MONDAY

School TUESDAY
LUNAS WEDNESDAY
NATIONAL HIGH SCHOOL Week THURDSAY
1-2 FRIDAY
DAILY LESSON Learning
Teacher APRIL BOHOL MALDO P.E. & HEALTH
Grade 7-MAPEH Area
Teaching Dates and Time February 17-21, 2025/0:35-10:20 Quarter FOURTH

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of first aid, road and water safety, and dance in promoting societal wellness for active and healthy living.
B. Performance The learners participate in first aid and injury prevention practices and dances in promoting societal wellness for active and healthy living.
Standard
C. Learning Learning Competency
Competency/Objectiv  Discuss basic first aid concepts, objectives, principles, and procedures for managing common conditions.
es Learning Objectives
 Understand the importance of providing immediate care in emergency situations.
 Recognize common emergency scenarios where immediate care is important.
 Demonstrate the proper steps for assessing and managing common injuries or medical emergencies
 Identify common medical conditions that may require first aid intervention.
 Demonstrate knowledge of appropriate first aid procedures for managing common medical conditions.
II. CONTENT First Aid Concepts,
Objectives, and Principles
SUB-TOPIC 1: Immediate SUB-TOPIC 2: Aims to SUB-TOPIC 3: Examples First Aid Procedures for
• Immediate and
and Temporary Care Given Lessen Pain, Prevent of Common Conditions Managing Common
Temporary Care Given While
While Waiting for Medical Further Injury, and Prolong Conditions
Waiting for Medical
Assistance Assistance Life
• Aims to Lessen Pain,
Prevent Further Injury, and
Prolong Life
• Insect and Animal
Bites, Wounds, Burns,
Bleeding, Fainting, Food and
Other Forms of Poisoning,
Choking, Hyperventilation,
Heat-Related Conditions, and
Others
• First Aid Procedures for
Managing Common Conditions
III. INTEGRATIO Philippine Red Cross
N Working towards School Safety
 IV. PROCED
URES
A. Reviewing previous Activity 1. "First-Aid Explicitation Explicitation Explicitation Explicitation
lessons or Proficiency: Rate Your Principles of First Aid First Aid Instructions for Bites are Injuries from Activity 11: "First Aid Fact
Activating Prior Knowledge" Do’s and Don’t’s Medical Emergencies animal or human teeth or or Bluff Challenge!"
Knowledge Roles of First Aid: ABCs of First Aid: Insect. They can cause The class will be divided into
The teacher will facilitate the ● It is a bridge that fills the When someone is unconscious puncture wounds, cuts, or five (5) groups. A set of
scrapes on the skin. Bites statement cards, each
checking of the result of the gap between the victim or not responding, it's essential
can vary in seriousness containing either a true or
activity. and the physicians to follow the basic principle of
and may lead to infections false first aid fact, will be
● It is not intended to first aid, known as ABC: or venom. prepared, with an equal
Ask the following questions: compete with or to take airway, breathing, and Wounds are injuries that number of true and false
1. How are your scores? the place of the services circulation. cause damage to the skin statements.
2. How does the result of the physician or underlying tissues.
show your knowledge ● It ends when the services They can range from
of the physicians begin. minor cuts and scrapes to
of first aid?
more serious injuries like
3. What are your Objectives of First Aid:
puncture wounds or
realizations? ● To alleviate suffering lacerations. Wounds may
Refer to the interpretation from ● To prevent added/further result from accidents,
the category rating. injury or danger falls, or contact with sharp
objects
(See attached worksheet) ● To prolong life
Burns are injuries caused
● Resourceful-makes the by heat, chemicals,
best use of things at electricity, or radiation
hand that damage the skin and
● Tactful-do not frighten tissues. They can vary in
the victim severity, from minor
redness and discomfort to
● Sympathetic comports severe tissue damage and
and reassures loss.
Bleeding refers to the loss of
blood from damaged blood
vessels. It can occur
externally, visible from cuts
or wounds, or internally,
which may not be
immediately appearance.
B. Establishing a Activity 2: Video Analysis. Worked Example How to do the ABCs of Worked Example: Worked Example
purpose for the Let the students watch an Activity 3: “Emergency Emergency Activity 8: First Aid Activity 12: "First Aid
lesson excerpt video from Mr. Bean’s https://www.youtube.com/wat Explorers: Journeying
 Episode “First Aid | Mr. Situation! What will I do?” ch?v=JPBnzT3qR0M Vocabulary Quest through Common
Bean Official” using the link: The class will be divided into Direction: Find the ten (10) Conditions"
https://www.youtube.com/watch groups with 4-5 members. How to Conduct Hands only hidden words related to first
?v=P9ju80SMWZY Each group will brainstorm Cardiopulmonary aid for common conditions. • Divide the class into
the necessary, immediate, and Resuscitation or CPR? Circle or highlight them on five (5) groups.
suitable course of action https://www.youtube.com/wat the grid. • Assign each group a
Guide Questions:
based on the situations given ch?v=wa5oPu2hTdw specific common first aid
a. Based on the video, on the table. The teacher may provide the condition to research
what are the things or thoroughly. Groups will utilize
Parts and folding word grid either by posting
actions you observed it on the board or by credible sources like medical
relevant to our topic? of
providing a handout for websites, first aid manuals,
triangular bandage
b. What are the common https://www.youtube.com/wat students to copy onto a
and academic journals to focus
mistakes in giving first separate sheet of paper. on creating a step-by-step first
ch?v=DybkLvY6_Cs
aid shown in the aid management infographics.
video? • Prepare visual aids
How to help a Choking
for group presentation of
Person #BeALifesaver
infographic. Groups can use
#FirstAid
the provided format or present
https://www.youtube.com/wa
their findings creatively.
t ch?v=pzlwOI7xQRc

C. Presenting Unlocking Content Area Lesson Activity Worked Example Activity 9: "Match Dash: Lesson Activity
examples/Instances Vocabulary Activity 4: "Identifying First Activity 6: "First Aid Kit Racing to Define Common Activity 13: “Lights!
of the new lesson Aid Champions: Who's Got Essentials: A Video Conditions" Camera! Action! First Aid
Accident - an unexpected
It?" Presentation" ● Team the class into Role-Playing Scenarios"”
event that causes injury or
Allow the students to watch a five (5), with each
harm to people or property.
Emergency - a sudden threat Activity 5: Express your video “What should be in a team consisting of an
to life or health needing quick Queries First Aid Kit?” using the link: equal number of
action to stop more harm. https://www.youtube.com/wat participants.
ch?v=8assGpZvwG4 ● Place cards
Emergency Action Principle - containing
1. Ask the students to
a set of quick and decisive Processing Question: descriptions of
steps during emergencies. It study the steps in the
Emergency Action 1. What materials are common conditions
involves assessing the included in the first aid and their
situation, prioritizing actions to Principles.
kit, as demonstrated in the corresponding
prevent more harm, and 2. Allocate time for definitions at different
video?
providing first aid until students to study and stations around the
professional help arrives. analyze the diagram. 2. How do these materials
room. Each station
function in providing first
First aider – someone who is 3. Let the students should have a set of
aid assistance? cards for both the
trained to help injured or ill categorize words and
phrases into three 3. Why is it important for conditions and the
people in emergencies. columns: Known, individuals to have their definitions.
They know basic first aid and Confused, and own personal first aid kit? Assign one participant from
can provide immediate care Unknown, regarding each team as the "runner."
until medical help arrives. the Emergency Action Their role is to sprint to the
First Aid – an immediate help Principle. Lesson Activity stations, read the condition
provided to a sick or injured 4. Please encourage Activity 7: "Emergency or definition, and race back
person until professional students to actively to their team with the
Response Skit: Acting Out
medical help arrives or participate in the information.
First Aid Scenarios"
becomes available. discussion by inviting ● The teacher will
them to share their give the signal, the runners
Victim - someone who has (See attached rubrics)
answers verbally in from each team begin the
been hurt or harmed and needs
front of the class or by race. They must quickly
help. First aid management –
posting their responses move between stations,
an immediate care and
on the board. reading the cards and
treatment provided to someone
memorizing the information.
who has been injured or falls
● As the runners
ill until professional medical
return to their teams, they
help arrives. It involves
must communicate the
assessing the situation,
condition or definition they
applying appropriate first aid
techniques, and ensuring the read and work together to
safety and well-being of the match it with the
person in need. corresponding card on a
Injury – a physical harm to large board or surface. Only
the body from accidents or one runner can be at the
harmful events, ranging from board at a time, but the
minor cuts to severe fractures, entire team can assist in
needing proper treatment making the matches.
based on severity Signs- an ● The team that
observable indication of a successfully matches all the
medical condition or injury, conditions with their
such as changes in skin color, definitions and returns to
abnormal breathing, swelling, their starting position first
or bleeding. wins the round. Accuracy is
Symptoms - a subjective essential, so teams must
experience indicating a medical ensure they have the correct
matches before declaring
condition or injury, such as
victory.
pain, dizziness, or weakness.
Lesson Activity
Activity 10: "Creative
Graphic Organizer:
 Exploring Common
Conditions and
Signs/Symptoms"
Students will gather
materials such as paper and
markers to create a graphic
organizer representing
common health conditions
and their signs/symptoms.
They'll brainstorm a list of
conditions and research their
signs/symptoms using
various resources. Then,
they'll design the organizer
creatively, labeling each
section with condition
names and organizing
signs/symptoms accordingly.
Adding color and visuals for
engagement, they'll review
and refine their work for
accuracy. Finally, they'll
present their organizers to
the class, explaining their
design choices and
discussing each condition's
signs/symptoms
D. Making 1. Learners’ Takeaways
generalizations and Activity 14: First Aid Insights:
abstractions about Organizing Key Learnings"
the lesson (See attached worksheet)

Activity 15: "First Aid

Learning Reflection Sheet"
(See attached worksheet)
E. Evaluating learning Quiz no.1-5 Quiz no.1-5 Quiz no.1-5 Quiz no.1-5 Formative Assessment

Activity 16: Make your own

Advocacy Materials
Students will make their own
advocacy materials. Let students
choose which among these three
 formats in their advocacy.
1. Song or Poem
Write a song or a poem which
includes the roles, objectives,
characteristics, and principles of
First Aid.
2. Artwork/Poster
Create a poster either manual or
digital which depicts the
importance of First Aid. You can
use junk materials to create a
three-dimensional art. Include a
title and short description of
your masterwork.

3. Video Presentation
Create a five (5) to (10) minute
video presentation about the
different common injuries and
first aid technique.
Activity 17: “Empowering
Young Heroes: Can Grade 7
Students Be First Aiders?”
Group the class into five (5).
● Each Group will be
provided with
discussion prompts
related to the topic.

F. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
 activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. N. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:

APRIL B. MALDO
Subject Teacher

Checked and noted by:

DENNIS G. ALMOSA
School Head