-22
entering boarding vehicle ensure road safety and in following safety
and allow exiting the community. rules to road
passengers to get off safety and in the 5. explains the
first. community. meaning of H3IS-
Pilot School MTB_MLE Health 3. Q3 W1
2.5. Step down only from the traffic signals IVe-23
vehicle when it comes to and road signs
a complete stop
2.6. Not running into the 6. describes
street dangerous,
2.7. Do not distract the driver destructive, and
3. Road hazards and accident disturbing road
prevention situations that H3IS- Pilot School MTB_MLE Health 3. Q3 W4
3.1. Road hazards such as need to be IVf-24
open manhole, slippery reported to
surface, crowded authorities
sidewalk, uneven
surface, poor lighting
3.2. Self-management skills
7. displays self-
management H3IS-
Pilot School MTB_MLE Health 3. Q3 W5
skills for road IVg-25
safety.
B. Community safety 1. Pilot School MTB_MLE Health 3. Q3 W6

8. identifies
1. Hazards in the community 2. Science and Health Today 2. Teachers
hazards in the H3IS-
1.1. Natural Manual. Apolinario,Nenita. 1997. pp.137-
community IVh-26
hazards(landslide, 139.*
volcano, earthquake,


typhoon, tsunami, etc.) The learner The learner

1.2. Human-caused hazards
9. follows safety
(crime and violent acts) demonstrates demonstrates Pilot School MTB_MLE Health 3. Q3 W6,
rules to avoid H3IS-
2. Safety guidelines understanding of risks to consistency in W7, W8
accidents in the IVi-27
2.1. Participate in ensure road safety and in following safety
community
family/community the community. rules to road
disaster drills safety and in the
2.2. Be vigilant (do not talk to community.
strangers; do not invite a
stranger to the house;
do not accept anything
from a stranger)
2.3. Report to a trusted adult 10. recommends
W9,W10
or authority any preventive action H3IS-
2. INTO THE FUTURE: SCIENCE AND
suspicious looking person for a safe IVj-28
HEALTH 2. Teachers Manual. Estrella,
or suspicious actions community
Sonia, et.al. 1997. pp.125-127.*
2.4. Use safe routes for
walking in the
community
2.5. Know places/people to
go when seeking help.

GRADE 4

Grade 4 NUTRITION 1ST QUARTER (H4N1)

A. Reading Food Labels The learner... The learner... The learner...
1. Name and Description
of Food 1. understands 1. Understands 1. identifies information
H4N-Ia-22
2. Nutrition Facts the importance the significance of provided on the food
(nutrition information of reading food reading and label
panel, ingredients list) labels in interpreting food
3. Advisory and Warning selecting label in selecting 2. explains the importance
Statements healthier and healthier and safer of reading food labels in
H4N-Ib-23
4. Directions for Use and safer food food selecting and
Storage purchasing foods to eat
5. Date Markings 2. understands 2. practices daily
(Expiration Date and the importance appropriate food 3. demonstrates the ability
best before date) of following food safety habits to to interpret the Buying Wisely. A&E. NFE Accreditation and
H4N-Icde-
safety principles information provided in Equivalency Learning Material. DepED. 2001.
prevent food- 24
in preventing the food label pp.11-13
common food- borne disease
borne diseases 4. analyzes the nutritional
value of two or more
3. understands food products by
H4N-Ifg-
the nature and comparing the
25
prevention of information in their food
food borne labels
diseases
B. Food Safety Principles 5. describes ways to keep Edukasyong Pangkatawan, Kalusugan, at Musika
1. Keep clean food clean and safe H4N-Ifg- I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Wash hands properly 26 pp.221-222
before preparing and
eating food 6. discusses the
3. Separate raw from importance of keeping H4N-Ihi- Edukasyong Pangkatawan, Kalusugan, at Musika
cooked foods food clean and safe to 27 I. DepED. Sr Abejo, Mary Placid Sr. et.al. 1991.
4. Cook food thoroughly avoid disease pp.221-222
particularly chicken
5. Keep food at safe


temperature The learner... The learner...

6. Use clean and safe
water in washing 1. understands 1. Understands
foods and the importance the significance of
cooking/eating utensils of reading food reading and
7. Protect food from flies labels in interpreting food
and pests that can selecting label in selecting
transmit disease healthier and healthier and safer
C. Food-borne Diseases safer food food
7. identifies common food-
1. Diarrhea borne diseases H4N-Ij-26
2. Typhoid Fever 2. understands 2. practices daily
3. Dysentery the importance appropriate food
4. Cholera of following food safety habits to
5. Amoebiasis safety principles
prevent food-
6. Food poisoning in preventing
common food- borne disease
7. Hepatitis A
borne diseases 8. describes general signs
and symptoms of food-
3. understands H4N-Ij-27
borne diseases
the nature and
prevention of
food borne
diseases
Grade 4 PREVENTION AND CONTROL OF DISEASES AND DISORDERS 2ND QUARTER (H4DD)
A. Communicable diseases The learner The learner The learner Pilot School MTB_MLE Health Grade 3. Q2
1. Characteristics of 1. describes H4DD-IIa- W1&2
Communicable Disease understands the consistently communicable diseases 7
2. Germs or Disease nature and practices personal 2. identifies the various
Agents(pathogen) prevention of and environmental disease agents of H4DD-IIb- Iwasan ang Mikrobyo. A&E. NFE Accreditation
2.1. Bacteria common measures to communicable diseases 9 and Equivalency Learning Material. DepED.
2.2. Virus communicable prevent and control 1998. pp.6-9
2.3. Fungi diseases common
2.4. Parasites communicable


3. Elements of the Chain The learner diseases 3. enumerates the

of Infection different elements in H4DD-
3.2. Disease Agent understands the the chain of infection IIcd-10
Iwasan ang Mikrobyo. A&E. NFE Accreditation
(pathogen) nature and
and Equivalency Learning Material. DepED.
3.3. Reservoir prevention of
1998. pp.6-9
3.4. Portal of Exit common
3.5. Mode of communicable
Transmission diseases
3.6. Portal of Entry
3.7. Susceptible Host 4. describes how
4. Transmission of communicable diseases H4DD-
Communicable can be transmitted IIef-11
diseases(routes for from one person to
spread of infectious another.
diseases)
4.1 direct transmission
e.g. skin to skin
Pilot School MTB_MLE Health Grade 3. Q1
4.2 indirect W1&2 pp.27
transmission such as
airborne e.g. common
colds, influenza,
tuberculosis vector
borne e.g. malaria,
dengue, rabies,
leptospirosis
B. Common Communicable 5. describes common 1. Headways in Science and Health Today 5.

Diseases communicable diseases H4DD- Apolinario, Nenita 2000. pp.23-29.*
1. by Virus (dengue IIgh-12 2. Headways in Science and Health Today 5.
fever, common colds, Teachers Manual. Fallaria, Rebecca, et.
influenza, chickenpox, al.1999. pp.13-14.*
measles, mumps) 3. INTO THE FUTURE: Science and Health 5.
2. by Bacteria ( boil, sty, Teachers Manual. Llarinas, Jose. et. al. 1999.


tuberculosis) The learner The learner pp.16-21.*

3. by Fungi
(ringworm,hletes foot, understands the consistently
tineaflavaan-an) nature and practices personal
4. by Parasites prevention of and environmental
4.1 parasitic common measures to
worm(roundworm, communicable prevent and control
tapeworm, hookworm) diseases common
4.2 pediculosis communicable
C. Prevention and Control of diseases 6. demonstrates ways to 1. Pilot School MTB_MLE Health Grade 3. Q2
Common Communicable stay healthy and H4DD-IIij- W1&2 pp.28-29
Diseases (Breaking the Chain prevent and control 13 2. Headways in Science and Health Todays 5.
of Infection at respective common communicable Apolinario, Nenita. 2000. pp.31-34.*
points) diseases 3. Headways in Science and Health Today 5.
1. Disease Agent (ex. Teachers Manual. Fallaria,Rebecca,et.al.1999.
sterilization, pp.13-14.*
disinfection)
2. Reservoir (ex. 7. identifies ways to break
environmental the chain of infection at H4DD-IIij-
Pilot School MTB_MLE Health Grade 3 Q2
sanitation) respective 14
W1&2 pp.28-29
3. Portal of Exit (ex.
cough etiquette)
4. Mode of Transmission
(ex. proper hygiene) 1. Pilot School MTB_MLE Health Grade 3. Q2
5. Portal of Entry (ex. 8. practices personal H4DDIIij- W1&2 pp.28-29
protective clothing) habits and 15 2. Lets clean the environment . A&E. NFE
6. Susceptible Host environmental Accreditation and Equivalency Learning
(ex.vaccination, sanitation to prevent Material. DepED. 2001. pp.24-26.
proper nutrition, and control common
enough sleep, regular communicable diseases
exercise)


Grade 4 SUBSTANCE USE AND ABUSE 3RD QUARTER (H4SU)

A. Uses of Medicines The learner The learner The learner Edukasyong Pangkatawan, Kalusugan, at
1. Protection Musika I. DepED. Abejo, Mary Placid Sr. et.al.
2. Prevention Demonstrates Practices the 1. Describes uses of 1991. pp.286-287
H4S-IIIa-1
3. Cure understanding of proper use of medicines
the proper use medicines
B. Types of Medicines of medicines to 2. Differentiates Edukasyong Pangkatawan, Kalusugan, at
1. Over-the-counter prevent misuse prescription from non- Musika I. DepED. Abejo, Mary Placid Sr. et.al.
(non-prescription) and harm to the prescription medicines H4S-IIIb-2 1991. pp.288-289
2. Prescription body
C. Medicine Misuse and Abuse 3. Describes ways on how Edukasyong Pangkatawan, Kalusugan, at
1. Self- Medication medicines are misused H4S-IIIcd- Musika I. DepED. Abejo, Mary Placid Sr. et.al.
2. Improper use and abused 3 1991. pp.290-293
(overdosage,
excessive use)
3. Dependence
4. Addiction
D. Potential Dangers 4. describes the potential

Associated with Medicine dangers associated with H4S-IIIde-
Misuse and Abuse medicine misuse and 4
1. Physical harm such as abuse
deafness due to
antibiotic misuse
2. Psychological harm
E. Proper Use of Medicines 5. describes the proper Edukasyong Pangkatawan, Kalusugan, at

H4S-IIIfg-
1. Use under adult use of medicines Musika I. DepED. Abejo, Mary Placid Sr. et.al.
5
supervision 1991. pp.290
2. Read and check labels


3. Consult with physician The learner The learner 6. explains the

4. Follow instructions and importance of reading H4S-IIIij-6
medical prescription Demonstrates Practices the drug information and
5. Check expiration date understanding of proper use of labels, and other ways
6. Observe proper the proper use medicines to ensure proper use of Edukasyong Pangkatawan, Kalusugan, at Musika I.
storage of medicines to medicines DepED. Abejo, Mary Placid Sr. et.al. 1991. pp.288-
7. Buy from reliable prevent misuse 289
source and harm to the
body
Grade 4 INJURY PREVENTION, SAFETY AND FIRST AID 4TH QUARTER(H1IS)

A. Safety guidelines during The learner The learner The learner 1. Headways in Science and Health Today 5.
disasters and other Apolinario,Nenita. 2000 pp.232-234.*
emergency situations demonstrates practices safety 1. recognizes disasters or H4IS-IVa- 2. Science for Daily Use 5. Teachers Manual. Tan,
1. Typhoon understanding of measures during emergency situations 28 Conchita.2000. pp.102-105.*
2. Storm Surge safety guidelines disasters and 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
3. Flood during disasters, emergency Teachers Manual. Estrella, Sonia,et.al. 1997
4. Landslide emergency and situations. pp.138-141.*
5. Volcanic eruption other high-risk
6. Earthquake situations 2. demonstrates proper 1. Headways in Science and Health Today 5.
7. Tsunami response before, H4IS-IVb- Apolinario,Nenita. 2000 pp.235-237.*
during, and after a d-29 2. Science for Daily Use 5. Teachers Manual. Tan,
disaster or an Conchita. 2000. pp.102-105.*
emergency situation 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
Teachers Manual. Estrella, Sonia,et.al. 1997
pp.138-141.*
3. relates disaster 1. Headways in Science and Health Today 5.

preparedness and H4IS-IVe- Apolinario,Nenita. 2000. pp.236-237.*
proper response during 30 2. INTO THE FUTURE: SCIENCE AND HEALTH 2.
emergency situations in Teachers Manual. Estrella, Sonia,et.al. 1997
preserving lives p.139.*


The learner The learner
demonstrates practices safety

understanding of measures during
safety guidelines disasters and
B. Safety guidelines for other during disasters, emergency 4. describes appropriate
situations or events that emergency and situations. safety measures during
may lead to injury or other high-risk special events or H4IS-IVfg-
emergency situations situations that may put 31
1. Firecrackers during people at risk
holidays especially
New Year
2. Alcohol drinking and 5. describes the dangers
rowdy crowds during of engaging in risky
H4IS-
fiestas, parties, behaviors such as use
IVhij-32
holidays and other of firecrackers, guns,
special events alcohol drinking
6. advocates the use of
alternatives to
H4IS-
firecrackers and alcohol
IVhij-33
in celebrating special
events

GRADE 5

Grade 5 PERSONAL HEALTH 1ST QUARTER (H5PH)

A. Mental, Emotional and Social The learner The learner The learner
Health
1. Characteristics of a Healthy demonstrates practices skills in 1. describes a mentally, H5PH-
Person (mentally, emotionally understanding of managing mental, emotionally and Iab-10
and socially) mental emotional and socially healthy person
2. Ways to Develop and Nurture emotional, and
social health
Ones Mental Health social health 2. suggests ways to
concerns concerns
3. Ways to Stay Emotionally develop and maintain H5PH-Ic-
Healthy ones mental and 11
emotional health
B. Healthy and Unhealthy 3. recognizes signs of Pilot School Health Grade 3. Q1 W9&10
relationships healthy and unhealthy H5PH-Id- pp.22-25
1. Signs of Healthy Relationships relationships 12
(loving family, genuine
friendships)
2. Importance of Healthy 4. explains how healthy
Relationships in Maintaining relationships can H5PH-Ie-
Pilot School Health Grade 3. Q1 W9&10
Health positively impact health 13
pp.22-25
3. Signs of Unhealthy
Relationships
4. Managing Unhealthy 5. discusses ways of
Relationships managing unhealthy H5PH-If-
14 Pilot School Health Grade 3. Q1 W9&10
relationships pp.22-25
C. Mental,Emotional and Social Health 6. describes some mental,

Concerns (include ways on how emotional and social H5PH-Ig-
these negatively impact ones health concerns 15
health and wellbeing)
1. Social anxiety
2. Mood swings

3. Teasing The learner The learner 7. discusses the effects of

4. Bullying, including cyber mental, emotional and H5PH-Ih-
bullying demonstrates practices skills in social health concerns 16
5. Harassment understanding of managing mental, on ones health and
6. Emotional and physical abuse mental emotional and wellbeing
7. Other stressful- situations emotional, and
social health
social health
concerns concerns
D. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii- 1. OHSP Health 1 Q1 Module 1 Reading 1
Emotional and Social Health preventing or managing 17 p.6, Module 2 Reading 3 pp.11-17
Concerns teasing, bullying, 2. OHSP Health 1 Q2 pp.17-20
1. Practicing life skills harassment or abuse
(communication/assertiveness/
self-management/decision- 9. identifies appropriate H5PH-Ij-
making) resources and people 18 1. OHSP Health 1 Q1 Module1 Reading 1
2. Finding Resources and Seeking who can help in dealing pp.6, Module 2 Reading 3, pp.11-17
Help with mental, emotional 2. OHSP Health 1 Q2 pp.17-20
and social, health
concerns.
Grade 5 GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty The learner The learner... The learner... 1. OHSP Health 1 Q1 Module 2 Reading 1
1. Physical Changes (secondary pp.5-8
sexualcharacteristicssuch as demonstrates demonstrates 1. describes the physical, H5GD- 2. Headways in Science and Health Today
hair growth, voice change, understanding health practices emotional and social Iab-1 5. Rebecca Fallaria, et.al. 1999. pp.12.*
breast development, of the different for self-care changes during 3. Science for Daily Use 5. Teachers
menstruation) changes, during puberty puberty Manual. Tan Conchita. 2002. pp.4-7.*
2. Emotional and Social Changes health concerns based on
and accurate and 2. accepts changes as a 1. OHSP Health 1 Q1 Module 2 Reading 1
management scientific normal part of growth H5GD- pp.5-8
strategies information Iab-2 2. Headways in Science and Health Today
and development
during puberty The learner... 5. Rebecca Fallaria, et.al. 1999. pp.12.*
3. Science and Health for better Life 5.
Understands Demonstrates IMDC-DepED.PRODED. Bracia,Norma,
basic concepts respect for the et.al. 1992. pp.51
4. INTO THE FUTURE: SCIENCE AND

regarding sex decisions that HEALTH 5. Teachers Manual.

and gender people make with Llarinas,Jose. et.al. 1999. pp.6-9.*
regards to gender
B. Puberty-related Health Myths and identity and 3. describes common
Misconceptions gender roles. misconceptions related H5GD-
on puberty Icd-3
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial
wash 4. assesses the issues in
terms of scientific basis and H5GD-
2. On Nocturnal Emissions probable effects on health Icd-4
2.1. not related to 1. OHSP Health 1 Q1 Module 2 Reading 2
preoccupation with sexual pp.9-11
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
C. Puberty-related Health Issues and 5. describes the common 1. OHSP Health 1 Q1 Module 2 Reading 2
Concerns health issues and H5GD- pp.9-11
concerns during Ief-5 2. Headways in Science and Health Todays 5.
1. Nutritional issues puberty Fallaria, Rebecca, et.al. 1999. pp.12-13
2. Mood swings
3. Body odor 6. accepts that most of
4. Oral health concerns these concerns are H5GD- 1. OHSP Health 1 Q1 Module 2 Reading 2
5. Pimples/Acne normal consequence Ief-6 pp.10
6. Poor Posture of bodily changes 2. Headways in Science and Health Todays 5.
7. Menstruation-related Concerns during puberty but Fallaria, Rebecca, et.al. 1999. pp.12-13.*
(Pre-menstrual Syndrome, one can learn to
manage them


Dysmenorrhea, and other The learner The learner... 7. demonstrates empathy

abnormal conditions) for persons H5GD- 1. OHSP Health 1 Q1 Module 2 Reading 2
8. Early and Unwanted demonstrates undergoing these Igh-7 pp.10
Pregnancy demonstrates health practices concerns and
9. Sexual Harassment understanding for self-care problems
of the different during puberty 8. discusses the negative
changes, based on health impact and H5GD-
health concerns accurate and ways of preventing Igh-8
and scientific major issues such as
management information early and unwanted
strategies The learner... pregnancy
D. Self -care and Management of during puberty 9. demonstrates ways to 1. OHSP Health 1 Q1 Module 2 Reading 2
Puberty-related Health Issues and Demonstrates manage puberty- H5GD-Ii-9 pp.9-11
Concerns Understands respect for the related health issues 2. Headways in Science and Health Todays
basic concepts decisions that 5. Fallaria, Rebecca, et.al. 1999. pp.12-
and concerns
1. Self-management regarding sex people make with 13.*
Skills/Responsibility for and gender regards to gender 10. practices proper self- 1. OHSP Health 1 Q1 Module 2 Reading 2
personal health(proper diet, identity and care procedures H5GD-Ii- pp.9-11
proper hygiene, oral care, care gender roles. 10 2. Headways in Science and Health Todays 5.
during Fallaria, Rebecca, et.al. 1999. pp.12-13.*
menstruation/circumcision,
11. discusses the
breast self-examination)
importance of seeking H5GD-Ii-
2. Seeking the Advice of
the advice of 11
Professionals/Trusted and
Reliable Adults professionals/ trusted
and reliable adults in
managing puberty-
related health issues
and concerns


E. Sex and Gender The learner The learner... 12. differentiates sex H5GD-Ij-
from gender 12
1. Sex (male, female or intersex) demonstrates demonstrates
2. Gender Identity (girl/woman, understanding health practices 13. identifies factors that H5GD-Ij- Edukasyong Pangkatawan, Kalusugan at
boy/man or transgender) of the different for self-care influence gender 13 Musika I. DepED. Abejo,Mary Placid Sr. et.al.
3. Gender Roles (masculine, changes, during puberty identity and gender 1994. pp.130-132
feminine, androgynous) health concerns based on roles
4. Factors that Influence Gender and accurate and 14. discusses how family, H5GD-Ij-
Identity and Gender Roles management scientific Edukasyong Pangkatawan, Kalusugan at
media, religion, school 14
strategies information Musika I. DepED.Abejo,Mary Placid Sr. et.al.
and society in general
during puberty The learner... 1994. pp.130-132,134
reinforce gender
roles
Understands Demonstrates 15. gives examples of H5GD-Ij-
basic concepts respect for the how male and female 15
regarding sex decisions that gender roles are
and gender people make with changing
regards to gender
identity and
gender roles.
Grade 5 SUBSTANCE USE AND ABUSE 3RD QUARTER (H5SU)

A. Nature of Gateway Drugs The learner The learner The learner Droga: Maling gamit, Masamang Epekto.
1. Caffeine (products with A&E. NFE Accreditation and Equivalency
caffeine include coffee, tea understands the demonstrates the 1. explains the concept H5SU- Learning Material. DepED. 1998. pp.4
and cola drinks) nature and ability to protect of gateway drugs IIIa-7
2. Tobacco effects of the ones health by
3. Alcohol use and abuse
refusing to use or
of caffeine, 2. identifies products
tobacco and abuse gateway
with caffeine H5SU-
alcohol drugs. IIIb-8
3. discusses the nature Droga: Maling gamit, Masamang epekto.

of caffeine, nicotine H5SU- A&E. NFE Accreditation and Equivalency
and alcohol use and IIIc-9 Learning Material. DepED
abuse DepED 1998. pp.9-12


B. Effects of Gateway Drugs The learner The learner 4. describes the general Droga: Maling gamit, Masamang epekto.
1. Caffeine effects of the use and H5SU- A&E. NFE Accreditation and Equivalency
2. Tobacco understands the demonstrates the abuse of caffeine, IIIde-10 Learning Material. DepED. 1998. pp.9-15
3. Alcohol nature and ability to protect tobacco and alcohol
effects of the ones health by
C. Impact of the Use and Abuse of use and abuse 5. analyzes how the use Mga Nakalululong at Mapanganib na
refusing to use or
Gateway Drugs of caffeine, and abuse of caffeine, H5SU- Droga. A&E. NFE Accreditation and
tobacco and abuse gateway
1. Individual drugs.
tobacco and alcohol IIIfg-11 Equivalency Learning Material. DepED.
alcohol can negatively impact 2001. pp.22-23,30-31
2. Family
3. Community the health of the
individual, the family
and the community
D. Prevention and Control of Use 6. demonstrates life skills 1. Addictive & Dangerous Drugs. A&E. NFE
and Abuse of Gateway Drugs in keeping healthy H5SU- Accreditation and Equivalency Learning
1. Development of Life Skills through the non-use of IIIh-12 Material. DepED. 2001. pp.20-23
(resistance, decision-making, gateway drugs 2. Mga Nakalululong at Mapanganib na Droga.
communication, assertiveness) DepED. 2001. pp.24-25
2. Observance of Policies and
Laws such as school policies 7. follows school policies
and national law (RA 9211 or and national laws H5SU-
related to the sale and IIIij-13 Addictive and Dangerous Drugs. A&E. NFE
the Tobacco Regulation Act of Accreditation and Equivalency Learning
2003) use of tobacco and
alcohol Material. DepED. 2001. pp.19
Grade 5 INJURY, SAFETY AND FIRST AID 4TH QUARTER (H6PH)

A. Nature and Objectives of The learner The learner The learner Science and Health for a better Life 5.
First Aid IMDC-DepED.PRODED. Bracia,
1. prolong life demonstrates practices 1. explains the nature H5IS-IVa- Norma,et.al.1992 . pp.32-34
understanding of appropriate first and objectives of first 34
2. alleviate suffering/lessen pain
basic first aid aid principles and aid
3. prevent further injury
principles and procedures for
B. First aid principles 2. discusses basic first Science and Health for a better Life 5.
procedures for common injuries
1. Ensure that it is safe to aid principles H5IS-IVb- IMDC-DepED.PRODED. Bracia,
common injuries
intervene 35 Norma,et.al.1992 . pp.32-34
2. First aiders safety first
3. Conduct initial assessment

4. Take immediate action. First

things first.
5. Get help.
C. Basic First Aid for Common 3. demonstrates Science and Health for a better Life 5.
Injuries and Conditions appropriate first aid H5IS-IV- IMDC-DepED.PRODED. Bracia, Norma,
1. Wounds for common injuries c-j-36 et.al.1992 . pp.32-34
2. Nosebleed or conditions
3. Insect bite
4. Animal bite
5. Burn and scald
6. Food poisoning
7. Fainting
8. Musculoskeletal injuries
(sprain, strain, musclecramps,
dislocation and fracture)

GRADE 6

Grade 6 PERSONAL HEALTH 1ST QUARTER (H6PH)

A. Personal Health -Issues and The learner The learner The learner 1. OHSP Health 1 Q1 Module 1, Reading 2
Concerns 2. OHSP Health 1 Q2 Module 1 pp.10-13
1. height and weight(stunted Demonstrates practices self- 1. describes personal 3. Edukasyong Pangkatawan, kalusugan, at
growth, underweight, understanding of management health issues and Musika I. DepED. Abejo, Mary Placid Sr.
overweight, obesity) personal health skills to prevent concerns et.al. 1991.pp.46-52, 69-76
2. hearing (impacted cerumen, issues and
and control
swimmers ear, otitis media) concerns and the
3. vision importance of personal health
4. (astigmatism, myopia, health appraisal issues and
hyperopia,xerophthalmia, procedures and concerns
strabismus) community
H6PH-
5. skin, hair andand nail resources in
Iab-18
6. (sunburn, dandruff ,corns, preventing or
blisters and calluses, ingrown managing them
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems
(cavities, gingivitis,
periodontitis, malocclusion,
halitosis)
B. Prevention and Management of 2. demonstrates self- 1. Science and Health for the Better Life 5.
Personal Health Issues and management skills IMDC-DepED.PRODED. Abracia,
Concerns Norma,et.al.1995. pp.49
1. Developing Self-management 2. Edukasyong Pangkatawan,Kalusugan,at
Skills H6PH- Musika I. DepED. Abejo, Mary Placid Sr. et.
(proper nutrition, proper Iab-19 al. 1991. pp.62-64;72-80
hygiene, regular physical
activity, enough rest and
sleep, good posture, oral
care)


2. Undergoing Health Appraisal The learner The learner 1. OHSP Health 1Q1 Module 1 Reading 2 pp.
Procedures (height and weight 12-13
3. discusses health H6PH-Ic-
measurement, breast self- Demonstrates practices self- 2. Edukasyong Pangkatawan,Kalusugan,at
appraisal procedures 20
examination for girls, hearing understanding of management Musika I. DepED. Abejo, Mary Placid Sr. et.
during puberty
test, vision screening, scoliosis personal health skills to prevent al. 1991. pp.49-50;54-59;69-71.
test and health and dental issues and
and control
examinations) concerns and the 1. OHSP Health 1Q1 Module 1 Reading 2 pp.
personal health 4. explains the
3. Utilizing School and importance of H6PH-Id- 8-9 Screening test
issues and importance of
Community Health Resources health appraisal f-21 2. Edukasyong Pangkatawan,Kalusugan,at
concerns undergoing health
3.1. Medical Professionals / procedures and Musika I. DepED. Abejo, Mary Placid Sr. et.
appraisal procedures
Practitioners (doctor, community al. 1991. pp.49-50;54-59;69-71.
dentist, nurse) resources in
3.2. Health Facilities preventing or 1. OHSP Health 1Q1 Module 1 Reading 2
5. regularly undergoes
3.3. School Clinic managing them H6PH-Id- 2. Edukasyong Pangkatawan,Kalusugan,at
health appraisal
3.4. Barangay Health f-22 Musika I. DepED Abejo, Mary Placid Sr. et.
procedures
Station/Rural Health Unit al. 1991. pp.49-50;54-59;69-71.
6. identifies community H6PH-

health resources and Igh-23
1. OHSP Health 1Q1 Module 1 Reading 2 pp.
facilities that may be
12
utilized to address a
2. Project Ease Module 1 Lesson 3 pp. 10
variety of personal
health issues and
concerns
1. OHSP Health 1Q1 Module 1 Reading 2 pp.
12
7. avails of health 2. OSHP Health 1Q4 pp.14
H6PH-
services in the school 3. Edukasyong Pangkatawan,Kalusugan,at
Igh-24
and in the community Musika I. DepED. Abejo, Mary Placid Sr.
et. al. 1991. pp.53


8. promotes the use of H6PH-

health resources and Igh-25 OHSP Health 1Q1 Module 1 Reading 2 MY
facilities in the school HEALTH PLAN OF ACTION pp. 14-15
and in the
community
Grade 6 COMMUNITY HEALTH 2ND QUARTER (H6CMH)

A. Healthy School and Community The learner The learner The learner
Environments
1. Characteristics understands the demonstrates
1.1. physical environment importance of practices for 1. describes healthy school
H6CMH-
(safe, clean, with good air keeping the building and and community
IIa-1
and water quality, school and environments
maintaining
aesthetically pleasing, with community
flexible spaces) environments healthy school
1.2. psychosocial environment healthy. and community
(warm atmosphere, environments
healthy interpersonal
relations, free from abuse
2. explains the effect of
and discrimination)
living in a healthful H6CMH-
2. Ways of Building and
school and IIb-2
Maintaining Healthy School
community
and Community Environments
3. demonstrates ways
to build and keep
school and
community
environments 1. EASE Health ED II Module 1 Lesson 2 pp.5
H6CMH-
healthy 2. Enjoy Life with P.E and Health II. Darilag
IIc-d-3
Agripino, et.al. 2012. pp.176.*


B. Keeping Homes, Schools and The learner The learner 1. EASE Health ED II Module 1, Lesson 3
Communities Healthy through pp.7,6-10
Proper Waste Management understands the demonstrates 2. Lets clean up the environment. A&E. NFE
1. Identification and Separation of importance of practices for H6CMH- Accreditation and Equivalency Learning
4. identifies different
Waste keeping the building and IIe-4 Material. DepED. 2001. pp.18
wastes
school and 3. Edukasyong Pangkatawan, Kalusugan, at
maintaining
1.1 Biodegradable community Musika IV. Sacdalan, Guinevere, et.al.
environments healthy school 1999. pp.130-131*
1.1.1 paper
1.1.2 kitchen waste healthy. and community
1.1.3 yard cuttings- environments
1.2 Non-biodegradable
1. EASE Health II Module 1, Lesson 3 pp.6-10
1.2.1 plastics H6CMH-
5. classifies different 2. Edukasyong Pangkatawan, Kalusugan, at
1.2.2 styrofoam IIe-5
types of wastes Musika IV. Sacdalan, Guinevere, et.al. 1999.
1.2.3 glass
pp.130-131*
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste Management 6. Describes proper 1. EASE Health II Module 1, Lesson 3 pp.6-10
ways of waste H6CMH- 2. Enjoy Life with P.E and Health II.
2.1 Waste Reduction (reuse) disposal IIf-6 Darilag,Agripino,et.al.2012.pp.172-175.*
2.2 Waste Storage (separation of
biodegradable from non- 7. identifies things that
biodegradable, tight-fitting can be recycled in
storage containers) H6CMH-
school and in the 1. EASE Health II Module 1, Lesson 3 pp.6-10
2.3 Waste Disposal IIg-7
community
(composting, recycling, proper
disposal of hazardous waste) 8. practices proper waste
management at home,
H6CMH- 1. EASE Health II Module 1, Lesson 3 pp. 6-10
in school, and in the
IIh-8 2. Enjoy Life with P.E and Health II.
community Darilag,Agripino,et.a;.2012. p.176.*


The learner
The learner
understands the demonstrates

importance of practices for 1. EASE Health II Module 1, Lesson 3 pp. 6-
keeping the building and 9. advocates
H6CMH- 10
school and environmental protection
maintaining IIij-9 2. Lets clean up the Environment. A&E. NFE
community through proper waste
healthy school Accreditation and Equivalency Learning
environments management
and community Material. DepED. 2001 pp.21-26
healthy.
environments
Grade 6 ENVIRONMENTAL HEALTH 3RD QUARTER (H6EH)

A. Diseases and Disorders caused by The learner The learner The learner 1. EASE Health ED III Module 6 Lesson 2
Poor Environmental Sanitation ASTHMA 8-9
1. Respiratory Diseases demonstrates consistently 2. EASE Health ED II Module 1 Lesson 2
2. Skin Diseases understanding of practices ways 1. describes diseases 3. Lets clean up the Environment. A&E. NFE
3. Gastrointestinal Diseases the health to maintain a and disorders caused H6EH- Accreditation and Equivalency Learning
4. Neurological Impairment (lead implications of healthy by poor IIIa-1 Material. DepED. 2001. pp.15
and mercury poisoning) poor environment environmental
environmental sanitation
sanitation
2. explains how poor

environmental 1. EASE Health ED II Module 1 Lesson 2 pp.4
sanitation can H6EH- 2. Wanted: Clean and Fresh Air. A&E. NFE
negatively impact IIIb-2 Accreditation and Equivalency Learning
the health of an Material. DepED. 2001.pp.15-16
individual
B. Environmental Sanitation 3. discusses ways to 1. EASE Health ED II Module 2 Lesson 1 & 2
1. Clean water: access to potable keep water and air 2. Science and Health for better Life 5. IMDC-
H6EH-
water, making water safer clean and safe DepED.PRODED. Abracia, Norma,
IIIc-3
2. Clean air: prevention of air et.al.1992. pp.125-126
pollution, tobacco control, anti-


smoke belching drives The learner The learner 4. explains the effect of 1. EASE Health ED II Module 2 Lesson 3
3. Control of noise pollution a noisy environment pp.11
3. Control of pests and rodents demonstrates consistently H6EH- 2. Edukasyong Pangkatawan, Kalusugan at
understanding of practices ways IIId-4 Musika IV. Sacdalan, Guinerve,et.al.1999.
the health to maintain a pp.155-157.*
implications of healthy
poor environment 5. suggests ways to
environmental Edukasyong Pangkatawan, Kalusugan at
control/manage H6EH-
sanitation Musika IV. Sacdalan, Guinerve,et.al.1999.
noise pollution IIIe-5
pp.157.*
6. practices ways to
EASE Health ED II Module 2 Lesson 3
control/manage H6EH-
ACTIVITY 8 pp.12
noise pollution IIIfg-6
7. explains the effect of 1. Project EASE Module 1 Lesson1 pp.3

pests and rodents to H6EH- 2. Edukasyong Pangkatawan, Kalusugan at
ones health IIIhi-7 Musika IV. Sacdalan, Guinerve,et.al.1999.
pp.173-174.*
8. identifies some 1. Project EASE Module 1 Lesson1 pp.3-4
common diseases 2. Edukasyong Pangkatawan, Kalusugan at
H6EH-
caused by pests and Musika IV. Sacdalan, Guinerve,et.al.1999.
IIIhi-8
rodents pp.174-176.*
9. practice ways to
prevent and control
pests and rodents
1. Project EASE Module 1 Lesson1 pp.3 ,
Lesoon2 pp.8
H6EH-
2. Edukasyong Pangkatawan, Kalusugan at
IIIj-9
Musika IV. Sacdalan, Guinerve,et.al.1999.
pp.175-176.*


Grade 6 CONSUMER HEALTH 4TH QUARTER (H6CH)

A. Importance of Consumer Health The learner The learner The learner Buying Wisely. A&E. NFE Accreditation and
1. Wise and informed decision in Equivalency Learning Material. DepED.
purchasing products or availing understands the consistently 1. explains the 2001. pp.8-9
services concepts and demonstrates importance of
2. Protection from fraud and principles of critical thinking consumer health
H6CH-
malpractice selecting and skills in the
IVa-13
3. Ability to differentiate valid using consumer selection of
health information from myths health products. health products.
and misconceptions
B. Components of Consumer health 1. enumerates the

1. Health information ( sources components of
include books, print ads, radio, consumer health 1. Pilot School MTB-MLE Health Q4 W5 & W6
television , internet) 2. Edukasyong Pangkatawan, Kalusugan at
H6CH-
2. Health products Musika III. Adriano,Celia,,et.al.1999.
IVbc-14
(pharmaceutical, cleaning pp.188-189.*
agents, food, personal care
products)
3. Health services (health
professionals, health units, 2. describes the
health care plans and different 1. Pilot School MTB-MLE Health 3. Q4 W5 &
programs) components of W6
H6CH-
consumer health 2. Edukasyong Pangkatawan, Kalusugan at
IVcd-15
Musika III. Adriano,Celia,,et.al.1999.
pp.190-191.*
C. Medicines as Health Products : 3. differentiates over-

H6CH-
Types and Uses the- counter from
IVcd-16
1. Over the Counter (such as prescription
antacid, analgesic, antipyretic, medicines
antidiarrheal, laxative, and 4. gives example of
decongestant) over the counter and H6CH-
2. Prescription (such as antibiotic, prescription IVe-17
antidepressant, and medicines


antihypertensive) The learner The learner 5. explains the uses of

some over the
understands the consistently counter and
Pilot School MTB_MLE Health TG Q4 W9
concepts and demonstrates prescription H6CH-
pp.103-105
principles of critical thinking medicines IVf-18
selecting and skills in the
using consumer selection of
health products. health products.
D. Evaluating Health Products 1. Pilot School MTB_MLE Health TG Q4 W9
1. Ask questions (What is the 6. identifies the pp.103-105
H6CH-
motive of the ad? What is common 2. Edukasyong Pangkatawan, Kalusugan at
IVg-19
misleading about the ad?) propaganda Musika III. Adriano,Celia,,et.al.1999.
2. Identify the propaganda techniques used in pp.191-192
techniques used (testimonial, advertising 3. Project EASE Module 1 Lesson1 pp.3-4
reward, bandwagon, scientific,
novelty, humor, fear, plain 1. Pilot School MTB_MLE Health TG Q4 W9
folks, snob, glittering 7. Identifies the pp.103-105
generality, slogan, false image, common 2. Edukasyong Pangkatawan, Kalusugan at
H6CH-
and others) propaganda Musika III. Adriano,Celia,,et.al.1999.
IVg-20
3. Read packaging and label techniques used in pp.191-192.*
advertising 3. Project EASE Module 1 Lesson1 pp.3-4
8. analyzes packaging 1. Buying Wisely. A&E. NFE Accreditation and

H6CH-
and labels of health Equivalency Learning Material. DepED.
IVh-21
products 2001. pp.8-9


E. Use the modified DECIDE Model in The learner The learner

the Selection and Purchase of
Health Products understands the consistently
D-etermine the essential concepts and demonstrates
product to purchase. principles of critical thinking
E-xplore the alternatives. selecting and skills in the
C-Consider the consequences using consumer selection of
of each option health products. health products.
I- Identify the factors that you 9. practices good
H6CH-
consider important decision making
IVh-22
D- Decide what to buy. skills in the selection
E- Evaluate your decision. of health products.
F. Protection from Fraudulent Health 11. discusses ways to Buying Wisely. A&E. NFE Accreditation and
Products protect oneself Equivalency Learning Material. DepED.
1. Awareness and Vigilance from fraudulent H6CH- 2001. pp.35-38
2. Know How and Where to Seek IVij-23
health products
Help

GRADE 7
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 7 - GROWTH AND DEVELOPMENT 1st Quarter (H7GD)

The learner The learner The learner
A. Holistic health
H7GD-Ia-
demonstrates appropriately 1. discusses the concept of
12
understanding of manages concerns holistic health
holistic health and and challenges
its management during adolescence 2. explains the dimensions
of health to achieve holistic of holistic health
concerns, the health.
(physical, mental/
growth and
intellectual, emotional, H7GD-Ib- OHSP in Health 1Q1 Module 1 pp.5-6
development of
social, and moral- 13
adolescents and
how to manage spiritual);
its challenges.
3. analyzes the interplay
among the health
dimensions in developing H7GD-Ib-
holistic health; 14
4. practices health habits to

H7GD-Ic-
achieve holistic health; 15
B. Stages of growth and 5. describes developmental Edukasyong Pangkatawan, Kalusugan at Musika I.
H7GD-Id-
development milestones as one grow DepED. Abejo, Mary Placid Sr. et.al.1994. pp.120-
e-16
(infancy to old age) 123
C. Changes in the health 6. recognizes that changes
dimensions during in different health Edukasyong Pangkatawan, Kalusugan at Musika I.
adolescence H7GD-Id-
dimensions are normal DepEd. Abejo,Mary Placid Sr. et.al.1994. pp.120-
e-17
during adolescence; 123
7. describes changes in 1. OHSP in Health 1Q1 Module 2 pp.9-10

different aspects of H7GD-Id- 2. Edukasyong Pangkatawan, Kalusugan at
growth that happen to e-18 Musika I. DepEd. Abejo,Mary Placid
CONTENT PERFORMANCE
STANDARDS STANDARDS
C. Changes in the health The learner The learner boys and girls during Sr.et.al.1994. pp.120-123
dimensions during adolescence;
adolescence demonstrates appropriately
understanding of manages concerns 8. recognizes that changes 1. OHSP in Health 1Q1 Module 2 pp.5-7
holistic health and and challenges in different dimensions 2. Edukasyong Pangkatawan, Kalusugan at
its management during adolescence H7GD-If-
are normal during Musika I. Sr.Mary Placid Abejo,et.al.1994.
of health to achieve holistic h-19
adolescence pp.120-123
concerns, the health.
growth and
development of 9. explains that the pattern
adolescents and of change during
how to manage adolescence is similar but Edukasyong Pangkatawan, Kalusugan at Musika
H7GD-If-
its challenges. the pace of growth and I. DepEd. Abejo,Mary Placid Sr. et.al.1994.
h-20
development is unique for pp.120-123
each adolescent;
D. Management of health
concerns during
adolescence
(poor eating habits, lack of
10. identifies health concerns Edukasyong Pangkatawan, Kalusugan at Musika
sleep, lack of physical H7GD-Ii-
during adolescence I. DepED. Abejo Mary Placid Sr. et.al.1994.
activity, dental problems, j-21
pp.62-66,69,76
body odor, postural
problems, as well as other
problems in other health
dimensions)
E. Health appraisal procedures Edukasyong Pangkatawan, Kalusugan at Musika
(height and weight 11. explains the proper health H7GD-Ii- I. DepED. Abejo, Mary Placid Sr. et.al.1994.
measurement, breast self- appraisal procedures j-22 pp.48-50,54-59,69-71,76
examination for girls,
hearing test, vision 12. demonstrates health
Edukasyong Pangkatawan, Kalusugan at Musika
screening, scoliosis test, appraisal procedures during H7GD-Ii-
I. DepED. Abejo, Mary Placid Sr. et.al.1994.
health exam, and dental adolescence in order to j-23
pp.48-50,54-59,69-71,76
exam) achieve holistic health
13. avails of health services in H7GD-Ii-
the school and community in j-24
CONTENT PERFORMANCE
STANDARDS STANDARDS
order to appraise ones health;

F. Development of self- 14. applies coping skills in
awareness and coping skills dealing with health H7GD-Ii-
concerns during j-25
adolescence
GRADE 7 NUTRITION 2nd Quarter (H7N)
A. Nutrition during OHSP Health 1 Q3 pp.37-50
H7N-IIa-
adolescence demonstrates makes informed 1. identifies the right foods
20
understanding of decisions in the during adolescence
B. Nutritional guidelines nutrition for a choice of food to
healthy life during eat during
adolescence adolescence 2. follows the OHSP in Health 1 Q3 pp.29
appropriate nutritional
guidelines for
adolescents for
healthful eating
2.1 explains the need
to select food
based on the
nutritional needs
during
adolescence H7N-IIb-
2.2 follows the Food c-21
Pyramid guide for
adolescents and
nutritional
guidelines for
Filipinos in choosing
foods to eat

CONTENT PERFORMANCE
STANDARDS STANDARDS

C. Nutrition problems of 3. identifies the nutritional
H7N-IId-
adolescents demonstrates makes informed problems of adolescents
f-22
1. Malnutrition and understanding of decisions in the
micronutrient nutrition for a choice of food to
deficiencies healthy life during eat during 4. describes the
2. Eating disorders adolescence adolescence characteristics, signs and
H7N-IId-
2.1 Anorexia nervosa symptoms of malnutrition
f-23
2.2 Bulimia and micronutrient
2.3 Compulsive eating deficiencies
disorder
5. discusses ways of
preventing and
H7N-IId-
controlling malnutrition
f-24
and micronutrient
deficiencies
6. explains the OHSP in Health 1Q3 pp.61-62

characteristics, signs H7N-IId-
and symptoms of eating f-25
disorders
7. discusses ways of OHSP in Health 1Q3 pp.62-63

H7N-IId-
preventing and controlling
f-26
eating disorders
D. Decision-making skills
8. applies decision-making
and critical thinking
H7N-IIg-
skills to prevent
h-27
nutritional problems of
adolescents

CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 7 PERSONAL HEALTH 3rd Quarter (H7PH)

A. Mental Health The learner The learner 1. explains the factors that H7PH- 1. Edukasyong Pangkatawan, Kalusugan, at
(An Introduction) affect the promotion of IIIa-b-28 Musika III. Adriano,Celia,et.al. 1999.
demonstrates consistently good mental health pp.142-147.*
understanding of demonstrates skills
mental health as that promote
a dimension of mental health
holistic health for
a healthy life
B. Understanding stress 2. explains that stress is H7PH- Understanding Stress. A&E. NFE
1. Eustress normal and inevitable IIIa-b-29 Accreditation and Equivalency Learning
2. Distress Material. DepED.2001. pp.6,21.
3. differentiates eustress H7PH- Stres,Stress,Stress. A&E. NFE Accreditation
from distress IIIa-b-30 and Equivalency Learning Material.
DepED.2001.pp.9.
4. identifies situations that H7PH- 1. Understanding Stress. A&E. NFE

cause feelings of anxiety IIIa-b-31 Accreditation and Equivalency Learning
or stress Material. DepED.2001. pp.6,21.
2. Pag-unawa sa Stress. A&E. NFE
Accreditation and Equivalency Learning
Material. DepED.2001. pp.4-5.
3. Kaguluhan at Stress, Paghandaan natin.
A&E. NFE Accreditation and Equivalency
Learning Material. DepED. 2001.pp.18-22.
C. Common areas of stressor 5. identifies the common H7PH- 1. Pag-unawa sa Stress. A&E. NFE
that affects adolescents stressors that affect IIIc-32 Accreditation and Equivalency Learning
(peer, family, school, adolescents Material. DepED.2001. pp.8-10.
community) 2. Understanding Stress. A&E. NFE

CONTENT PERFORMANCE
STANDARDS STANDARDS
The learner The learner 6. identifies physical H7PH- 1. Pag-unawa sa Stress. A&E. NFE
responses of the body to IIIc-33 Accreditation and Equivalency Learning
demonstrates consistently stress Material. DepED.2001. pp.15-18.
understanding of demonstrates skills 2. Kaguluhan at Stress, Paghandaan natin.
mental health as that promote A&E. NFE Accreditation and Equivalency
a dimension of mental health Learning Material. DepED. 2001.pp.18-22.
holistic health for 3. Pagharap sa Stress. A&E. NFE Accreditation
a healthy life and Equivalency Learning Material. DepED.
2001.p.8.
4. Understanding Stress. A&E. NFE
D. Coping with stress 7. identifies people who H7PH- 1. Understanding Stress. A&E. NFE
can provide support in IIIc-34 Accreditation and Equivalency Learning
stressful situations Material. DepED. 2001. pp.22.
2. Pag-unawa sa Stress. A&E. NFE
Material. DepED.2001. pp.22.
8. differentiates healthful H7PH- 1. Stress,Stress,Stress. A&E. NFE Accreditation

from unhealthful IIId-e-35 and Equivalency Learning Material.
strategies in coping with DepED.2001. pp.20-21.
stress
9. demonstrates various H7PH- 1. Pag-unawa sa Stress. A&E. NFE
stress management IIId-e-36 Accreditation and Equivalency Learning
techniques that one can Material. DepED.2001. pp.22-25.
use every day in dealing 2. Understanding Stress. A&E. NFE
with stress Accreditation and Equivalency Learning
Material. DepED. 2001. pp.22.
3. Pagharap sa Stress. A&E. NFE Accreditation
and Equivalency Learning Material. DepED.
2001. pp.29-33.

CONTENT PERFORMANCE
STANDARDS STANDARDS
Coping with Dying and The learner The learner 10. explains the importance H7PH-
Death of grieving IIId-e-37
demonstrates consistently
understanding demonstrates 11. demonstrates coping H7PH- Edukasyong Pangkatawan, Kalusugan, at
of mental skills that skills in managing loss IIId-e-38 Musika III. Adriano,Celia,et.al. 1999.
health as a promote mental and grief pp.148-153,163-164.*
dimension of health
E. Types and Management of holistic health 12. recognizes triggers and H7PH-
Common Mental Disorders for a healthy warning signs of IIIf-h-39
1. Identifying triggers life common mental
and warning signs disorders
2. Prevention coping and
treatment
3. Mood disorders, H7PH- Edukasyong Pangkatawan, Kalusugan, at
bipolar, schizophrenic, 13. discusses the types, IIIf-h-40 Musika III. Adriano,Celia,et.al. 1999.
Obsessive Compulsive sign, symptoms, and pp.148-153.*
Disorder (OCD), prevention, treatment
Obsessive Compulsive and professional care in
Personality Disorder) managing common
(OCPD), post-traumatic mental health disorders

GRADE 7 PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) 4th Quarter (H7DD)
The learner The learner 1. discusses the nature of EASE Health Education III Module 6.
A. Introduction to non- non-communicable H7DD-IVa-
communicable diseases demonstrates consistently diseases 24
(NCDs) understanding of demonstrates
non-communicable personal 2. explains non- 1. EASE Health Education III Module 6.
B. Common non- diseases for a responsibility and communicable diseases 2. Ang Respiratory System. A&E. NFE
communicable diseases healthy life healthful based on cause and Accreditation and Equivalency Learning
1. Allergy practices in the effect, signs and H7DD-IVb- Material. DepED. 2001. pp.18-21.
2. Asthma prevention and symptoms, risk factors d-25
3. Cardiovascular diseases control of non- and protective factors
4. Cancer communicable and possible
5. Diabetes diseases complications
6. Arthritis 3. corrects myth and
7. Renal failure H7DD-IVe-
fallacies about non-
26
communicable diseases
C. Prevention and control of 1. EASE Health Education III Module 6.
4. practices ways to
non-communicable disease 2. Ang Respiratory System. A&E. NFE
prevent and control H7DD-IVf-
non-communicable 27
Material. DepED. 2001. pp.18-21.
diseases
D. Self-monitoring skills to 1. EASE Health Education III Module 6.
prevent non-communicable 2. Ang Respiratory System. A&E. NFE
diseases (physical Accreditation and Equivalency Learning
5. demonstrates self-
activities/regular exercise, Material. DepED. 2001. pp.25-26.
monitoring to prevent H7DD-IVg-
healthy eating, not
non-communicable h-28
smoking, weight
diseases
management, routine
medical check-up, stress
management)
E. Programs and policies on 6. promotes programs and 1. EASE Health Education III Module 6.
non-communicable disease policies to prevent and H7DD-IVg- 2. Ang Respiratory System. A&E. NFE
prevention and control control non- h-29 Accreditation and Equivalency Learning
communicable and Material. DepED. 2001. pp.25-26.
lifestyle diseases
F. Agencies responsible for 7. identifies agencies
non-communicable disease responsible for non- H7DD-IVg- EASE Health Education III Module 6 pp.13.
prevention and control communicable disease h-30
prevention and control

GRADE 8
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 8 FAMILY HEALTH I 1st Quarter (H8FH)

A. Gender and Human The learner The learner
Sexuality (Correlate with 1. Reproductive Health . A&E. NFE
Values Education; demonstrates appropriately Accreditation and Equivalency Learning
1. identifies basic terms in
coordinate with understanding of manages sexually- Material. DepED. 2001. pp.4-8.
sexuality (sex, sexuality, H8FH-Ia-16
Guidance Counselor) human sexuality related issues 2. A Guidance Manual On the Growing
gender, etc.)
and managing through responsible Filipino Adolescent III. DepED. 1995.
sexuality related and informed pp.88-93.
issues for a healthy decisions
life
1. Reproductive Health . A&E. NFE
2. discusses sexuality as an
important component of H8FH-Ia-17
2. A Guidance Manual On the Growing
ones personality
Filipino Adolescent III. DepED. 1995.
pp.88-93.
3. explains the dimensions A Guidance Manual On the Growing Filipino

H8FH-Ia-18
of human sexuality Adolescent III. DepED. 1995. pp.88-93.
4. analyzes the factors that A Guidance Manual On the Growing Filipino

affect ones attitudes and Adolescent III. DepED. 1995. pp.94-95.
practices related to H8FH-Ib-19
sexuality and sexual
behaviors
5. assesses personal health

attitudes that may H8FH-Ic-d-20
influence sexual
behaviour

CONTENT PERFORMANCE
STANDARDS STANDARDS
The learner The learner 6. relates the importance of H8FH-Ic-d-21

sexuality to family health
B. Teenage concerns demonstrates appropriately
7. identifies the different
Identity crisis understanding of manages sexually- 1. Reproductive Health . A&E. NFE
issues/concerns of
Sexual identity and human sexuality related issues Accreditation and Equivalency Learning
teenagers (i.e., identity
Sexual behaviors and managing through responsible Material. DepED. 2001. pp.7.
crisis) and the need for H8FH-Ie-g-22
Pre-marital sex, sexuality related and informed 2. A Guidance Manual On the Growing
support and
teenage issues for a healthy decisions Filipino Adolescent III. DepED. Module
understanding of the
pregnancies, and life 3 1995. pp.72-73.
family
abortion
C. Development of
decision- skills in 1. Reproductive Health . A&E. NFE
managing sexuality Accreditation and Equivalency Learning
8. applies decision-making
related issues Material. DepED..2001. pp.7-8.
skills in managing H8FH-Ih-23
2. A Guidance Manual On the Growing
sexuality-related issues
Filipino Adolescent III. DepED. 1995.
pp.74-75.
1. GRADE 8 FAMILY HEALTH II 2nd Quarter (H8FH)

A. Dating, courtship, and 1. defines basic terms A Guidance Manual On the Growing Filipino
H8FH-IIa-24
marriage demonstrates an makes informed (dating, courtship, Adolescent III. DepED. 1995. pp.56-59.
understanding of and values-based marriage)
responsible decisions in
parenthood for a preparation for 2. explains the importance A Guidance Manual On the Growing Filipino
H8FH-IIa-25
healthy family life responsible of courtship and dating in Adolescent III. DepED. 1995. pp.56-60.
parenthood choosing a lifelong partner
B. Maternal Health
concerns 3. identifies marital practices H8FH-IIa-26
1. Pre-pregnancy and setup across cultures
(blighted ovary,
ectopic pregnancy, 4. analyzes behaviors that
polycystic ovary, promote healthy H8FH-IIa-27
myoma) relationship in marriage
2. During pregnancy and family life

CONTENT PERFORMANCE
STANDARDS STANDARDS
(pre-eclampsia, The learner The learner

placenta previa,
gestational, demonstrates an makes informed 5. describes the factors that Edukasyong Pangkatawan, Kalusugan, at
diabetes,) understanding of and values-based contribute to a successful H8FH-IIb-28 Musika III. Adriano,Celia,et.al. 1999.
3. Post pregnancy responsible decisions in marriage pp.231-132.*
(post-partum parenthood for a preparation for
disorder, sepsis healthy family life responsible
parenthood 6. discusses various
maternal health concerns
H8FH-IIc-d-29
(pre-during-post
pregnancy)
7. discusses pregnancy- H8FH-IIc-d-30

related concerns
8. explains the importance of
maternal nutrition during H8FH-IIe-f-31
pregnancy
9. discusses the importance
of newborn screening, and
H8FH-IIe-f-32
the APGAR scoring system
for newborns
10. explains the importance of
prenatal care and post H8FH-IIe-f-33
natal care
11. discusses the essential
newborn protocol (Unang
H8FH-IIe-f-34
Yakap) and initiation of
breastfeeding
12. enumerates the
advantages of
H8FH-IIe-f-35
breastfeeding for both
mother and child
13. recognizes the importance
of immunization in H8FH-IIe-f-36
protecting childrens health

CONTENT PERFORMANCE
STANDARDS STANDARDS
C. Responsible parenthood The learner The learner 14. analyzes the importance of
responsible parenthood Edukasyong Pangkatawan, Kalusugan, at
demonstrates an makes informed H8FH-IIg-h-37 Musika IV. Adriano,Celia,et.al. 1999.
understanding of and values-based pp.114-116.*
responsible decisions in
parenthood for a preparation for 15. explains the effects of
healthy family life responsible family size on family Edukasyong Pangkatawan, Kalusugan, at
parenthood health H8FH-IIg-h-38 Musika IV. Adriano,Celia,et.al. 1999.
pp.112-113.*
16. examines the important

roles and responsibilities Edukasyong Pangkatawan, Kalusugan, at
of parents in child rearing H8FH-IIg-h-39 Musika IV. Adriano,Celia,et.al. 1999.
and care pp.114-116.*
17. explains the effects of

rapid population growth Enjoy Life with P.E and Health II.
H8FH-IIg-h-40
on the health of the nation Darilag,Agripino,et.al.2012. pp.197-204.*
18. enumerates modern family Edukasyong Pangkatawan, Kalusugan, at

planning methods (natural H8FH-Iig-h-41 Musika IV. Adriano,Celia,et.al. 1999.
and artificial) pp.119-120.*
GRADE 8 PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable) 3rd Quarter (H8DD)
1. discusses the stages of
A. Stages of infection H8DD-IIIa-15
infection
demonstrates consistently
B. Top 10 leading causes of understanding of demonstrates 2. analyzes the leading
morbidity and mortality principles in the personal causes of morbidity and
in the Philippines prevention and responsibility H8DD-IIIa-16
mortality in the
control of and healthful Philippines
communicable practices in the
C. Most common diseases for the prevention and
communicable diseases attainment of control of 3. discusses the signs, 1. Ang Respiratory System. A&E. NFE
and its prevention and individual wellness communicable symptoms, and effects of H8DD-IIIb-c- Accreditation and Equivalency Learning
control diseases common communicable 17 Material. DepED. 2001. Pp.18,21
1. Acute Respiratory The learner The learner diseases 2. Reproductive Health. A&E. NFE
Infections Accreditation and Equivalency Learning
CONTENT PERFORMANCE
STANDARDS STANDARDS
2. Pneumonia Material. DepED.2001. pp.10-14

3. Bronchitis demonstrates consistently 4. corrects misconceptions,
4. Influenza understanding of demonstrates myths, and beliefs about H8DD-IIIb-c-
5. Tuberculosis (TB) principles in the personal common communicable 18
6. Dengue prevention and responsibility and diseases
7. Sexually Transmitted control of healthful practices
5. enumerates steps in the
Infections (STIs) communicable in the prevention A Guidance Manual On the Growing
prevention and control of H8DD-IIIb-c-
8. HIV and AIDS diseases for the and control of Filipino Adolescent III. DepED. 1995.
common communicable 19
attainment of communicable pp.129
diseases
individual wellness diseases
D. Emerging and re-
emerging diseases
1. Leptospirosis
2. Severe Acute
Respiratory
6. analyzes the nature of
Syndrome (SARS) H8DD-IIId-e-
emerging and re-
3. Chikungunya 20
emerging diseases
4. Meningococcemia
5. Foot and Mouth
Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal 7. demonstrates self-
life skills to prevent and monitoring skills to H8DD-IIIf-h-
control communicable prevent communicable 21
diseases diseases
F. Programs and policies on 8. promotes programs and
communicable disease policies to prevent and H8DD-IIIf-h-
prevention and control control communicable 22
diseases
G. Agencies responsible for 9. identifies agencies H8DD-IIIf-h-
communicable disease responsible for 23
prevention and control communicable disease
prevention and control

CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 8- PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL) -4TH QUARTER (H8S)
A. Gateway Drugs The learner The learner
1. Cigarettes 1. EASE Health Education III Module 7
2. Alcohol demonstrates demonstrates Lesson 1 pp.3-5
understanding of personal 2. Mga Nakalululong at Mapanganib na
1. discusses gateway drugs H8S-IVa-27
factors that responsibility in the Droga. Unang Bahagi. A&E. NFE
influence cigarette prevention of Accreditation and Equivalency Learning
and alcohol use cigarette and Material. DepED. 2001. pp.18-19
and strategies for alcohol use through
B. Protective and Risk prevention and the promotion of a
Factors in the Use of control healthy lifestyle Mga Nakalululong at Mapanganib na
Cigarettes and Alcohol 2. identifies reasons why Droga. Unang Bahagi. A&E. NFE
H8S-IVa-28
people smoke cigarettes Accreditation and Equivalency Learning
Material. DepED. 2001. pp.22
3. analyzes the negative

health impact of cigarette 1. Droga: Maling Gamit, Masamang
smoking Epekto. DepED. 2001. pp.12
3.1 describes the 2. Mga Nakalululong at Mapanganib na
harmful short- Droga Unang Bahagi. A&E. NFE
and long-term Accreditation and Equivalency Learning
effects of Material. DepED. 2001. pp.22-23
cigarette smoking
on the different
parts of the body
3.2 discusses the
H8S-IVb-c-29
dangers of
mainstream,
second hand and
third hand
smoke;
3.3 explain the
impact of
cigarette smoking
on the family,
environment, and
community
CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Protective and Risk The learner The learner 1. EASE Health Education III Module 7
Factors in the Use of 4. identifies reasons for Lesson 2 pp.5-8
Cigarettes and Alcohol demonstrates demonstrates drinking and for not H8S-IVd-30 2. Mga Nakalululong at Mapanganib na
understanding of personal drinking alcohol Droga Unang Bahagi. A&E. NFE
factors that responsibility in the Accreditation and Equivalency Learning
influence cigarette prevention of Material. DepED. 2001. pp.28
and alcohol use cigarette and 5. analyzes the negative
and strategies for alcohol use through health impact of drinking Mga Nakalululong at Mapanganib na
prevention and the promotion of a alcohol Droga Unang Bahagi. A&E. NFE
control healthy lifestyle 5.1 describes the Accreditation and Equivalency Learning
harmful short- Material. DepED. 2001. pp.29
and long-term
effects of
drinking alcohol H8S-IVe-f-31
5.2 interprets blood
alcohol
concentration
(BAC) in terms of
physiological
changes in the
body
Mga Nakalululong at Mapanganib na Droga
6. explains the impact of
Unang Bahagi. A&E. NFE Accreditation and
drinking alcohol on the H8S-IVg-h-32
Equivalency Learning Material. DepED.
family, and community
2001. pp.30-31
C. Prevention, and Control 7. discusses strategies in the
of Gateway Drugs prevention and control of
cigarette smoking and
drinking alcoholic
beverages
7.1 apply resistance H8S-IVg-h-33
skills in situations
related to
cigarette and
alcohol use
7.2 follows policies
CONTENT PERFORMANCE
STANDARDS STANDARDS
and laws in the

family, school
and community
related to
cigarette and
alcohol use
8. suggests healthy
alternatives to
cigarettes and alcohol
H8S-IVg-h-34
to promote healthy
lifestyle (self, family,
community)

GRADE 9
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 9 COMMUNITY AND ENVIRONMENTAL HEALTH 1ST QUARTER (H9CE)

A. Concept of community and The learner The learner
environmental health 9. defines community and 1. EASE Health Education II Module 1
demonstrates consistently environmental health Lesson 2 pp.4-5
1. Characteristics of a understanding of demonstrates healthful 2. Lets Clean up the Environment.
H9CE-Ia-8
Healthy Community the principles in practices to protect A&E. NFE Accreditation and
2. Nature and Health protecting the the environment for Equivalency Learning Material.
Effects of environment for community wellness DepED. 2001. pp. 5,9-10
Environmental Issues community
(improper waste wellness
disposal, pollution, 10. describes a healthy EASE Health Education II Module 1
H9CE-Ia-9
illegal mining, soil community Lesson 2 pp.5
erosion, cyanide fishing,
pesticide drift,
deforestation, oil spill, 11. explains how a healthy
coral reef degradation, environment positively
climate change) impact the health of
H9CE-Ib-d-10
people and communities
(less disease, less health
care cost, etc.)
12. discusses the nature of EASE Health Education II Module 1

H9CE-Ib-d-11
environmental issues Lesson 2 pp.5
13. analyzes the effects of

EASE Health Education II Module 1
environmental issues on H9CE-Ib-d-12
Lesson 2 pp.4-5
peoples health
B. Prevention and 14. suggests ways to prevent Lets Clean up the Environment. A&E.
Management of and manage H9CE-Ie-f-13 NFE Accreditation and Equivalency
Environmental Health environmental health Learning Material. DepED. 2001.

CONTENT PERFORMANCE
STANDARDS STANDARDS
Issues issues pp.21-23,24-26

1. Personal responsibility The learner The learner
2. Social consciousness
3. Environmental policies demonstrates consistently
and laws understanding of demonstrates healthful
the principles in practices to protect
protecting the the environment for
environment for community wellness
C. Collective Action for the community 15. participates in
Environment wellness implementing an
environmental project
such as building and
H9CE-Ig-h-14 EASE Health Education II Module 1
maintaining a school
Lesson 2 pp.5
garden or conducting a
war on waste campaign
(depends on feasibility)
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) 2nd Quarter (H9S)
A. Drug Scenario in the The learner The learner
Philippines 1. describes the drug Addictive and Dangerous Drugs
demonstrates shares responsibility scenario in the Philippines Part 2. A&E. NFE Accreditation and
understanding of with community H9S-IIa-14 Equivalency Learning Material.
the dangers of members through DepED. 2001. pp.5-6
substance use and participation in
abuse on the collective action to
B. Factors that influence individual, family prevent and control 2. explains the concept of
substance use and abuse and community substance use and substance use, misuse, 1. Addictive and Dangerous Drugs
abuse abuse and dependence, Part 2. A&E. NFE Accreditation and
Equivalency Learning Material.
DepED. 2001. pp.8-13
H9S-IIa-15
2. Mga Nakalululong na Droga.
Ikalawang bahagi. A&E. NFE
Accreditation and Equivalency
Learning Material. DepEd. 2001.
Pp. 8-13

CONTENT PERFORMANCE
STANDARDS STANDARDS
3. discusses risk and

B. Factors that influence The learner The learner protective factors in 1. Addictive and Dangerous Drugs
substance use and abuse substance use, and Part 2. A&E. NFE Accreditation and
demonstrates shares responsibility abuse Equivalency Learning Material.
understanding of with community DepED. 2001. pp.18
the dangers of members through H9S-IIb-16 2. Mga Nakalululong na Droga.
substance use and participation in Ikalawang Bahagi. A&E. NFE
abuse on the collective action to Accreditation and Equivalency
individual, family prevent and control Learning Material. DepEd. 2001.
and community substance use and Pp. 18
abuse
C. Drugs/Substances of abuse
1. Stimulants 4. analyzes situations for
2. Depressants the use and non-use of H9S-IIb-17
3. Narcotics psychoactive substances
4. Hallucinogen
5. Inhalants
5. identifies the types of 1. EASE Health Education II Module 7
drugs/substances of pp.6-16
abuse 2. Droga: Maling Gamit, Masamang
H9S-IIc-18
Epekto. A&E. NFE Accreditation
and Equivalency Learning Material.
DepED. 2001. pp.9,11
D. Harmful effects of drugs on

the body 6. corrects myths and
1. Short-term misconceptions about H9S-IId-19
2. Long-term substance use and abuse
7. recognizes warning signs EASE Health Education II Module 7

of substance use and H9S-IId-20 pp.9-11
abuse discusses the
harmful short- and long-

CONTENT PERFORMANCE
STANDARDS STANDARDS
term effects of substance

use and abuse on the
D. Harmful effects of drugs body
on the body The learner The learner
3. Short-term 8. discusses the harmful
4. Long-term demonstrates shares responsibility effects of substance use
understanding of with community and abuse on the H9S-IIe-f-21
the dangers of members through individual, family, school,
substance use and participation in and community
abuse on the collective action to
individual, family prevent and control
and community substance use and 9. explains the health,
abuse socio-cultural,
H9S-IIe-f-22
psychological, legal, and
economic dimensions of
substance use and abusE
E. Prevention and control of
substance use and abuse 10. discusses strategies in 1. EASE Health Education II Module 8
the prevention and pp.6-10
control of substance use H9S-IIe-f-23 2. Addictive and Dangerous Drugs
and abuse Part 2. A&E. NFE Accreditation and
Equivalency Learning Material.
DepED. 2001. pp.20-23
11. applies decision-making 1. EASE Health Education II Module 8

and resistance skills to pp.10-11
prevent substance use H9S-IIg-h-24 2. Enjoy Life with P.E and Health II.
and abuse Darilag, Agripino, et.al. 2012.
pp.255-259.*
12. suggests healthy

alternatives to substance
H9S-IIg-h-25
use and abuse

CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) 3rd Quarter (H9IS)
A. First Aid Basics The learner The learner
1. discusses basic
1. EASE Health Education II Module 4
demonstrates performs first aid information about first aid
Lesson 1 pp.1-7
understanding of procedures with (principles, roles,
H9IS-IIIa-36 2. Enjoy Life with P.E and Health II.
first aid principles accuracy responsibilities, and
Darilag, Agripino, et.al 2012.
and procedures characteristics of a good
pp.214.*
aider)
B. First Aid Guidelines and 2. demonstrates the conduct

Procedures of primary and 1. EASE Health Education II Module 4
Survey the scene secondary survey of the H9IS-IIIb-37 Lesson 1 pp.4-7
1. Do primary survey of the victim (CAB) 2. Enjoy Life with P.E and Health II.
victim (check for vital Darilag, Agripino. Et.al 2012.
signs, assess CAB pp.214-215.*
(Circulation, Airway, 3. assesses emergency
Breathing) situation for unintentional 1. EASE Health Education II Module 4
2. Ask for help. injuries Lesson 1 pp.6-7
3. Do secondary survey of H9IS-IIIb-38 2. Enjoy Life with P.E and Health II.
the victim (head-to-toe Darilag, Agripino. 2012. pp.216-
survey) 223.*
C. Use of Dressing and 4. discusses the function of

Bandages (alternatives dressing and bandages Edukasyong Pangkatawan, Kalusugan
H9IS-IIIc.d-
include clean cloth or, at Musika I. DepED. Sr.Mary Placid
39
handkerchief) Abejo,et.al.1994. pp.197-198
1. Principles of Wound
Dressing (careful 5. explains the principles of
handling, large enough wound dressing H9IS-IIIc.d- Enjoy Life with P.E and Health II.
to cover the wound, 40 Darilag, Agripino. 2012. pp.222.*
should fit snugly and not
cut off circulation) 6. demonstrates appropriate H9IS-IIIc.d- EASE Health Education II Module 6

CONTENT PERFORMANCE
STANDARDS STANDARDS
2. Bandaging Techniques bandaging techniques for 41 pp.5-11

(for the head; forehead; unintentional injuries
ear, cheek and jaw;
burned hand; sprained
ankle; and dislocated
arm) The learner The learner
D. Transporting the Victim 7. demonstrates proper
(drag and carry techniques) demonstrates performs first aid techniques in carrying
1. One-person carry ankle understanding of procedures with and transporting the
drag, pack strap carry, first aid principles accuracy victim of unintentional 1. EASE Health Education II Module 6
blanket pull) and procedures injuries H9IS-IIIe.f-42 pp.5-9
2. Two-person carry (two- 2. Enjoy Life with P.E and Health II.
handed seat, four- Darilag, Agripino. 2012. pp.233-
handed seat, chair carry 238.*
)
3. Three man carry
E. First aid for common 8. demonstrates proper first
unintentional injuries and aid procedures for 1. EASE Health Education II Module 5
medical emergencies common unintentional pp.5-11
1. musculoskeletal injuries injuries 2. Enjoy Life with P.E and Health II.
(sprain, strain, fracture, Darilag, Agripino. Et.al. 2012.
dislocation) pp.223-231.*
2. bleeding
3. burn (superficial, partial
and full-thickness)
4. H9IS-IIIg.h-
5. heat emergencies (heat 43
exhaustion, heat
stroke)
6. bleeding
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution
GRADE 9 INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) 4th Quarter (H9IS)
CONTENT PERFORMANCE
STANDARDS STANDARDS

A. Concept of intentional
H9IS-IVa-d-
injuries demonstrates consistently 12. differentiates intentional
31
understanding demonstrates injuries from
B. Types of intentional injuries of the concepts resilience, unintentional injuries
1. Bullying (cyber bullying) and principles vigilance and 13. describes the types of
2. Stalking of safety proactive intentional injuries
3. Extortion education in behaviors to
4. Gang and youth the prevention prevent intentional H9IS-IVa-d-
violence of intentional injuries 32
5. Illegal fraternity-related injuries
violence
6. Kidnapping and
abduction
7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention and 14. analyzes the risk factors
management of intentional related to intentional
injuries injuries H9IS-IVe-h-
self-protection 33
preventing self-harm
promoting a culture of
15. identifies protective
non-violence through
factors related to A Guidance Resource Manual On the
healthful behaviors H9IS-IVe-h-
intentional injuries Growing Filipino Adolescent III.
reporting cases of 34 DepED. 1995 pp.113
violence to proper
authorities The learner The learner
seeking help from 16. demonstrates ways to
trusted individuals and demonstrates consistently prevent and control
health professionals understanding demonstrates intentional injuries H9IS-IVe-h-
of the concepts resilience, 35
and principles vigilance and
of safety proactive
CONTENT PERFORMANCE
STANDARDS STANDARDS
education in behaviors to
the prevention prevent intentional
of intentional injuries
injuries
GRADE 10
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 10 CONSUMER HEALTH 1st Quarter (H10CH)

A. Guidelines and Criteria in The learner The learner
the Selection and 1. differentiates reliable from unreliable H10CH-Ia-b-
Evaluation of: understands the demonstrates health information, products and 19
1. Health information guidelines and critical thinking services;
2. Health products criteria in the and decision-
3. Health services selection and making skills in 2. explains the guidelines and criteria in H10CH-Ia-b-
evaluation of the selection, the selection and evaluation of 20
health evaluation and health information, products and
information, utilization of services;
B. Health Service Providers products, and health
1. health professionals services. information, 3. discusses the various forms of health H10CH-Ia-b-
2. health facilities; products and service providers and healthcare 21
3. health care plans and services. plans;
financing systems
(PhilHealth, Health
4. selects health professionals,
Maintenance
specialists and health care services H10CH-Ic-22
Organization, private
wisely;
health insurance)
C. Quackery: Types Edukasyong Pangkatawan, Kalusugan,

5. explains the nature and dangers of
(medical, nutrition, H10CH-Ic-23 at Musika III. Adriano,Celia,et.al.
quackery;
device) and Harmful 1999. pp.195-196.*
Physical and Psychological Edukasyong Pangkatawan, Kalusugan,
Effects 6. reports fraudulent health services H10CH-Ic-24 at Musika III. Adriano,Celia,et.al.
1999. pp.202-204.*
CONTENT PERFORMANCE
STANDARDS STANDARDS
D. Complementary and 1. EASE Health Education III Module

Alternative Healthcare 6 Lesson 3 pp.11
Modalities 2. PDF 24 BLLM Halamang Gamot
Aralin 1, Manwal pp.1-7
Herbal medicine
(medicinal plants 7. explains the different kinds of
approved by the complementary and alternative H10CH-Id-25
Department of Health) health care modalities.
1. Acupuncture
2. Ventosa massage
cupping therapy
3. Reflexology
4. Naturopathy
E. Consumer welfare and 8. explains the importance of Edukasyong Pangkatawan, Kalusugan,
protection consumer laws to protect public at Musika III. Adriano,Celia,et.al.
H10CH-Id-26
1. Consumer law health 1999. pp.203-206.*
2. Consumer protection
agencies and 9. identifies national and international
organizations government agencies and private H10CH-Ie-f-
organizations that implement 27
programs for consumer protection
10. participates in programs for H10CH-Ig-h-
consumer welfare and protection 28
GRADE 10 HEALTH TRENDS, ISSUES AND CONCERNS (National Level) 2nd Quarter (H10HC)
A. Existing National Laws The learner The learner 1. Mahusay na Pamimili. A&E. NFE
Related to Health Trends, Accreditation and Equivalency
Issues, and Concerns demonstrates consistently Learning Material. DepED 2001.
1. Responsible understanding of demonstrates pp.35-43
Parenthood and current health critical thinking 2. Enjoy Life with P.E and Health II.
11. discusses the existing health related
Reproductive Health trends, issues skills in exploring H10HC-IIa-1 Darilag, Agripino, et.al. 2012.
laws;
Act(RA10354) , and concerns in local, regional pp.251-254.*
2. Tobacco Regulation the local, and national 3. Buying Wisely. A&E. NFE
Act of 2003 (RA regional, and health trends, Accreditation and Equivalency
9211) national, levels issues, and Learning Material. DepEd. 2001.
3. Comprehensive concerns pp. 35-43
Dangerous Drugs Act 12. explains the significance of the H10HC-IIb-2 Enjoy Life with P.E and Health II.

CONTENT PERFORMANCE
STANDARDS STANDARDS
of 2002 (RA 9165) existing health related laws in Darilag, Agripino,et.al 2012. pp.251-
4. Consumer Act (RA safeguarding peoples health; 254.*
7394) H10HC-IIc-d-
13. follows existing health related laws
5. National 3
Environmental 14. critically analyzes the impact of
H10HC-IIc-d-
Awareness and current health trends, issues, and
4
Education Act of 2008 concerns
(RA 9512)Traditional
and Alternative
Medicine Act of 1997
(RA 8423)
6. Philippine AIDS
Prevention and
Control Act of 1998
(RA 8504)
7. National Blood H10HC-IIe-g-
15. recommends ways of managing
Services Act of 1994 5
health issues, trends and concerns
(RA 7719)
8. Seat Belts Use Act of
1999 (RA 8750)
9. Cybercrime
Prevention Act of
2012 (RA 10175)
10. Anti-Pornography Act
(RA 9775)
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) 3rd Quarter (H10HC)
A. Existing Global Health The learner The learner 16. discusses the significance of
H10HC-IIIa-1
Initiatives global health initiatives;
1. Millennium demonstrates demonstrates 17. describes how global health
Development Goals awareness of competence in initiatives positively impact H10HC-IIIb-c-
(MDGs) global health applying peoples health in various 2
2. WHO Framework initiatives knowledge of countries;
Convention on global health to 18. analyzes the issues in the
H10HC-IIIb-c-
Tobacco Control local or national implementation of global health
3
3. Global Mental Health context global initiatives;

CONTENT PERFORMANCE
STANDARDS STANDARDS
Action Plan initiatives

4. Global Strategy to
Reduce the Harmful
Use of Alcohol
5. Global Alliance for 19. recommends ways of adopting
H10HC-IIId-e-
Vaccines and global health initiatives to local
4
Immunizations or national context
GRADE 10 Planning for a Health Career 4th Quarter (H10PC)

A. Planning for a Health The learner The learner 20. discusses the components and
H10PC-Iva-b-
Career steps in making a personal
1
1. Importance demonstrates prepares an health career plan;
2. Components Steps understanding of appropriate plan 21. prepares a personal health
H10PC-Iva-b-
3. Health Career the concepts in of action in career following the prescribed
2
Pathways Disease planning a health pursuing a health components and steps;
prevention and career career 22. explores the various health
control (Public health) career paths selects a particular
4. Personal health care health career pathway based on H10PC-IVc-d-
5. Maternal and Child personal competence and 3
care interest; participates in a health
6. Mental health career orientation program
Occupational health
and safety
7. Community health;
8. Environmental health
Drug Prevention and
Control
23. decides on an appropriate health H10PC-IVc-d-
9. Nutrition and dietetics
career path 4
10. Health education
11. Health promotion
Dental health
12. Nursing
13. Medical and Allied
Health Emergency
CONTENT PERFORMANCE
STANDARDS STANDARDS
Medical Services
(EMS)
14. Health Career
Orientation Program
GLOSSARY
Community and Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
Environmental environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
Health in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer
Application of consumer skills in the wise evaluation, selection and use of health information, products, and services
health
Culture- Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
responsive and effective for them (Gay, 2000)
Epidemiological Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics

GLOSSARY
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
Family Health environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
Development self-management skills to cope with lifes changes.
Health and Life

Applies life skills to specific health choices and behaviors
skills-based
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
Holistic
health (physical, mental, social, emotional, moral/spiritual)
Injury
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
Prevention,
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
Safety and First
education
Aid
Learner-
Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning
centered
Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
Nutrition development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
Personal Health
and prevention and management of personal health problems

GLOSSARY
Prevention and
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
Control of
habits and practices and health programs supported by legislation and provision of health services in the school and the
Diseases and
community
Disorders
Preventive Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
Rights-based
human rights instruments
Standards and
Requires students to demonstrate that they have learned the academic standards set on required skills and content
outcomes-based
Substance Use The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
and Abuse society and the nation
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
Values-based
values as the bases of good educational practice

Code Book Legend
Sample: H9S-IVg-h-34
LEGEND SAMPLE DOMAIN/ COMPONENT CODE
Learning Area and Growth and Development GD

Strand/ Subject or Health
Specialization
First Entry H9 Nutrition N
Grade Level Grade 9 Personal Health PH
Injury Prevention, Safety and First Aid IS

Domain/Content/ Prevention of Substance
Uppercase Letter/s
Component/ Topic Use and Abuse
S
Family Health FH
-
Prevention and Control of Diseases and
Roman Numeral DD
Disorders
*Zero if no specific quarter
Quarter Fourth Quarter IV
Learning Materials are uploaded at http://lrmds.deped.gov.ph/. Community
*These materials are inand Environmental
textbooks Health
that have CE
been delivered to schools.
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a
Week Week seven to eight g-h Prevention of Substance Use and Abuse S

REFERENCES
Allen, Katy Z., Et al., Decisions for Health. (Texas: Holt, Rinehart and Winston, 2004)
Allen, Katy Z., Et al., K-8 Physical Education and Health Curriculum Framework, (Arkansas, 2011)
Barcelo, Teresita and Ocampo-Balabagno, Benito. Teaching health and wellness, A sourcebook for elementary teachers. (Manila: Department of Health, No Publication Date)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
Department of Health. The Family Health Guide, 1987 Department of Health Commission on Population and Population Center Foundation Inc. http://www.popcom.gov.ph/
Department of Public Instruction. Healthful Living-Standard Course of Study and Grade Level Competencies K-12, (USA: North Carolina, 2006)
http://www.ncpublicschools.org/curriculum/healthfulliving/scos/
Donatelle, Rebecca J., Health-The Basics, (USA: Pearson Custom Publishing, 2007)
Fit for School Inc. Manual for Teachers for the Implementation of Essential Health Care Package in Schools . . (Cagayan de Oro City: Fit for School Inc, 2009)
Galvez Tan, Et al., The health curriculum in Philippine basic education. A resource book on health for teachers. (V.2) . (Manila: UNACOM, UP, 2005)
Galvez Tan, Et al., The health curriculum in Philippine basic education. A review of the health content in public school textbooks (V.1) . (Manila: UNACOM, UP, 2005)
Meeks Linda, Heit Philip & Page Randy. Comprehensive School Health Education. (Blacklick, OH: Meeks Heit Pub. 2008)
Philippine Association of Diabetes Educators, Inc., Raising a healthier generation. (Marikina: PADE 2005)
Times Media Private Limited, My Pals Are Here! Health Education Teacher-Assist Pack, Singapore: Times Media Private Limited, 2004)
Walker, Richard, Guide to the human body, (London: Bounty Books, 2006)


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Republic of the Philippines

K to 12 Health Curriculum Guide May 2016 Page 2 of 92

Conceptual Framework of Health Education

Health and Achieve,

Standards and Epidemiological

K to 12 Health Curriculum Guide May 2016 Page 3 of 92

HEALTH CONTENT AREAS

K to 12 Health Curriculum Guide May 2016 Page 4 of 92

CHARACTERISTICS OF THE HEALTH CURRICULUM

K to 12 Health Curriculum Guide May 2016 Page 5 of 92

Grade Level Standards

GRADE LEVEL STANDARDS

K to 12 Health Curriculum Guide May 2016 Page 6 of 92

GRADE LEVEL STANDARDS

K to 12 Health Curriculum Guide May 2016 Page 7 of 92

Prevention and Substance Use Health Trends,

K to 12 Health Curriculum Guide May 2016 Page 8 of 92

Grade 1 - NUTRITION 1ST QUARTER (H1N)

C. Good eating habits 1. Growing with Science and Health 1.

Domanais, Lucia C. 1997. pp. 33-34.*

K to 12 Health Curriculum Guide May 2016 Page 10 of 92

Grade 1 PERSONAL HEALTH 2ND QUARTER (H1PH)

K to 12 Health Curriculum Guide May 2016 Page 11 of 92

1. Infed modules pdf (Street Children) PDF.

11. Engaging in physical

K to 12 Health Curriculum Guide May 2016 Page 14 of 92

healthful home 4. practices water 1. Science and Health 1. Teachers Manual.

et.al . 1997. pp.176-177*

K to 12 Health Curriculum Guide May 2016 Page 16 of 92

4. demonstrates ways to ask

B. Preventing childhood 5. follows rules at home and

K to 12 Health Curriculum Guide May 2016 Page 17 of 92

bad touch 10. distinguishes between

K to 12 Health Curriculum Guide May 2016 Page 18 of 92

Grade 2- NUTRITION 1ST QUARTER (H2N)

K to 12 Health Curriculum Guide May 2016 Page 20 of 92

K to 12 Health Curriculum Guide May 2016 Page 21 of 92

Grade 2 PERSONAL HEALTH 2ND QUARTER (H2PH)

7. Science and Health 3. Teachers Manual.

Grade 2 FAMILY HEALTH 3RD QUARTER (H2FH)

B. Positive Expressions of The learner... The learner... 3. explains the benefits of

K to 12 Health Curriculum Guide May 2016 Page 24 of 92

B. Positive Expressions of The learner... feelings 5. demonstrates positive

6. displays respect for the

K to 12 Health Curriculum Guide May 2016 Page 25 of 92

materials, The learner The learner

K to 12 Health Curriculum Guide May 2016 Page 26 of 92

K to 12 Health Curriculum Guide May 2016 Page 27 of 92

CONTENT PERFORMANCE LEARNING

Grade 3 NUTRITION 1ST QUARTER (H3N)

K to 12 Health Curriculum Guide May 2016 Page 28 of 92

CONTENT PERFORMANCE LEARNING

CONTENT PERFORMANCE LEARNING

9. Attain normal body weight and health choices

4. discusses the 1. Pilot School MTB_MLE Health 3. Q2

K to 12 Health Curriculum Guide May 2016 Page 30 of 92

CONTENT PERFORMANCE LEARNING

Madriaga,Lucita. 2000. pp.32-34.*

The learner 1. Pilot School MTB_MLE Health 3. Q2