Daily School PULANG DAGA HIGH SCHOOL

Grade &
G10
Section
Lesson NIÑO E. BELANO Learning MAPEH
Teacher
Log Area 10(Health)

Teaching
Dates & THURSDAY Quarter 1
Time

Week No. 1 Day Duration 1 hour

I. OBJECTIVES

A. Content The learners…

Standards
● understands the guidelines and criteria in the selection and evaluation
of health information, products, and services.

B. Performance The learners…

Standards
● demonstrates critical thinking and decision-making skills in the
selection, evaluation and utilization of health information, products and
services.

C. Learning The learner….

Competency/is
● know how to report fraudulent health services (H10CH-Ic-24).

D. Learning At the end of the lesson, the learners are expected to:
Objectives
1. Describe the types of health fraud;
2. Make a poster-slogan on in combating health fraud like quackery; and
3. Show awareness on the effects of quackery to human health.

II. CONTENT/TOPIC HEALTH CARE PROVIDERS AND FRAUDULENT SERVICES: QUACKERY

III.LEARNING
RESOURCES

A. References:

1. Teacher’s None
Guide pages

2. Learner’s Physical Education and Health 10 LM pages 216-213

Materials pages

3. Textbook pages None

4. Additional ADM Health 10 Q1-M2

Materials on LR

B. Other Learning https://www.youtube.com/watch?v=KsPlwKbGxE8

Resources
IV. PROCEDURES

A. Reviewing FAST TALK! (KRA 2, Obj. 7)

previous lesson The teacher is
To recall the previous lesson, let the students
or presenting able to create a
guess/identify in one (1) minute the type of
the new lesson. AW learning
physicians based on the pictures presented. environment that
AR
ELICIT
EN
Keys: sustains learners’
ES active engagement
S1. Gastroenterologist and self-
motivation through
2. Pulmonologist interactive
activity.
3. Gynecologist
4. Urologist
5. Neurologist
6. Geriatrician
7. Ophthalmologist
8. Dermatologist
9. Pediatrician
10. Cardiologist
11. Orthopedist

B. Establishing a Present to the class the following pictures. Study the (KRA 1, Obj. 3)
purpose for the posters and prepare to share in class. The teacher
lesson establishes

ENGAGE classroom
practices which
promote open
communication

between the
teacher and
learners, and
among the
learners and their
peers.
Questions:
1. What does the poster guarantee?
2. Will you buy it? If Yes, what is your reason?
And if not, your reason for declining this
product?

C. Discussing the CONCEPT MAP! (KRA 1, Obj. 1)

new concepts The teacher
The teacher will write the word “QUACKERY” on the
and practicing motivates learners
board. Let the students think of a word(s) that
new skills. AC to investigate the
describes quackery. Let them write their answers on teaching area to
TIV
EXPLORE the board. Do this in 5 minutes.
ITY expand their
knowledge and
satisfy their
 curiosity

QUACKERY
After the class shared their answers oN the board,
synthesized their answers and formulated a concept
that will describe the word QUACKERY.

D. Developing “TATLONG BIBE DISCUSSION” (KRA 1, Obj. 1)

mastery The teacher cites
The teacher will discuss the concept and forms of
intra and
EXPLAIN quackery through singing in the tune of “Tatlong interdisciplinary
Bibe” content
AN relationships
AL through Music.
YSI
(Verse 1)
S
May nakilala akong doctora!
Magaling manghikayat ng mga product niya. (KRA 1, Obj.2)

The teacher uses

Mura’t epektibo daw ito sa kanya.
precise
Ngunit sa akin ay wala epekto! vocabulary and
intonation to
Quack, quack, quack,
express meaning
Quack, quack, quack and often

Ako ay nadali ng pekeng doctora! shows great

fluency and ease
in

(Verse 2) delivering the

lesson. The use of
There are three forms of Quackery Tagalog language
will help students
Medical, Nutrition, Device quackery easily understand
concept of the
But these are just forms of health fraud by a quack. lesson.

Quackery just promises but known to have no cure.

Quack, quack, quack
Quack, quack, quack
Let’s be wise and don’t fall for Quackery!

(You may repeat either verse 1 or 2)

E. Making Ask the students the following: (KRA 1, Obj. 4)
generalizations The teacher
1. What is quackery again?
and ensures that
abstractions 2. What are the forms of quackery? learners can
about the articulate and
lesson. 3. Why do people fall for quackery?
adhere to the
4. If this happens to you, to whom are you safety guidelines
ELABORATE
going to report this kind of fraud? and practices in
all the learning
5. List down at least 5 ways to protect you from
fraud. tasks

(KRA 1, Ob. 5)

The teacher
enhances polite
and

respectful
interactions with

learners and
among learners,
and exhibits
sensitivity to
learners’
differences

F. Evaluating Fight the Quack! KRA 2, Obj. 7)

learning. The teacher is
GROUP ACTIVITY: “Poster-Slogan”
able to create a
EVALUATION
AS learning
● Make groupings in class with 4-5 members environment that
SE
SS per group. sustains learners’
ME active engagement
● Advice each member to work cooperatively
NT and self-
motivation.
and collaboratively.

● Let them prepare the materials intended to

bring for today’s activity (illustration board,
coloring materials, pentel pen, etc.)

● In an illustration board, let them create a

poster-slogan to combat people from
quackery.

● Use the rubric as a guide for the activity.

(see the attached rubric)

● Let all poster-slogan posted on the board.

● Call one representative by group to present

and describe their poster-slogan.

● Evaluate student’s performance using the

rubric presented earlier with the following
 criteria:
1. Theme/Message (5)
2. Presentation (5)
3. Cooperation/Teamwork (5)
Perfect Points (15)

G. Additional On their notebook, let the students list down the (KRA 2, Obj. 9)
activities for possible dangers of quackery to a person's physical The teacher
application or and psychological well-being. demonstrates a
remediation. AS
wider
EXTEND
PHSYICAL
SI understanding of
GN a culture-based
ME education.
PSYCHOLOGICAL
NT

V. REMARKS

VI. REFLECTIONS

Prepared by: Checked by:

Teacher I: NIÑO E. BELANO School Head: MARILOU A. ENIMEDEZ

Signature: Signature:

Date: 10/18/2023 Date: