School Bignay National High School Grade Level 7
Teacher Bernadette B. Palamiano Learning Area PEH
Teaching Date March 11, 2025 Quarter 4th
Teaching
12:15-1:00 No. of Days
Time
I. OBJECTIVES Recognize common emergency scenarios where immediate
care is important
Discuss basic first aid concepts, objectives, principles, and
A. Content
procedures for managing common conditions.
Standards
B. Performance The learners participate in first aid and injury prevention
practices and dances in promoting societal wellness for active
Standards
and healthy living.
C. Most Essential
Learning
Competencies
(MELC)
Immediate and Temporary Care Given While Waiting for Medical
II. CONTENT Assistance
III. LEARNING
Learner’s Module
RESOURCES
A. References Lesson Exemplar-Matatag Curriculum, Internet
a. Teacher’s Guide
Pages
b. Learner’s Material
Pages
c. Textbook Pages
d. Additional Materials
from Learning Laptop, Power Point Presentation, Video Clips and Visual Aids.
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Reviewing previous 1. Prayer
lesson or 2. Greetings
3. Classroom Management
4. Checking of Attendance
presenting the
ACTIVITY 1:
new lesson The teacher will ask the students about the previous lesson thru an
activity “Arrange the Jumbled Words.”
“Emergency Situation! What will I do?”
The class will be divided into 5 groups with 4-5 members.
Each group will brainstorm the necessary, immediate, and suitable
course of action based on the situations given.
GROUP 1
Your friend fell down the staircase from the second level and finds
it difficult to stand
upright.
B. Establishing a GROUP 2
purpose for the Your younger sister cut his finger with a knife
lesson GROUP 3
An elderly relative complains of chest pain and difficulty breathing
at a family gathering.
GROUP 4
Your niece drinks a household cleaner on herself while playing.
GROUP 5
A child struggles in the water at the beach, unable to stay afloat.
C. Presenting Possible action to be taken
examples/
GROUP 1
instances of the
Immobilize the injured limb, if possible, apply ice or a cold pack
new lesson
to reduce swelling, and seek medical attention for further
evaluation and treatment.
GROUP 2
Apply direct pressure to the wound with a clean cloth or bandage,
elevate the injured area if
possible, and continue to apply pressure until bleeding stops or
help arrives.
GROUP 3
Call emergency services immediately, help the person sit or lie
comfortably, and assist them in taking any prescribed medication,
such as aspirin, if available.
GROUP 4
Remove the person from the source of exposure, remove
contaminated clothing, and rinse
affected areas with plenty of water. Seek medical attention if
symptoms persist.
GROUP 5
Reach out to the child with a reaching object or throw them a
flotation device, shout for help, and call emergency services
immediately. If trained, perform water rescue techniques or CPR
as needed.
D. Discussing new
concepts and
practicing new
skills # 1
"Identifying First Aid Champions: Who's Got It?" .
Objective: Apply the roles and the objective of the first aid and,
characteristics of a good first aider.
Instruction: Students will stay on the group that they belong and
analyze the situations and answer the process questions that
follow:
Process Questions:
1. Who among the students are good first aiders? Why?
2. Who among them are not good first aiders? Why?
3. What characteristics should a good first aider possesses?
4. If you were a first aider, what would be your ultimate
goal?
Situations
● Student 1is nervous and tensed in controlling the bleeding on her
classmate’s finger.
● Student 2 is insisting that her unconscious sister drinks water.
E. Discussing new
● Student 3 immediately brings her friend, who fell down the
concepts and
stairs, to the clinic.
practicing
● Student 4 makes use of his clean handkerchief to tie his best
new skills # 2
friend’s bleeding arm.
● Student 5 speaks comforting words to her cousin, who sprained
his ankle
while playing basketball.
Answers
Student 1 is not effectively controlling the bleeding, so they
are not a good first aider.
Student 2 is not a good first aider because they insist that
their unconscious sister drink water, which could be
harmful.
Student 3 is a good first aider because they took their
friend, who fell down the stairs, to the clinic right away.
Student 4 is an excellent first aider should be calm,
knowledgeable, caring, and quick to act.
Student 5 offers comfort but needs to take some steps to be
a better first aid.
F. Developing mastery PLAY NOW
All students will watch a short video entitle “A Good Doctor”.
Processing Questions:
What is the emergency situation on that video?
Is he a Good First Aider? Why or why not?
What is/are your takeaway/s from that video?
Emergency Scenario Detectives”
Instructions:
Group the Class: Divide the class into small groups (3–5 students
per group).
Present Scenarios: Read or show a scenario one at a time.
Examples:
A person has a deep cut and is bleeding heavily.
A friend has a mild headache after playing outside.
G. Finding practical
Someone is having difficulty breathing and turning pale.
application of
A classmate trips and scrapes their knee.
concepts and skills in
Detect and Decide: Each group discusses the scenario and decides
daily living
if it’s an emergency requiring immediate care.
Show the Answer: Groups hold up their answers: "Emergency"
or "Non-Emergency."
Explain and Reflect: After each round, explain why the situation
is or isn’t an emergency and what kind of care would be needed.
Scoring (Optional): Give points for each correct answer and see
which group recognizes emergencies best!
H. Making
What signs make a situation an emergency?
generalizations and
Why is it important to act quickly in emergency scenarios?
abstraction about the How can you stay calm and help effectively?
lesson
I. Evaluating Learning Now, let’s identify who understand our lesson for today using the
and
sign.
Once, I raise the Like sign and you understand our lesson raise
your 2 arms and shout Yehey!
And If I raise the Dislike sign and you still have questions stand
up and shout Help!
V. Assignment
“Emergency Awareness: Helping Others in Difficult
Circumstances”
1. Emergency Situations and Difficult Circumstances:
a) Choose two (2) of the following circumstances:
o Geographical isolation (e.g., far from medical
facilities)
o Chronic illness (e.g., asthma, diabetes, epilepsy)
o Urban resettlement (e.g., relocation to unfamiliar
environments)
o Child abuse (e.g., physical, emotional, or neglect)
o Child labor (e.g., working in unsafe or tiring
conditions)
b) For each chosen circumstance, describe one common
emergency scenario (like severe injuries, breathing
problems, fainting, or burns) that someone in this situation
might experience.
2. Recognize the Need for Immediate Care:
For each scenario you described, answer the following
questions:
o Why is this an emergency?
o What immediate care should be provided while
waiting for medical help?
o What challenges might delay or prevent proper care
in this situation?
o How can people in the community or school help
address these challenges?
V. REMARKS
Prepared by:
Bernadette B. Palamiano
Subject Teacher
