QUARTER 2

PERSONAL HEALTH

PREVENTION OF DISEASES

DRAFT
April 10, 2014

TEACHER’S GUIDE

1
INTRODUCTION:

Personal health involves the development of habits and practices for good
health. This module focuses on personal health for prevention and control of
common childhood diseases. It aims to develop among learners an
understanding of health and wellness and practice of healthy habits to prevent
and control common childhood diseases. Teachers are highly encouraged to
use the varied activities that are included in the module to build on learner’s
needs, abilities, and interests as they engage in meaningful learning activities
and apply specific life skills. May this module serve its purpose as a powerful
reminder that health is wealth but we need to work to maintain it.

PRE-TEST

DRAFT
Instruct the pupils to answer the Pre-test.

I. Direction. Draw and name the object being described in each item.

1. I am everything that people throw away,

April 10, 2014

I come from many things around you.
Pests thrive if you don’t take me right. __________________________
And I can also make people sick.

2. I am so tiny that you can’t even see.

But I am almost everywhere around you.
If you do not keep your body healthy, __________________________
I am always ready to make you weak.

3. I am almost the size of a pen.

I have fine brushes on my head.
I can make your teeth clean __________________________
And your mouth healthy as well.

4. I come shinning like silver.

I have two levers with sharp edge.
I can cut nails in your fingers and toes. __________________________
To keep away the dirt from getting into you.

2
5. I am a piece of slippery fragrant bar.
I also come in a plastic bottle sometimes.
With water running through your body,
I wash away dirt and make you smell good.
__________________________

II. Direction: Write on your paper the letter of correct answer.

1. Which best describes health?

A. A happy and good life without problems
B. A good-looking face and a beautiful body
C. A healthy body without disorders and diseases
D. A balanced well-being of body, mind, feeling, spirit and relationship
with others

DRAFT
2. Which shows a healthy person?
A. Ana eats a lot of food.
B. Tinoy stays up late watching TV.
C. Jenny makes friends with her classmates.
D. Boyet cries out loud when he does not get what he wants.

April 10, 2014

3. Which is not a risk factor of diseases?
A. Heredity
B. Lifestyle
C. Environment
D. Appearance

4. Which is a good physical activity?

A. Watching TV every night
B. Doing stunts and rough games
C. Playing computer games all day
D. Playing patintero with friends during free time

5. Which can make you sick?

A. Clean body
B. Immunization
C. Dirty environment
D. Regular physical activity

3
III. Direction: Write YES if the statement is a healthy habit and write NO if it is not.
Do it in your notebook.

________1. Watch TV all day.

________2. Bite your fingernails.
________3. Take a bath regularly.
________4. Sleep late every night.
________5. Jog regularly with your family.
________6. Keep your surroundings clean.
________7. Consult the doctor for immunizations.
________8. Brush your teeth during night time only.

DRAFT
________9. Eat plenty of all kinds of food everyday.
________10. Wash your hands before and after eating.

Let’s check how well you did in the test?

April 10, 2014

If you get a score of:

20-17- Congratulations! You did an excellent job. For sure, you

will learn more in our next lessons.

16- 12- It’s a good start! Be ready to learn more.

11-below- Its okay! Let’s take this time to learn a lot.

Now, let’s turn to the next page and be ready to learn more
and be healthy!

KEY TO CORRECTION

I.
1. Garbage/Trash/Wastes
2. Germs/Microbes/Pathogens
3. Toothbrush

4
 4. Nail cutter
5. Soap

II.
1. D
2. C
3. D
4. D
5. C

III.
1. No
2. No
3. Yes

DRAFT
4. No
5. Yes
6. Yes
7. Yes
8. No

April 10, 2014

9. N0
10. Yes

Ask the pupils to check how well they did in the test. Ask them to raise their
hand, as teacher calls out their scores. Tell them that if they get a score of:

20-17- Congratulations! You did an excellent job. For sure, you will learn more
in our next lessons.

16- 12- It’s a good start! Be ready to learn more.

11-below- It’s okay! Let’s take this time to learn a lot.

Lesson 1: Health and Wellness

I. Objectives:
At the end of the lesson pupil should be able to:
‐ Describe a healthy person and an unhealthy person

II. Subject Matter:

Content: Concept of Health and Wellness

5
Materials: pictures, chart, markers

References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.
Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

DRAFT
HEALTH AND WELLNESS
The World Health Organization (WHO) defines health as a state of
complete physical, mental and social well-being and not merely the
absence of disease or infirmity. It is the complete well-being of the body,
mind, feelings, spirit and relationship with others. There are five aspects of

April 10, 2014

health that contribute to the total health or state of well-being of an
individual. These aspects include the physical, emotional, mental, social and
spiritual.
Physical health refers to the state and characteristics of the body along
with its size, shape, body parts, body functioning, sensory acuity,
recuperative ability and basic needs. Physical activities include body
exercise, playing games, eating proper diet, practicing personal hygiene
and getting adequate rest and sleep.
Mental health refers to our capability to think, to recognize and to process
information and reality. Emotional health speaks of our different emotions
and how we express and manage such feelings. Mental and emotional
health is described as the psychological component of health which
includes our values, belief system, and levels self-esteem, self confidence and
coping mechanisms. Mental activities include doing homework, computing
expenses and problem solving activities. Emotional activities include
accepting comments positively, managing anger and showing feelings
through facial expressions.
Social health is the state of our interaction and relationship with others
with our ability to adapt to various situations and behaviors. Social activities

6
include communicating with others, being friendly, playing outdoor games,
talking to classmates, and sharing things.
Spiritual health refers to our belief in a higher order with our sense of unity
in the environment. Spiritual activities include saying good things daily,
learning how to say sorry and thank you and always praying.
On the other hand, wellness is described as an optimal health from a
positive perspective in life by maintaining good body conditions through a
healthy lifestyle.
The balance of the five aspects makes the optimal health and wellness of
an individual and a healthy person lives a quality life.

PHYSICAL
physical
characteristics and
your body functions

DRAFT
EMOTIONAL
way of expressing
your feelings in an
appropriate way
MENTAL
ability to recognize
and process reality

April 10, 2014

HEALTH AND
WELLNESS

SOCIAL SPIRITUAL
interactions with the attitude of having
others to build sense of direction and
satisfying relationship purpose

7
III. Procedure
A. Preliminary Activities
1. Ask the pupils to identify healthy people they know.
2. Tell the students to write the names or draw the faces of their healthy
idols. Let them list or draw as many as they can.
3. Call for volunteers to share their work.
4. Ask the pupils: What makes these people your healthy idols?
5. Ask the students to describe the characteristics of their healthy idols.
Write on the board the adjectives used to describe healthy people.
6. Let the pupils describe a healthy one using all the adjectives used for
their healthy idols.

B. Developmental Activities
1. Call on volunteer who will read in class the definition of health and

DRAFT
wellness according to W.H.O. Ask the volunteer to explain the definition.
“Health as a state of complete physical, mental and social well-being
and not merely the absence of disease or infirmity.”
2. Present pictures of the 5 aspects of health (physical, mental, emotional,
social and spiritual)

April 10, 2014

3. Discuss with the class the components of each aspect.
4. Let the pupils do Activity 1: The Healthy One on p._____.
5. After doing the activity, ask a pupil to read and explain his/her work in
class by answering the following questions:
a. Do you think you are a healthy one? Why?
b. What are the activities that a healthy person can do?
6. Ask the pupils to identify activities under physical, mental, emotional,
spiritual and social.
7. Ask the pupils to turn their module to p.____ for Activity 2: Wellness on the
Go. Let the pupils describe each picture and answer the activity.
8. Discuss each activity in the picture. Write on the board the activities
under two classifications- Healthy Person vs Unhealthy Person.

Healthy person/practice Unhealthy Person/practice

 Engages in physical activity  Does less physical activity
 Helps in household chores  Watches TV all the time
 Makes friends  Throw tantrums most of the time
 Communicates well with others  Eats unhealthful food
 Takes time to pray  Always gets sick

8
 9. Ask the pupils to name other healthy and unhealthful activities and
characteristics aside from those in the module.
10. Let the pupils contrast healthy and unhealthy pictures using the
characteristics and activities written on the board.

C. Generalization

1. Let pupils do Let's Check! on p ___.

2. Remind the pupils to write only the promises that they intend to keep
and willing to commit for the health.

D. Evaluation
1. Ask the pupils to answer Activity 3: Get’s Go for Health and Wellness on
p.____.

DRAFT
2. Let them identify ways for a healthy lifestyle as decoded in the
message from the activity. Ask them to explain each step.
a. Eat a balanced diet.
b. Exercise regularly.

April 10, 2014

c. Avoid harmful habits.
d. Get adequate rest.
e. Manage stress
f. Get regular medical attention.
g. Practice safety.

Lesson 2: Sickness Troubles

I. Objectives:
‐ Define disease
‐ Identify common childhood diseases
‐ Explain effects of diseases

II. Subject Matter:

Content: Common Childhood Diseases
Materials:
‐ Activity cards
‐ Pictures
‐ Markers

9
 References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally
Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill.
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

DRAFT
Disease is an abnormal condition of the body which alters the normal
functioning of the body and mind. Each disease comes with specific group of
signs and symptoms. Diseases affect our total health. It limits our activities and
affects the quality of our life as well as our relationship with others.

Children are viewed as more susceptible to various kinds of diseases.

April 10, 2014

Common childhood diseases include common cold, influenza, measles, chicken
pox, mumps, sore eyes, hepatitis, tuberculosis, typhoid fever, dengue fever,
malaria, ARI-acute respiratory infection-pneumonia, diarrhea, cholera, hand,
foot and mouth disease, strep throat, leptospirosis,A1 H1N1 virus,
meningococcocemia, SARS, pediculosis and intestinal parasitic infestation.

Common Childhood Diseases

Disease Mode of Signs and Prevention and
(cause) Transmission Symptoms Treatment
Acute Respiratory Person-to-person Cough, short ‐ Increase body
infection by coughing, rapid breathing, resistance
(Pneumonia) sneezing or difficulty in ‐ Good nutrition
virus/bacteria) speaking breathing, fever ‐ Antibiotic
treatment
It is a leading cause
of death in children
under 5 year old in
developing
countries

10
Chickenpox Airborne Reddish skin ‐ Avoid crowded
(virus) droplets, direct lesions which areas.
contact with become blisters, ‐ Increase body
fluid from blisters weakness, resistance.
and sores headache, ‐ Avoid direct
muscle and joint contact with
pains, fever infected person.

Cholera Eating food or Watery stools, ‐ Drink safe and

(Bacteria) drinking water vomiting, clean water.
contaminated dehydration ‐ Keep food away
with vibrio from pests.
bacteria ‐ Eat clean and
safe food.
‐ Use the toilet
properly.

DRAFT
‐ Wash hands
often.
‐ Keep
surroundings
clean
‐ Take ORESOL for

April 10, 2014

treatment.
Common colds Airborne Runny nose, ‐ Wash hands
(virus) droplets through watery eyes, often.
sneezing, difficulty in -Cover your nose
coughing, breathing, and mouth when
touching sneezing, sore sneezing and
infected objects throat, cough, coughing.
headache -Observe proper
hygiene
-Avoid contact
with people with
colds.
-Get plenty of rest
and fluids

11
Dengue Day-biting of Onset of fever for -Plenty of fuids
(Virus carried by aedes aegypti 2-7 days, joint ‐ 4S -Search and
aedes aegypti and aedes and muscle destroy mosquito
mosquito) albopictus pains, weakness, habitats
mosquito rashes, ‐ Take self-
carrying dengue nosebleeding, protection
virus abdominal pain, measures
vomiting, dark- ‐ Seek early
colored stools, consultation
difficulty in ‐ Say Yes to
breathing fogging when
there is an
impending break
Influenza Airborne Headache, chills, -Avoid direct
(virus) droplets through sneezing, stuffy contact with
sneezing, nose, sore throat, infected people.

DRAFT
A(H1N1) flu coughing, dry cough, body - Wash hands
(in 2009, the WHO touching aches, fever, often.
announced the virus infected objects - Cover your nose
as pandemic and mouth when
affecting more than sneezing and
70 countries) coughing.

April 10, 2014

-Observe proper
hygiene
-Get plenty of rest
and fluids
-Increase body
resistance
Hand, foot and Contact with Fever, sore throat, ‐ Proper hygiene
mouth disease nose and throat painful, red and sanitation
(virus) discharges, blister-like lesion
saliva of on the tongue,
infected person, gums and inside
touching cheeks, red
contaminated rashes on palm,
objects soles and
sometimes
buttocks. Loss of
appetite
Hepatitis A Person-to-person Fever.malaise, ‐ Proper sanitation
(virus) through fecal- loss of appetite, ‐ Proper hygiene
oral route or vomiting, ‐ Proper food
The Philippines is fecal jaundice handling

12
considered highly contamination ‐ Wash hands
endemic for Hepa of food and regularly
A. It is very common water by
among children in infected person
developing and oral
countries ingestion the
contaminated
food and water
Malaria Bite of an Chills, high-grade, -Good sanitation
(plasmodium infected female fever, severe -Put protection
protozoa) anopheles headache, such as long
mosquito, usually vomiting sleeved clothing,
during night time mosquito net,
windows screen
Measles Easily spreads Cough, runny ‐ Increase body
(virus) from person-to- nose, red eyes, resistance

DRAFT
person by fever, blotchy red ‐ Get plenty of
This disease could sneezing, rashes rest and fluids
have complications coughing and ‐ Vitamin A
such as pneumonia, close personal supplement
encephalitis, contact ‐ Immunization
blindness

April 10, 2014

Meningococcoemia Person-to-person Fever, cough, ‐ Avoid crowded
(bacteria) through sore throat, places
respiratory pinpoint rashes, ‐ Increase body
droplets from skin lesions, and resistance
sneezing, others ‐ Good sanitation
coughing, ‐ Wash hands
kissing, sharing often
food, drinks and ‐ Do not share
utensils utensils with an
infected person
Mumps Easily spreads Fever, headache, ‐ Increase body
(virus) from person-to- sore throat, resistance
person by swelling of the ‐ Proper hygiene
sneezing, parotid (salivary) ‐ Good sanitation
coughing and glands
close personal
contact

Parasitic Intestinal Contaminated Loss of appetite, -Proper hygiene

infestation food, bloated tummy and sanitation
contact with

13
 contaminated
soil and human
waste,
Pediculosis Contact with Irritation on the ‐ Proper hygiene
contaminated head. Loss of and sanitation
objects, sharing appetite,
combs, towel,
pillows.
Sore eyes Airborne, Red eyes, sore -Wash hands
(bacteria/virus) touching of eyes, watery eyes often.
infected objects with plenty of - Increase
and get contact mucus resistance
with the eyes - Proper hygiene
Tuberculosis Air droplets Cough, chest -Healthy lifestyle
(bacteria) through and back pain,
coughing and loss of weight,

DRAFT
sneezing blood-streaked
sputum

Procedure
A. Preliminary Activity
1. Ask the pupils “Have you been sick? What are those?”

April 10, 2014

2. Instruct the pupils to turn to “Let's Try: Oh my, I’m sick” on p. ___ . Let
them write the different diseases that they have experienced.
3. Call on volunteers to share their experiences during their sickness.
Ask them:
a. How did you feel?
b. How did it affect your activities?
4. Let them read and explain the definition of disease.
5. Tell them that according to studies, children are more susceptible to
diseases.

B. Developmental Activities
Sickness Bingo
1. Ask the pupils to do “Activity 1: Sickness Bingo” on p.____. This activity
could be given as an advanced homework before discussing the
lesson. It could give more time for the pupils to ask their families and
friends to fill in the bingo sickness chart.
2. Let the pupils share their answers from the bingo sickness activity.
Ask them too about what they learned about such diseases.

14
 3. Briefly give information about the diseases indicated in the activity.
4. Instruct the pupils to do “Activity 2: Just can’t Forget about it” on
p.___. Let them write a short paragraph about their unforgettable or
worst experience on sickness. Encourage them to write their feelings
about it, and what they have done with it.
5. Ask some pupils to share their work. Draw from the experiences of
the students to briefly discuss how diseases affect us.

C. Generalization
Call on volunteers and ask,
a. What is a disease?
b. How do diseases affect us?
c. What are some common childhood diseases?

DRAFT
D. Evaluation
Ask the pupils to answer Let's Check: Health advisory” on p. ____.
Rate the poster:
Content- 5 pts
Presentation-3 pts

April 10, 2014

Creativity-2 pts

Lesson 3 : Factors on the Go

I. Objective:
‐ Identify risk factors of diseases
‐ Discuss risk factors of diseases
‐ Give examples of health condition under each risk factor

II. Subject Matter:

Content Outline: Contributing risk factors of diseases
Materials:
‐ activity cards
‐ pictures
‐ markers

References:

15
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.
Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ Department of Health (2012). Philippine Health Advisories. Manila:
National Center for Health Promotion, National center for Disease
Preventon and Control.
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

DRAFT
Diseases develop with various elements and contributing risk factors. The
elements of diseases include the susceptible host, causative agent, and the
environment. A disease starts with a susceptible host which can be any
organism- human or animals with a weak resistance level or genetic
dysfunction. The causative-agents or pathogens are disease-causing

April 10, 2014

microorganisms such as bacteria, virus, fungi and protozoa. These agents are
very tiny organisms that can not be seen by the naked eye. Most people call
these “germs” which cause infection and communicable diseases.
Environment includes the surrounding and all its elements such that an
unhealthy environment contributes to the development of diseases. There
are various risk factors that contribute to susceptibility such as heredity,
lifestyle and environment.
Heredity includes the genes from the family. Research studies show that
some diseases are caused by direct chromosomal inheritance. It is also
believed that certain people may actually inherit immune systems that are
susceptible to a wide variety of invasive organisms. It has also been studied
that with age, the body’s immune system responds less efficiently to the
invading organisms thus, increasing the risk of illness.
The contributing risks factors of diseases from the environment include
pollutants, radioactive substances, and infectious pathogens which may
contaminate the air, water, food supply and soil and make people
susceptible to diseases. For instance, eating contaminated food, drinking of
contaminated or dirty water will result in typhoid fever, and diarrhea. Polluted

16
 air and sudden change of weather can contribute to the development of
disease such as asthma, colds, and severe coughing.
On the other hand, lifestyle refers to the actions or practices of a person. It
is considered as one of the greatest contributors of diseases such that the
impacts of other factors will vary according to a person’s lifestyle. Healthy
lifestyle includes having proper and balanced nutrition, taking adequate rest
and sleep, doing regular physical activities, avoiding smoking and alcohol,
managing stress, practicing safety and taking regular medical check-ups.
People who choose to do harmful and unhealthful habits have the higher
susceptibility to diseases. Lifestyle diseases also include obesity, asthma,
chronic liver diseases, and some kinds of cancer, heart diseases, diabetes and
many others.

III. Procedure

DRAFT
A. Preliminary Activity
Picture says
1. Ask the pupils to turn to “Picture says” on p. ______. The pupils must
describe what each picture.
2. Let them identify if the picture shows a healthy habit or a habit that

April 10, 2014

could make people sick.
3. Emphasize that there are certain factors that contribute to
development of diseases such as heredity, lifestyle and environment.
4. Let them identify the factor shown on each picture.

B. Developmental Activities
1. Show pictures of examples of the three contributing risk factors in
different conditions.
2. Let the pupils guess the factor involved in each picture being
shown.
3. Instruct the pupils to answer Activity 1: Sickness Factors on p___.
(Answers: 1. L 2. H 3. L 4. E 5. E)
4. Discuss that contributing risk factors under different conditions
have a big impact on our health, which could either make us
healthy or sick and weak.
5. Ask the pupils to answer Activity 2: Friends or Foes on p. ____. Let
them identify conditions that are risk factors of diseases.

17
 Friends Foes
Rest Clean body Germs Dirty water
Exercise Immunizations Smoking Household pests
Balanced Diet Check-ups Polluted air Abnormal tissues

C. Generalization
Ask the pupils: What makes us sick?

D. Evaluation
Let pupils answer Let's Check on p.____. Make them identify in their
community the different conditions that makes them healthy or sick.

Lesson 4: Be Healthy with Clean Body

DRAFT
I. Objectives:
‐ Explain measure to prevent common diseases-proper hygiene
‐ Explain the importance of proper hygiene in the prevention of
diseases
‐ Discuss ways to maintain proper hygiene

April 10, 2014

‐ Practice proper hygiene
‐ Demonstrate good decision-making skills to prevent diseases

II. Subject Matter:

Content: Preventive measures for common childhood diseases- proper
hygiene
Materials:
‐ Activity cards
‐ pictures
‐ markers
‐ personal care products

References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education. Totally
Awesome Strategies for Teaching Health (7th ed). New York USA: McGraw Hill.
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.

18
 ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

Hygiene is a set of practices or ways of carrying out daily tasks in

keeping oneself healthy. Personal hygiene involves those practices
performed by an individual to care for one's bodily health and well being,
through cleanliness and self grooming.
Practices that are generally considered proper hygiene include bathing
regularly, always washing hands and especially before handling food,
washing scalp hair, wearing clean clothing, brushing one's teeth, cutting
nails regularly and other grooming practices. Other personal hygienic

DRAFT
practices include covering one's mouth when coughing, disposing soiled
tissues appropriately, making sure toilets are clean. Personal grooming
extends personal hygiene as it pertains to the maintenance of a good
personal and public appearance. It may involve, for example, using
deodorants or perfume, shaving, or combing, besides other practices.
Effects of being unhygienic lead to infection, food poisoning and the

April 10, 2014

contamination and spread of diseases. Maintaining proper hygiene
promotes optimal health, sense of well-being, social acceptance and high
resistance to diseases. Moreover, good daily habits must always be
practiced to stay healthy, avoid getting sick and prevent the spread of
diseases.
Some ways to maintain proper hygiene include the following:
1. Take a bath everyday. Use water and mild soap to wash dirt and prevent
bacteria build-up and body odors especially in the groin area, hands,
feet, and underarms.
2. Wash hair as often as needed. Use a clean comb and do not share it with
others.
3. Brush teeth at least twice a day or every after meal. Use dental floss after
meals to get rid food particles and plaque stuck between teeth and to
prevent gum infection, tooth decay, bad breath and other oral problems.
4. Always wear clean underwear and clothes. Change it regularly.
5. Wash hands as often as possible.
6. Cut nails at least once a week to keep away the dirt stuck in the nails.

19
III. Procedure

A. Preliminary Activity
Sing a song
1. Tell them to sing the song entitled “ Cleanup your Body” in the tune of
“Clap your hands”.
2. After singing the song, answer the following questions:
a. What is the song all about?
b. How do we keep our teeth and face clean?

B. Developmental Activities
1. Game: Bring Me (comb, hair clip, headband, toothbrush, face
powder, alcohol, lotion and other personal care products)
2. Process the game by asking the students about how do they use

DRAFT
their things. Let the pupils demonstrate in front. Add other materials
used for cleaning the body.
3. Answer Activity 1: Cleaning is Fun on p ___.
4. Call on volunteers to share their answers in class.
5. Instruct them to do Activity 2: Check for Health on p ___. Let them

April 10, 2014

identify if the statement is hygienic or not.
6. Ask them to do Activity 3 Poster for Health.

C. Generalization
Ask the pupils the following questions:
1. Why is it important to practice proper hygiene?
2. What are the effects of being unhygienic?

D. Evaluation
Let pupils answer Let's Check: Self Checklist on p.____. Let them evaluate
their health behaviors. Remind them to answer truthfully.

E. Assignment
Let pupils do Let's do this at Home: Collage for Hygiene on p ____.

20
 Lesson 5: Build-up for a Healthy Fight (1-2 days)

I. Objectives:
‐ Explain measures to prevent common childhood diseases-
building up one’s body resistance through regular physical
activity, proper nutrition, adequate rest and sleep
‐ Explain the importance of building up one's body resistance to
prevent diseases
‐ Discuss ways to build-up one’s body resistance
‐ Practice ways to build-up body resistance against diseases
‐ Demonstrate good decisionmaking skills to prevent diseases

II. Subject Matter:

Content: Building Up One’s Body Resistance against Diseases

DRAFT
Materials:
‐ activity card
‐ pictures/chart of Pyramid of Physical activity, Food Guide
pyramid, my healthy plate
‐ markers

April 10, 2014

References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.
Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th
Edition (2005). New York. Thomson Delmar Learning
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information
The body, with its immune and lymphatic system, has its own defense
mechanism to fight against diseases. A strong and healthy body must be
maintained to keep our systems functioning well and to fight diseases. Some

21
ways to buildup resistance include proper hygiene, proper nutrition, adequate
rest and sleep, regular physical activities, regular medical and dental check-ups
and immunizations.
Playing outdoor games and having physical activities daily must be
encouraged at home and in school. This can enhance the fitness and wellness
of the children. It is appropriate for children aged 8-9 to have at least 30-60
minutes of physical activities daily to divert energy in a more meaningful way.
Consistent exercise will decrease the risk of diabetes, heart disease and prolong
life. Walking, swimming, jogging, weight lifting, bike riding, and aerobics are all
good examples of exercises that improve overall health.
The pyramid of physical activity suggests the appropriate frequency of
different activities.

DRAFT
April 10, 2014

22
 Proper nutrition is also very essential for a healthy and strong body that
can fight diseases. The body has basic needs such as food and water in
adequate amounts to maintain normal body functions. Too much or too little of
it will increase susceptibility to sickness. A person who eats a balanced diet gets
all the necessary nutrients for a strong and healthy body.

The food pyramid provides a guide for a balanced diet. It shows that
taking food in the right amount ensures proper nutrients for the body.

On the other hand, the healthy food plate presents a simpler guide for a
healthy meal. Pinggang Pinoy is introduced to Filipinos by the Department of
Health along and its allied agencies. It aims to provide a food guide that makes
it easy for the children to see the correct proportion of nutrients that they can
get from the right kinds of food in one meal.

DRAFT
April 10, 2014
Drinking enough water daily is also essential for our body to replace the
loss of fluid for good circulation. The body needs at least 8 glasses of water
everyday.
Our body also needs rest and sleep. The body must regain strength to
face another task and other physical activities. A developing child needs at
least 10-11 hours of sleep for a complete cycle of rest. Some ways to maintain
good sleeping habits of children include regular sleeping hours at night, a quiet,
dark and cool room, no TV, computer or any gadget inside the room and less
consumption of food at night.

III. Procedure
A. Preliminary Activities
23
 Being active is fun
1. Facilitate the game “Follow the Leader”. The class will have to follow
leader’s commands. Let the “leader” ask the class to do different
movements.
2. Ask the pupils
to imitate the movement of each animal shown on Let’s Try on p.____
3. After doing the exercises, ask the pupils:
a. What body parts did you exercise?
b. Why is it important to exercise?

B. Developmental Activities
1. Show the illustration of the Pyramid guide of physical activity.
2. Let the pupils choose their partners. They will ask one another
about daily activities that help in building body resistance.

DRAFT
3. Let them identify different activities that are appropriate to each
level of the pyramid.
4. Ask them to put their answers on Activity 1: Get Physical with
Pyramid on p ___. Call on volunteers to share their answers.
5. Do a class check-up by having the pupils raise their hands to

April 10, 2014

check if they are doing certain activity at the right frequency.
6. Emphasize the importance of physical activity to maintain a strong
and healthy body.
7. Ask if they can still remember the other pyramid guide that helps
them to be healthy. Briefly discuss the food pyramid by presenting
each kind of food in its appropriate level. Do it one level at a time
until the pyramid is complete.
8. Introduce the healthy food plate in the same manner, one nutrient
at a time, until the plate is complete with the right proportion in a
meal.
9. Show example of a meal using the food plate (dairy- milk; fruit-
banana; vegetables- pinakbet; grain- rice; proteins- fried fish)
10. Ask the pupils to plan their meals for a day by completing the
healthy plates in Activity 2: Balanced Diet with Pyramid and Plate
on p. ____. Call on volunteers to share their work.
11. Show picture of a child who is sleeping. Ask the following questions;
a. How many hours did you sleep last night?
b. How many hours of sleep does a child need?

24
 c. What do you feel after playing? What do you usually do after
playing hard? Why is this needed?
d. Why do we need to rest and sleep?
12. Let the pupils check their sleeping hours in Activity 3: Get enough
rest and sleep on p.____

C. Generalization
Ask: How can we build one’s body resistance to prevent diseases?

D. Evaluation
Do Let's Check: Crossword Puzzle time on p. ____
Answers: 1. Walking 2. Vitamins 3. Strong 4. Sleep 5. Play

DRAFT
Lesson 6: Get Protection For Your Health

I. Objectives:
‐ Explain measures to prevent common childhood diseases-
specific protection through immunization

April 10, 2014

‐ Explain importance of immunization against diseases
‐ Identify specific protection through immunization
‐ Demonstrate good decision-making skills to prevent diseases

II. Subject Matter:

Content: Specific Protection through Immunization
Material:
‐ chart of the concept map

References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.
Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th
Edition (2005). New York. Thomson Delmar Learning
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.

25
 ‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

Immunization is an important health intervention that helps control the

spread of communicable diseases. Some immunization programs have led to
the eradication of deadly diseases like smalllpox and poliomyelitis. Some
diseases that could be prevented through vaccines include diphtheria, hepatitis
A and B, Influenza, German measles, meningococcemia, mumps, whooping
cough, poliomyelitis, rabies, chickenpox, tetanus, tuberculosis and typhoid fever.
The Expanded Program of and Immunization (EPI) promoted by the World
Health Organization (WHO) helps prevent communicable diseases from

DRAFT
spreading. EPI Vaccines are available for free in government or Public Health
Care Facilities, such as barangay health and municipal or city health clinics or
rural health clinics. Children are encouraged to complete their immunization so
that they will not be prone to some common childhood diseases.
Vaccines contain germs that have been killed or weakened. When given

April 10, 2014

to a healthy person, the vaccine triggers the immune system to respond and
thus build immunity. During vaccination, a harmless version of a germ is
introduced to the body and the immune system responds by producing
antibodies to attack the intruder. OPV or Oral Polio Vaccine, pertussis
(whooping cough) vaccine which killed the virus that triggers an immune
response and Tetanus Toxoid (TT), a vaccine that protects mothers and newborn
babies from tetanus are some examples of vaccines
EPI recommends the schedule of immunizations as follows:

IMMUNIZATION AGE
BCG (against TB meningitis, military TB) vaccine immediately after birth
Hepatitis B At birth, 6 weeks, 10 weeks, 14 weeks
Polio At 6, 10, 14 weeks
DPT (diphtheria-pertussis-tetanus) At 6, 10, 14 weeks
Measles 9 months
HiB (Hemophilus B infection) Same time with DTP and Polio vaccine,
12 months
Measles-Mumps-Rubella (MMR) 12-15 months
Chickenpox (Varicella vaccine) 12-15 months, 4-6 years old
Hepatitis A 12 months

26
Influenza 6-59 months, after the 6th birthday
yearly immunization is recommended
Pneumoncoccal Infants and children, older children
and adults with chronic heart, lung
and kidney problem
Booster of Tetanus and diphtheria Every 10 years
Human papilloma virus (cervical Female adolescents and aduts starting
cancer) 11-12 years

Many vaccines are being developed against many other diseases but
they are still being studied and not yet available to the public.
It is very important to consult a doctor at least twice a year. Doctors are
the most reliable people that we can consult regarding our health. Regular visits
to the doctors will provide us information about the condition of our health and
the appropriate measures to take for optimal health.

III.

DRAFTProcedure
A. Preliminary Activity
1. Have the class read the conversation between Roy and Eva.

April 10, 2014

2. Assign a boy to read the dialogue of Roy and a girl to read Eva’s
dialogue. After reading, ask the following questions;
a. Why does Eva like to go to Barangay Center?
b. What will happen if she gets influenza vaccination?

B. Developmental Activities
1. The teacher may invite a resource person, e.g. doctor, nurse or
barangay health worker to be interviewed by the pupils. The
questions to be asked by the pupils are the following:
a. What are the different immunization that children must
have?
b. Why is immunization important?
c. How does this prevent diseases?
d. What should be done when someone does not have
immunization yet? Why?
2. Ask the children to name the vaccinations they have been given.
3. Write the examples of vaccines given by the pupils on the board.
4. Instruct them to answer Activities 1 and 2 on p.___ and p.___.

27
 C. Generalization
Ask: How does immunization help us?

D. Evaluation
Answer Let’s Check! on p.____.

Lesson 7: Clean-up for a Healthy Environment

I. Objective:
‐ Explain measure to prevent common childhood diseases-
healthy environment
‐ Describe ways to keep the environment healthy
‐ Practice healthy ways for a healthy environment

DRAFT
‐ Demonstrate good decisionmaking skills to prevent diseases

II. Subject Matter:

Content: Preventive measures for common childhood diseases-environmental
sanitation

April 10, 2014

Materials:
‐ Charts, strips of paper
References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.
Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th
Edition (2005). New York. Thomson Delmar Learning
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

28
 The environment is a big contributing factor of diseases. A clean and
healthy environment supports health. Healthy environment requires clean air
and land, clean and adequate water and food, clean and spacious shelter free
from unpleasant noise and odors, adequate recreation and neighborhood
facilities and convenient services in an environment that provides safety,
comfort, and privacy.
A dirty and unhealthy environment with polluted air, land and water is not
suitable to healthy living. A polluted environment can also cause waterborne
diseases from pathogenic microorganisms transmitted in contaminated water.
Common food and waterborne diseases are bacterial diarrhea, hepatitis A and
Typhoid fever. Vector-borne diseases like malaria and dengue fever are also
brought by a polluted environment through its mosquito carriers. These diseases
will be prevented by having a clean environment.
Healthy environment can be maintained through proper solid waste

DRAFT
management such as proper disposal, segregation, and 3R’s- reduce, reuse,
and recycle. Each member of the community must contribute to an
environmental program.

III.Procedure

April 10, 2014

A. Preliminary Activities
1. Organize a school/community tour with the class.
2. Let the pupils observe the surroundings of the school. Keep in
mind the two questions below:
a. How will you describe the surroundings of your school?
b. What makes your community healthy? Unhealthy?
3. Let them do Let’s Try! Community Check-up on p. _____.

B. Developmental Activities
1. Let the students answer Activity 1: Cleaning-up on p.______.
2. Ask the following questions after the activity;
a. What have you done for the environment?
b. What must we do for the environment?
c. What diseases will be prevented if you are living in a clean
environment? How?
d. What are the healthy practices for a clean environment?”
3. Instruct the pupils to answer Activities 2: Clean-up promise on p. ___.
4. Divide the class into 4-5 groups and assign them as class cleaners.
Assign one group per day.

29
 C. Generalization
Ask the class:
How can we prevent diseases at home? in school? in our community?
What must we do for a healthy environment?

D. Evaluation:
Ask the class to do Let's Check on p.____.

Lesson 8: Living-up a Healthy Life

I. Objective:
‐ Explain measures to prevent diseases
‐ Practice ways to prevent diseases
‐ Demonstrate good decisionmaking skills to prevent diseases

DRAFT
II. Subject Matter:
Content Outline: Healthy Lifestyle
Materials: chart, pictures
References:
‐ Meeks, Linda, .et,al. (2010). Comprehensive School Health Education.

April 10, 2014

Totally Awesome Strategies for Teaching Health (7th ed). New York USA:
McGraw Hill.
‐ Marotz, L.R., et al. Health, Safety, and Nutrition for the Young Child 6th
Edition (2005). New York. Thomson Delmar Learning
‐ McTavish, Sandra ( 2004).Life Skills. 225 Ready to Use Health Activities for
Success and Well-being. California USA: John Wiley & Sons Inc.
‐ Galvez Tan, JZ, et al. (2009). The Health Curriculum in the Philippine
Basic Education. Manila: UNACOM.
‐ Donatelle, R.J. (1996). Access to Health (9th ed.) New Jersey: Pearson
Education Inc.
‐ DepEd (2013). K to 12 Health Curriculum Guide. Pasig: DepED.

Background Information

The choices that we make for ourselves, like the food we eat and our
activities, are important determinants of our health. Our choices can make us
healthy or prone to diseases. It is a choice to have a healthy living. Healthy

30
lifestyle is one which helps to keep and improve one’s health and well-being.
Livingup a healthy life entails the following activities:
a. Practice of proper hygiene
b. Buildup resistance through proper nutrition, adequate rest and
sleep, regular physical activities, stress, avoidance of harmful habits
such smoking and drinking alcohol, regular medical and dental
check-ups and specific protection through immunizations.
c. Proper sanitation for a clean environment

III. Procedure
A. Preliminary Activity
1. Ask the class to read/recite the poem. Let them try to act it out.
2. After reading the poem, ask the following questions:
a. What can you do to be healthy?

DRAFT
b. Why should you get away from bad habits?

B. Developmental Activities
1. Roleplay: Group the pupils into four. Distribute the metacards with
certain situations they need to act out. This task coud be given earlier

April 10, 2014

(during the previous meeting) as a group assignment. This will give
them enough time to prepare and as well save time for the class.
Group 1-Proper Hygiene (Grooming before going to school)
Group 2- Proper Nutrition (Eating properly)
Group 3- Rest and Sleep (Resting after an activity)
Group 4- Physical Activities (Perform some exercises)
2. Let pupils do “Lets Do This Activity 1: Healthy Habits” and “Activity 2
Healthy Story” on page _____

C. Generalization
1. Let the pupils sing,
“This is the way I wash my face, Wash my face, wash my face.
This is the way I wash my face. So early in the morning”.
2. Repeat the song with other healthy habits. (brush my teeth, comb my
hair, cut my nails and others). Include other healthy habits to keep the
environment clean like sweeping the floor, throwing thrash etc.

D. Evaluation:

31
 Let the pupils evaluate their lifestyle with the record of their daily activities.
Ask them to answer Let’s check” My Daily Record” on p. ____

E. Assignment

1. Answer Activity 3: Checklist for the Parents and Activity 4: Healthful

Prayer on p.____.
2. Assign the pupils ask their parents to assess their lifestyles. Stress that
healthy habits must be done consistently.
3. Instruct the pupils to do their best to answer the test. Remind them that
this test will evaluate what they learned for the quarter.

POST-TEST
I. Directions: Write the letter of the correct answer.

DRAFT
1. Which of the following describes a healthy person?
A. He has a healthy body and mind.
B. He always eats less healthy food.
C. He often visits the doctor.
D. He has strong teeth.

April 10, 2014

2. Which picture shows a healthy habit?

A. B. C. D.

3. Which is NOT a healthy habit?

A. Eat junk food.
B. Exercise regularly.
C. Take a bath every day.
D. Eat fruits and vegetables.

4. What might happen if you will not wash your hands before eating?
A. I will get sick
B. I will get tired.
C. I will get bored.
D. I will have tooth decay.

32
5. What will Minda use to have clean teeth?

A. soap
B. shampoo
C. face towel
D. tooth brush

6. Which of the following will you do to be healthy?

A. Eat fatty foods.
B. Play in the rain.
C. Take a bath every other day.
D. Have enough sleep, rest and exercise.

7. Which disease could be prevented through immunization?

A. Diabetes B. Cancer C. Mumps D. Beri-beri

DRAFT
8. Which is NOT a healthy practice?
A. Seperate garbage.
B. Plant trees in the park.
C. Clean canals and esteros.
D. Throw garbage anywhere.

9. How can you keep your surroundings safe and clean?

April 10, 2014

A. Observe the surroundings.
B. Throw the trash anywhere.
C. Clean the surroundings every day.
D. Allow the stray animals to roam around.

10. Which is a way of preventing diseases?

A. Having immunization
B. Drinking alcoholic drinks
C. Sleeping for 5 to 6 hours daily
D. Eating much fatty and oily foods

II. Directions: Put a check () if the statement is a healthful practice. Put a cross
(X) if not.

________ 1. Sleep all day.

________ 2. Drink soft drinks.
________ 3. Eat a balanced diet.
________ 4. Do a physical activity daily.

33
 ________ 5. Take enough rest and sleep.
________ 6. Drink 8 glasses of water a day.
________ 7. Eat a lot of fatty and oily foods.
________ 8. Get close to a person who is smoking.
________ 9. Play computer games the whole day.
________ 10. Clean your body before going to bed.

II. Direction: Answer the following questions below.

1. How will you describe a healthy person? (5 pts)

2. How can you prevent common diseases? (5 pts)

DRAFT
KEY TO CORRECTION

I.
1. A
2. B
3. A

April 10, 2014

4. A
5. D
6. D
7. C
8. D
9. C
10. A

II.
1. 
2. 
3. 
4. 
5. 
6. 
7. 
8. 
9. 
10. 

34