拉 允 隆 文 化 書 院
LA UNION CULTURAL INSTITUTE
GOV. LUCERO STREET, SAN FERNANDO CITY, LA UNION
Junior High School Department
SYLLABUS IN HEALTH 10
INSTITUTION’S VISION-MISSION STATEMENT Core values OBJECTIVES
VISION Academic performance is important for many reasons. It
can open the door to opportunity and pave the way for Provide a well-rounded program of instruction using the
We envision La Union Cultural Institute as an educational institution future success, both in higher education and professionally, best educational practices appropriate to the cultural,
dedicated to excellence in basic education with focus on global business intellectual and social needs of the students
however, we believe a values-based education is of equal
competitiveness, values formation, primarily through the integration of
Confucian principles, and highest standard in English, Chinese, Mathematics, importance.
Prepare students to be independent thinkers, skillful
Science, and ICT. Our values-driven education is expressed through our core communicators, and lifelong learners and global citizens
values which are woven into every academic and extra-
MISSION curricular activity. We live and breathe four values that
LUCI offers high quality education with a solid grounding in English, form the basis of everything we do. They include: Foster a sense of individual responsibility, self-
Chinese, Mathematics, Science, and ICT along with sound academic and L – Leadership through Service and Excellence discipline, self-reliance, and respect for self and others.
professional training in business and economics.
U – Unity
LUCI expects its graduates to be competent entrepreneurs and professionals C – Competence
Encourage students, teachers, administration, and parents
who can be gainfully employed in business, government, educational and I – Integrity
to play an active role in promoting educational
cultural research, as well as informed citizens. Globally, they can compete in With these values at our core, we encourage independent excellence.
the job market because of their professional skills and their proficiency in learning and empower students to embrace responsibility.
English and Chinese. Set educational standards and ensure that everything we do
is delivered to the highest ideals. Members of the LUCIan To promote social responsibility through active
community learned to celebrate diversity in the spirit of involvement in serving the community in the school, on
understanding and tolerance that helps them become campus and in the community
citizens of the world.
Name of Faculty: JASPER FAITH A. ABENES Class Schedule: Subject Requirements:
A student is expected to comply with the following:
Days: Time: Room must have at least 80% attendance of the prescribed
Checked by: QUIEN ANNE D. NISPEROS M-F number of days
Coordinator submit requirements on time (notebook, homework,
journals, research works, project)
Approved by: GRACE A. MOLINA, MSME, MA Math obtain satisfactory ratings in quizzes, seat works,
Principal performance task and other performed activities
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I. Learning Area Standard
II. Grade Level Standard
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a health plan and exploration of careers in health to
achieve, sustain, and promote health and wellness.
III. Content Standard
The learner understands the guidelines and criteria in the selection and evaluation of health information, products, and services.
IV. Performance Standard
The learner demonstrates critical thinking and decision-making skills in the selection, evaluation and utilization of health information, products and services.
V. Course Outline
FIRST QUARTER
Time Frame Objectives Topic / Lessons Strategies /Activities Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 1 The learners should be able 1. Guidelines and Discussion/Lecture
1 hour to: Criteria in the Formative Assessment:
1. Recognize the Selection and Pictures/ Images Recitation
benefits of being a evaluation
wise consumer Powerpoint
2. Differentiate presentation
reliable from
unreliable health
information,
products, and
services
3. Evaluate how
persuasive
advertising
techniques are used
in daily media
venues to influence
consumer spending,
brand awareness,
and loyalty.
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 2-3 The learners should be able Discussion/Lecture PowerPoint Recitation
2 hours to: 2. Health Service Group activity: Health product
1. Identify the Provider presentation
different health
professionals
2. Present health
products by
following the
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guidelines and
criteria in the
selection and
evaluation of health
information
3. Evaluate different
health care plans
and financing
schemes
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 4 The learners should be able 3. Quackery Discussion/Lecture PowerPoint Recitation
1 hour to:
1. Define quack and
quackery
2. List and describe
ways to recognize a
quack
3. Enumerate ways to
avoid being victims
of quacks and
quackery
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 5-6 The learners should be able 4. Complementary Discussion/Lecture PowerPoint Recitation
2 hours to: and alternative
1. Define alternative health care
and complementary modalities
health care
2. Cite alternative
health care
modalities available
3. Evaluate these
modalities as to
effectivity
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 7 Quiz for Lesson 1-3
1 hour
Time Frame Objectives Topic / Lessons Strategies /Activities / Instructional Evaluation / Assessment Remarks
Days / hours Materials (Teacher’s Remarks)
Week 8 Performance Task
1 hour
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Week 9 FIRST QUARTERLY ASSESSMENT
Note:
GRADING SYSTEM (1st to 4th Quarter) REFERENCES
WRITTEN WORKS PERFORMANCE TASK QUATERLY ASSESSMENT Books/ References Others
(20%) (60%) (20%)
Websites:
Homework : 5% Recitation: 10% QA – 20%
Quiz : 10% Performed Activities: 15% E – Resources
Seat Works: 5% Notebook: 5%
Projects/ Performance Task: 30%
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