School: BAUA NATIONAL HIGH SCHOOL Grade Level: 9

Teacher: MARJORIE A. NAVARRO Learning Area: MAPEH (HEALTH)

Teaching Dates and

DAILY LESSON LOG October 16-20, 2023 Quarter: FIRST
Time:
In MAPEH-9

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards: The learner demonstrates understanding of the principles in protecting the environment for community wellness.
B. Performance
The learner consistently demonstrates healthful practices to protect the environment for community wellness.
Standards:
The Learners….
 defines community  explains how a  enumerate the  Discusses the nature of
and environmental healthy environment perennial problems in environmental issues.
health (H9CE-Ia-8) positively impact the the community (H9CEIb-d-11)
 turn the negative lyrics  Recognize the value
 draw on an Oslo health of people and
of Anak ng Pasig to produced by a healthy
paper their “Dream communities (less
positive one. environment to the
Community” disease, less health  analyzes the effects of people;
 Analyzes care cost, etc.) environmental issues  Reflect on the possible
importance of
(H9CE-Ib-d-10) on people’s health community health
C. Learning promoting a
 make SLOGAN (H9CE-Ib-d-12) problems that may arise
Competencies healthier life inside
CAMPAIGN that will their effects to the
(MELCs) a more developed
help eliminate/lessen community
and advanced
community such problem your
community is
experiencing.
 explore on the
importance of
maintaining and
protecting the health
of all the members in
the community
 QUARTER 1: COMMUNITY AND ENVIRONMENTAL HEALTH

II. CONTENT The Concepts of Community Health Problems Environmental Health Problems Performance Task:
Community and Paint Me a Picture
Environmental Health
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
-
Pages
2. Learner’s
216-219 231-241 231-241 242-251 252
Materials Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing Group Activity!
previous lesson or CONCEPT MAP: Do the following: Ask the students to “Give Me Five” The teacher will
presenting the Let the students enumerate the perennial The previous lesson has group the class
● Call 2-3 students to
associated words/ problems in the community opened our eyes to the (depending on the
new lesson
terms related to the post their output and give one particular benefits or perks we can size of the class)
(ELICIT) word “HEALTH”. solution to each. delight in with a healthy
(assignment).
community. Give me five
● Let them present and positive impacts of a
describe their dream healthy environment to
community. health and community.

B. Establishing a Present two pictures on “Code-Decode” Play the video “Anak ng WILD CARDS Sharing of
purpose for the the board: 1. Play the song Pasig”. Let the students Experiences/Ideas:
“Masdan mo ang watch and observe the Direction: We’ll call them Call volunteers to
lesson
video. Let the students list wild cards because each of share
(ENGAGE) Kapaligiran’ by Asin.
on their notes their them holds the top experience/ideas
2. Present the code to
observations. Focus on environmental issues in the from a typhoon
 the students: the problems the “Ilog Philippines. Label each
Pasig” have. with the correct word/s
referred by the cards.

C. Presenting 1. Post the following - Go back to the Ask them: Based from the previous Process Questions:
examples/ terms on the board. output/illustrations of 1. What have you activity, ask the students
● What was your
instances of the the 3 students who observed on the the following questions:
Term 1: Community have presented. video? 1. What environmental realization after
new lesson
Term 2: Community - Let the students issue are you most the typhoon?
(EXPLORE) 2. What was the
Health write/list down the concerned about?
factors or barriers message of the song? Why? ● What is your
Term 3: Environmental
Health that leads to 2. How can you advice to the
2. Group the Class community health contribute to generations like
into 3. problems. minimizing the
you to
environmental
3. Let the leader safeguard you
problem if not totally
choose one to prevented? from any
analyze and portray calamities like
a 1-minute typhoon?
pantomime about
their own definition
of the term
assigned to them.
D. Discussing new The teacher will discuss The teacher will discuss Teacher will continue discuss briefly about the Group Activity!
concepts and the following through a briefly the following discussing about Types of Environmental “Paint Me A
practicing new PowerPoint through a PowerPoint community health focusing issues through a PowerPoint Picture”
presentation: this time on the following: Presentation The teacher will
skills #1 presentation:
discuss the
● Characteristics of a ● Compositions and
procedure of the
Healthy Community Sources of Refuse activity.
● Primary Health ● Waste Disposal
Care Programs in
● Solid Waste
the Community.
Management Program

E. Developing “Priority Express” Ask the students on the DESTRUCTION VS Each group will
mastery (leads to The teacher will ask the importance of maintaining “Catch and Match” RESTORATION make a poster
formative students to set their and protecting the health about the damage
priorities in promoting a of all the members in the Provide human activities caused by Typhoon
assessment)
healthier life inside a community that cause environmental in some parts of the
(EXPLAIN) more developed and issues. Write the ways on region. Be guided
advanced community. how to solve or even with the rubric
 minimize the problems.

F. Making “The Health Expert” Concerned Citizen: “Song-Irony: Anak ng RANK ORDER Process Question:
generalizations With the same grouping As concerned citizen in Pasig” Re-arrange the order of
● What is your
and abstractness earlier, let each group your community, choose the listed environmental
talk about community one from the community issues below according inspiration of
to the lesson
and environmental health problems to what you’ve your poster?
(ELABORATE) health. presented earlier, and experienced or witnessed
make SLOGAN in your community with 1
CAMPAIGN that will help as the most pressing
eliminate/lessen such concern and 5 as the
problem your community least.
is experiencing.
G. Evaluating “Teacher-Made Test” Evaluate their output Evaluate students output 5 item quiz -Teacher made Criteria:
learning through the rubrics through rubrics attached. test
● Creativity
(EVALUATION) attached.
● Neatness of
Work
● Message

● Interpretation

H. Additional activities Let the students draw SPEECH-FOR-

for application and on an Oslo paper their AWARENESS
remediation “Dream Community”
(EXTEND) If you are given a chance
to be the chairman of your
barangay, and you are
asking to give a 30-minute
air time on radio to talk to
the people of your
community, what would be
the content of your
message?
V. REMARKS

VI. REFLECTION

A. Number of learners who earned

80% in the evaluation:
_________
B. Number of learners who scored
below 80% who needs
additional activities for
remediation: _________

C. Did the remedial lesson work?

No. of learners who have
caught up with the lesson:
__________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies worked well? Why
did this work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?
Prepared by: Checked by: Noted by:

MARJORIE A. NAVARRO PRESCILA M. LICUPA JOSELYN S. ALIPIO, PhD.

Teacher I Master Teacher I Secondary School Principal II