Health CG - With Tagged Math Equipment 1-10

Republic of the Philippines
Department of Education
DepEd Complex, Meralco Avenue Pasig City
K to 12 Curriculum Guide
HEALTH
(Grade 1 to Grade 10)
August 2016
K to 12 BASIC EDUCATION CURRICULUM
CONCEPTUAL FRAMEWORK
The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness. The
learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all wellbeing.
Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. It enables
the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substance misuse
and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, as well as
global health.
Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skills
development is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as a
foundation in developing desirable health attitudes, habits and practices.
In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teaching
approaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in imparting
health messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussing
sensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs and
abilities.
K to 12 Health Curriculum Guide August2016 Page 2 of 116

Learning Materials are uploaded at http://lrmds.deped.gov.ph/. *These materials are in textbooks that have been delivered to schools.
Conceptual Framework of Health Education
Holistic
Values-based Preventive
Growth and
Development
Community and
Environmental Personal Health
Health
Health and Achieve,

Learner-
Life Skills- Consumer
based Health Sustain and Nutrition centered
Promote
Lifelong
Injury
Prevention and
Wellness Substance Use
and Abuse
Safety
Culture- Disease
Prevention and Family Health
responsive Conrtol
Rights-based
Standards and Epidemiological

Outcomes-based

HEALTH CONTENT AREAS
Injury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or in
the community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aid
education and disaster preparedness programs.
Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting the
environment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, waste
management, pollution control, pest control, as well as the delivery of primary health care.
Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.
Family Health: Covers information on the human life cycle and also on family dynamics that influence an individual’s development of ideals, values and standards of
behavior with regard to sexuality and responsible parenthood.
Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and the
development of self-management skills to cope with life’s changes.
Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and prevent
diseases.
Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or manage
personal health issues and concerns.
Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders through
the development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.
Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on the
nature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistance
skills to protect oneself from drug risk-taking behaviors.

CHARACTERISTICS OF THE HEALTH CURRICULUM
Culture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effective
for them (Gay, 2000).
Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.
Health and Life skills-based: Applies life skills to specific health choices and behaviors.
Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,
emotional, moral and spiritual).
Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.
Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.
Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international human
rights instruments.
Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.
Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good
educational practice.

Key Stage Standards
K–3 4–6 7 – 10
The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key health
observance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability and
achieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of
achieve and sustain optimum health and the individual, the family and the larger community.
wellbeing.
Grade Level Standards
GRADE LEVEL STANDARDS
The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in
Grade 1
injuryprevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals.
The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as
Grade 2
injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices.
The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders;
Grade 3
consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices.
The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and
Grade 4
injury prevention, safety and first aid, leading to the achievement of optimum health and well-being.

GRADE LEVEL STANDARDS
The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and
Grade 5
community and environmental health, which helps to achieve optimum health and well-being.
The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and
Grade 6
injury prevention, safety and first aid to achieve optimum health and well-being.
The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first
Grade 7
aid to achieve, sustain, and promote personal health and wellness.
The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and
Grade 8
noncommunicable to achieve, sustain, and promote family health and wellness.
The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention
Grade 9
of substance use and abuse to achieve, sustain, and promote community health and wellness
The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development
Grade 10
of a health plan and exploration of careers in health to achieve, sustain, and promote health and wellness.
Grading Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
Period
First
Quarter Community
Personal
Personal Personal Growth and and Consumer
Nutrition Health/ Nutrition Nutrition Family Health I
Health Health Development Environmental Health
Nutrition
Health

Personal
Personal
Health Injury Health
Health Prevention
Prevention and Prevention, Trends,
and Personal
Second Personal Prevention Control of Family Health Safety and Issues and
Prevention and Control of Health/ Growth Nutrition
Quarter Health and
Diseases & & Development
Diseases & II First Aid Concerns
Control of
Control of Disorders (Unintentional (National
Diseases & Disorders
Diseases & Injuries) Level)
Disorders
Disorders
Health
Prevention and Substance Use
Consumer Trends,
Control of and Abuse
Third Personal Consumer Substance Use Substance Use Health/ Personal Issues and
Family Health Diseases and
Quarter Health Health and Abuse and Abuse Environmental Health Concerns
Disorders (Drug
Health
(Communicable) scenario)
(Global Level)
Injury Injury
Injury Prevention, Prevention,
Injury
Prevention, Safety & First Safety & First Prevention and
Injury Injury Injury Aid/ Prevention, Substance Use
Safety & First Aid/Community Control of
Fourth Prevention, Prevention, Prevention, Safety and and Abuse Planning for a
Aid and Diseases and
Quarter Safety and Safety and Safety & First First Aid (Gateway Health Career
/Community & Environmental Consumer Disorders (Non-
First Aid First Aid Aid (Intentional drugs)
Environmental Health Communicable)
Health Injuries)
Health
GRADE 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Grade 1 - NUTRITION – 1ST QUARTER (H1N)

A. Healthful and less The learner… The learner… 1. BLLM PDF 24. Wastong Nutrisyon. Aralin 5.
healthful foods 2. Growing with Science and Health 1.
1. Water and milk vs. understands the practices healthful Teacher’s Manual. Domanais, Lucia, et.al
soft drinks importance of good eating habits daily 1997. pp. 17-19.*
2. Fruits and eating habits and 3. Moving Onward with Science and Health 1.
vegetables vs. behavior Teacher’s Manual. Dungan-Ramirez,
sweets, salty and Cristeta. 1997. p. 19.*
processed food 4. Science and Health 1. Teacher’s Manual.
The learner… Coronel, Carmelita. 1997. pp. 24-25.*
5. Science and Health Today 1. Apolinario,
1. distinguishes healthful Nenita. 1997. pp. 37.*
from less healthful 6.
Science for Everyone 1. de Lara, Ruth.
foods H1N-Ia-b-1 1997. pp. 20-21, No.4, 38.*
7. Science and Health Today 2. Teacher’s
Manual. Apolinario, Nenita A. 1997. No.5
pp. 35-36.*
8. Science and Health For Life 2. Caralde,
Lourdes R. et. al. 1997. p. 31.*
B. Consequences of eating 2. tells the consequences of
less healthful food eating less healthful Science and Health Today 2. Apolinario,
H1N-Ic-d-2
foods Nenita A. 1997. pp. 39-40.*
C. Good eating habits 1. 1. Growing with Science and Health 1.

Eat regular meals. Teacher’s Manual. Domanais, Lucia C. et.
2. Eat a healthful al. 1997. p. 19.*
breakfast daily. 2. Science and Health 1. Santiago, Ma.
3. Chew food Lourdes B. 1997. pp. 20-21.*
3. practices good
thoroughly. 3. Science and Health Today 1. Teacher’s
decisionmaking skill in
Manual. Apolinario, Nenita A. 1997. pp.
food choices
H1N-Ie-f-3 2528.*
Nenita A. 1997. p. 37.*
5. Growing with Science and Health 2.

CONTENT PERFORMANCE
STANDARDS STANDARDS
Domanais, Lucia C. 1997. pp. 33-34.*

C. Good eating habits 1. The learner… The learner… 6. Science and Health Today 2. Apolinario,
Eat regular meals. Nenita A. 1997. pp. 40, 59.*
understands the practices healthful 7. Science for Daily Use 2. Teacher’s Manual.
2. Eat a healthful
breakfast daily. importance of good eating habits daily Menguito, Perla B. et. al. 1997. pp. 29-30.*
eating habits and
3. Chew food behavior 1. Science and Health 1. Banez, Resurrection
thoroughly.
S. et. al. 1997. p. 46.*
2. Science and Health 1. Teacher’s Manual.
Banez, Resurrection S. et. al. 1998. pp. 13-
14.*
Manual. Apolinario, Nenita A. 1997. pp. 27-
28.*
Nenita A. 1997. pp. 38-39.*
5.
Science for Everyone 1. Teacher’s Manual.
de Lara, Ruth G. 1997. Application p. 39.*
6. Science for Everyone 1. de Lara, Ruth G.
1997. p. 42.*
7. INTO THE FUTURE: SCIENCE AND HEALTH
4. practices good eating 2. Estrella, Sonia V. et. al. 1997. p. 17.*
habits that can help one 8. Science Around Us 2. Garcia, Ligaya B. et.
become healthy H1N-Ig-j-4 al. 1997. pp. 27-28.*

9. Science and Health 2. Apostol, Joy A. et. al.
1997. p. 36.*
10. Science and Health For Life 2. Carale,
Lourdes R. et. al. 1997. pp. 36-37, 39.*
Nenita A. 1997. pp. 38-39, 42-43.*
Teacher’s Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 57-59.*
Jacinto, Emilio. et. al. 1997. pp. 36-38.*
14.
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)
A. Health habits and hygiene The learner… The learner… 1. Science and Health 1. Banez, Resurrection.
1. Proper behavior et. al. 1998. Teacher’s Manual. p. 26.*
during mealtime. demonstrates practices good 2. Science and Health Today 1. Apolinario,
2. Proper hand understanding of health habits and 1. identifies proper behavior Nenita. 1997. pp. 38-39.*
H1PH-IIa-b1
washing the proper ways of hygiene daily during mealtime 3. Science and Health Today 1. Teacher’s
taking care of one’s Manual. Apolinario, Nenita. 1997. pp.
2.1 before and after
health 2728.*
eating
2.2 after using the
toilet 1. Science and Health Today 1. Teacher’s
2.3 when the hands Manual. Apolinario, Nenita. 1997. p. 20.*
get dirty 2. Science and Health Today 1. Apolinario,
2. demonstrates proper
3. Washing the feet H1PH-IIc-d2 Nenita. 1997. pp. 23-24.*
when dirty, before hand washing
going to bed, and
Nenita. 1997. p. 32.*

after wading in 1. Science and Health Today 1. Teacher’s
flood waters Manual. Apolinario, Nenita. 1997. pp. 20-
4. Taking a bath every 21.*
day 3. realizes the importance of 2. Science and Health Today 1. Apolinario,
H1PH-IIe-3
5. Wiping hands and washing hands Nenita. 1997. pp. 23-25.*
face with a clean 3. Science for Daily Use 1. Menguito, Perla.
handkerchief et. al. 1997. p. 49.*
6. Covering cough and
sneeze with clean 1. Growing with Science and Health 1.
handkerchief or Teacher’s Manual. Domanais, Lucia. et. al.
tissue paper when 1997. pp. 27-29, 33-35.*
coughing or 2. INTO THE FUTURE: Science and Health 1.
sneezing
Estrella, Sonia. et. al. 1997. pp. 18-30.*
7. Coughing or 3. Moving Onward with Science and Health 1.
sneezing into the 4. practices habits of
keeping the body clean H1PH-IIf-i-4 Dungan-Ramirez, Cristeta. 1997. pp. 22-
crook of the elbow
& healthy 28.*
rather than the
4. Moving Onward with Science and Health
hand
1.Teacher’s Manual. Dungan-Ramirez,
8. Wearing clean
Cristeta. et. al. 1997. pp. 8-14, 25.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

clothes appropriate The learner… The learner… 5. OUR WORLD of SCIENCE and HEALTH 1.
to the activity Santiago, Erlinda. 1997. pp. 20-22, 25-26,
9. Having enough rest demonstrates practices good 35-36.*
and sleep understanding of health habits and 6. Science and Health 1. Teacher’s Manual.
10. Maintaining good the proper ways of hygiene daily Banez, Resurrection. et. al. 1998. pp. 25-
posture taking care of one’s 29.*
11. Engaging in physical health 7. Science and Health 1. Banez, Resurrection.
activity et. al. 1998. pp. 16-20.*
Nenita. 1997. pp. 23-31, 53-56.*
Manual. Apolinario, Nenita. 1997. pp. 21,
23, 37-38.*
10. Science for Daily Use 1. Menguito, Perla. et.
al. 1997. pp. 49-50.*
11. Science for Everyone 1. de Lara, Ruth.
1997. pp. 14-16 ,22-26, 31, 41, 44-45.*
12. Science for Everyone 1. Teacher’s Manual.
de Lara, Ruth. 1997. No.1 p. 22, No.3 p.
23, Evaluation p. 39.*
13. Science and Health 2. Apostol, Joy. 1997.
p. 39.*
14. Exploring Science 3. Alsim-Madriaga,
Lucita. 2000. pp. 30-32.*
Teacher’s Manual. Balagtas, Marilyn. et. al.
1999. p. 57.*
1. Infed modules pdf (Street Children) PDF.

Pag aayos ng katawan.
2. Infed modules pdf (Street Children) PDF.
5. realizes the importance of Bata Bata Maglaro Tayo.
practicing good health H1PH-IIj-5 3. Infed modules pdf (various sectors and
habits other groups). Ang galing ng dating.
Teacher’s Manual. Domanais, Lucia. et. al.
1997. pp. 27-29, 33-35.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

A. Health habits and The learner… The learner… 5. Moving Onward with Science and
hygiene Health 1.
1. Proper behaviour demonstrates practices good Dungan-Ramirez, Cristeta. 1997. pp. 24-
during mealtime. 2. understanding of health habits and 28.*
Proper hand washing the proper ways of hygiene daily 6. OUR WORLD of SCIENCE and HEALTH
2.1 before and after taking care of one’s 1. Santiago, Erlinda. 1997. pp. 23, 37.* 7.
eating health Science and Health 1. Teacher’s Manual.
2.2 after using the
Banez, Resurrection. et. al. 1998. pp. 16-
toilet
17, 25-29.*
2.3 when the hands
get dirty 8. Science and Health Today 1. Apolinario,
3. Washing the feet Nenita. 1997. p. 29.*
when dirty, before 9. Science for Everyone 1. Teacher’s Manual.
going to bed, and de Lara, Ruth. 1997. pp.14-16, No.4&5
after wading in flood pp.24,37-38.*
waters 10. Science for Everyone 1. de Lara, Ruth.
4. Taking a bath every 1997. pp.14-16,22-23,25,29,41-42,45*
day 11. Science and Health 2. Apostol, Joy. 1997.
5. Wiping hands and pp.38-39*
face with a clean 12. Science and Health Today 2. Apolinario,
handkerchief Nenita. 1997. Application pp.33-34, No.6
6. Covering cough and pp.36, 41-42*
sneeze with clean 13. Exploring Science 3. Madriaga, Lucita, 2000
handkerchief or tissue pp. 30-32,35*
paper when coughing
or sneezing 7. Coughing
Teacher’s Manual. Balagtas, Marilyn, et. al.
or sneezing into the
crook of the elbow SEMP/TEEP. 1999. pp.52-54*
rather than the hand 15. Science and Health for Better Life 3.
8. Wearing clean Teacher’s Manual.PRODED. IMDC/DepED.
clothes appropriate to Abracia,Norma M. et.al. 1985,1989. pp.813
the activity 16. Science for Everyone 3. Teacher’s Manual.
9. Having enough rest de Lara, Ruth . 1997. pp.36-38*
and sleep
10. Maintaining good
posture

CONTENT PERFORMANCE
STANDARDS STANDARDS
11. Engaging in physical

activity
Grade 1 – FAMILY HEALTH – 3RD QUARTER (H1FH)
A. Characteristics of a The learner… The learner… The learner… 1. Growing with Science and Health 1.
healthful home Teacher’s Manual. Domanais, Lucia, et.al.
environment 1. understands the consistently 1. describes the 1997. pp.164-165*
Clean water importance of demonstrates characteristics of a 2. Science and Health Today 1. Apolinario,
2. Clean indoor air keeping the home healthful healthful home Nenita. 1997. pp.40-42*
environment practices for a environment 3. Exploring Science 3. Alsim-Madriaga,Lucita.
healthful. healthful home 2000. pp.37*
environment. H1FH-IIIa-1 4. Science around us 3. Garcia,Ligaya, et.al.
1997. pp.39*
5. Science and Health for Better Life 3.
Teacher’s Manual.PRODED. IMDC/DepED.
Abracia,Norma M. et.al. 1985,1989. pp.13-
15
2. discusses the effect of 1. BLLM PDF 24 , Ang Tubig ay Mahalaga.
clean water on one’s Aralin 1,2, Manwal
health 2. Science and Health 1. Santiago, Lourdes.
1997. pp.28*
Coronel,Carmelita.1997. pp.90-92*
H1FH-IIIb-2
1997. pp.19*
de Lara, Ruth. 1997. No.4 pp.19*
Nenita. 1997. pp. 178*
Manual. Apolinario, Nenita. 1997. No.4 pp.
134-135*

3. discusses how to keep 1. Exploring Science 3. Alsim-Madriaga,Lucit.
water at home clean 2000. pp.184*
H1FH-IIIc-3
2. Science and Health For Better Life 5.
PRODED. IMDC/DepED. Abracia,Norma M.
A. Characteristics of a The learner… The learner… et.al. 1987. pp. 125-126
CONTENT PERFORMANCE
STANDARDS STANDARDS
healthful home 4. practices water 1. Science and Health 1. Teacher’s Manual.

environment understands the consistently conservation Santiago,Ma.Lourdes. 1997. pp.99*
1. Clean water importance of demonstrates 2. Science and Health 1. Santiago,
2. Clean indoor air keeping the home healthful Ma.Lourdes. 1997. pp.165-166*
environment practices for a 3. Science for Everyone 1. Teacher’s Manual.
healthful. healthful home de Lara, Ruth. 1997. No.6 pp.131*
environment. 4. Exploring Science 3. Alsim-Madriga, Lucita.
H1FH-IIIde4
2000. pp.179-182*
SEMP/TEEP. 1999. pp.171-173*
6.
Science Around Us 3. Garcia,Ligaya, et.al.
1997. pp.173-175*
7.
Science and Health 3. Teacher’s Manual.
Jacinto, Emilio, et al. 1997. pp.166-167*
5. explains the effect of 1. Moving Onward with Science and Health 1.
indoor air on one’s Cristeta Dungan-Ramirez. 1997. pp.33*
health 2. Science for Everyone 1. de Lara, Ruth.
1997. pp.18*
H1FH-IIIfg5 de Lara, Ruth. 1997. No.5 pp.20*
Nenita. 1997. pp. 180*
Manual. Apolinario, Nenita. 1997. No.5&6
pp. 135*

6. identifies sources of 1. Science for Everyone 1. de Lara, Ruth.
indoor air pollution 1997. pp.166*
de Lara, Ruth. 1997. No.7 pp.132*
H1FH-IIIfg6
Nenita. 1997. pp. 185-186*
4. Science for Daily Use 2. Menguito, Perla,
et.al. 1997. pp.174-175*
7. practices ways to keep 1. Science and Health 1. Teacher’s Manual.
indoor air clean H1FH-IIIfg7 Santiago, Ma.Lourdes, 1997.pp.101-102*
The learner… The learner… 2. Science for Daily Use 2. Menguito, Perla,
CONTENT PERFORMANCE
STANDARDS STANDARDS
et.al . 1997. pp.176-177*

understands the consistently
B. Ways to keep the importance of demonstrates 8. explains the effect of a 1. PILOT School MTB_MLE Health TG Q1-Q4
healthful home environment keeping the home healthful home environment to Grade 3 . Q1 W9&10 pp.22-25
environment practices for a the health of the people 2. Science for Everyone 1. Teacher’s Manual.
healthful. living in it de Lara, Ruth. 1997. pp.130-132*
healthful home
3. INTO THE FUTURE: SCIENCE AND HEALTH
environment.
H1FH-IIIhi8 2. Estrella, Sonia, et al. 1997 pp.152-153*
4. Science Around Us 2. Garcia, Ligaya, et. al.
1997. pp.164-165*
SEMP/TEEP. 1999. pp. 60-61.*

1. Pilot School MTB_MLE Health TG Q1-Q4
Grade 3 Q1 W9&10 pp. 22-25.
2. BLLM PDF 24, Ang Aming mga Gawain,
Aralin 1, Manwal.
9. describes ways on how 3. Moving Onward with Science and Health 1.
family members can Dungan-Ramirez, Cristeta. 1997. pp. 190-
share household chores 194.*
in keeping a healthful 4. Moving Onward with Science and Health 1.
home environment Teacher’s Manual. Dungan-Ramirez,
H1FH-IIIhi9 Cristeta. 1997. pp. 85-87.*
1997. pp. 164-166.*
1. Pilot School MTB_MLE Health TG Q1-Q4
Grade 3 Q1 W9&10 pp. 22-25.
2. Science and Health 1. Banez, Resurrection.
et. al. 1998. pp. 178-180.*
10. demonstrates how to 3. Science Around Us 2. Garcia, Ligaya. et. al.
keep the home 1997. pp. 166-167.*
H1FH-IIIj10
environment healthful 4. Exploring Science 3. Alsim-Madriaga,
Lucita. 2000. pp. 38-41.*
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 1 – INJURY PREVENTION, SAFETY AND FIRST AID – 4th QUARTER (H1IS)
A. Knowing personal The learner… The learner… The learner…
information
and ways to ask for help demonstrates appropriately 1. identifies situations when it
understanding of demonstrates is appropriate to ask for H1IS-IVa-1
safe and safety behaviors in assistance from strangers
responsible daily activities to

behavior to lessen prevent injuries 2. gives personal information,
risk and prevent such as name and
injuries in day- address to H1IS-IVb-2
today living appropriate persons
3. identifies appropriate
persons to ask for
H1IS-IVc-3
assistance
4. demonstrates ways to ask

H1IS-IVc-4
for help
B. Preventing childhood 5. follows rules at home and

Injuries in school. H1IS-IVd-5
1. Safety rules at
home
6. follows rules during fire
2. Safety rules in
and other disaster drills H1IS-IVe-6
school, including
fire and other The learner… The learner…
disaster drills 7. observes safety rules with
3. Safety with animals demonstrates stray or strange animals H1IS-IVf-7
appropriately
understanding of demonstrates
safe and safety behaviors in 8. describes what may happen Science Around Us 3. Garcia, Ligaya. et. al.
responsible daily activities to if safety rules are not H1IS-IVg-8 1997. pp. 71-73.*
behavior to lessen prevent injuries followed
C. Ways by which people risk and prevent 9. describes ways people can
are intentionally injuries in day- be intentionally helpful or
today living H1IS-IVh-9
helpful or harmful harmful to one
1. Good touch and another

CONTENT PERFORMANCE
STANDARDS STANDARDS
bad touch 10. distinguishes between

2. Protection against good and bad touch H1IS-IVi-10
violent or 11. practices ways to protect
unwanted behaviors oneself against violent or
of others H1IS-IVj-11
unwanted behaviors of
others

GRADE 2
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2- NUTRITION – 1ST QUARTER (H2N)
A. Healthy Food and the The learner… The learner… 1.

Body 1. states that children have
1. Provides energy understands the 1. demonstrates the right to nutrition 2.
1.1 Carbohydrates and importance of good (Right of the child to
Fats eating a balanced decisionmaking nutrition Article 24 of the PDF 24 BLLM Wastong Nutrisyon Aralin 1.
2. Promotes growth and diet. skills in UN Rights of the Child) H2N-Ia-5 Manwal 1-7
body-building choosing food Exploring Science 3. Lucita AlsimMadriaga.
2.1 Protein to eat to have a 2000. pp.26-28*
balanced diet.
3. Regulates body
functions
2. consistently
3.1 Vitamins and
practices good
Minerals

B. Guide in Eating health habits 2. discusses the 1. PDF 24 BLLM Wastong Nutrisyon Aralin 1.
Balanced diet and hygiene importance of eating a Manwal pp.8-13
1. Food Pyramid for for the sense balanced meal 2. Growing with Science and Health 2.
Filipino children (7-12 organs Domanais, Lucia. 1997. pp. 27-29*
years old) 3. INTO THE FUTURE: SCIENCE AND
2. Food Plate for HEALTH 2. Estrella, Sonia, et. al. 1997
Filipino children (7- pp.14-17*
12 years old) 4. Science and Health 2. Teacher’s Manual.
The learner… Apostol, Joy. 1997. pp.13-15*
5. Science for Daily Use 2. Teacher’s Manual.
H2N-Ib-6
understands the Menguito, Perla, et. al. 1997. pp.19-21*
importance of 6. Exploring Science 3. Lucita Alsim-
eating a balanced Madriaga. 2000. pp.29*
diet. 7. Growing with Science and Health 3.
Teacher’s Manual. Balagtas, Marilyn.U. et.
al. 1999 pp.47-49*
Jacinto, Emilio, et. al. 1997. pp.30-32*
Teacher’s Manual.PRODED. IMDC/
B. Guide in Eating DepED. Abracia,Norma M. et. al.
The learner… The learner… 1985,1989. pp.4-5
CONTENT PERFORMANCE
STANDARDS STANDARDS

Balanced diet 3. discusses the important 1. Growing with Science and Health 2.
1. Food Pyramid for understands the 1. demonstrates functions of food Domanais, Lucia. 1997. pp.29*
Filipino children (7-12 importance of good 2. INTO THE FUTURE: SCIENCE AND HEALTH
years old) 2. Food eating a balanced decisionmaking 2. Estrella, Sonia. et. al. 1997 pp.14-17*
Plate for diet. skills in 3. INTO THE FUTURE: SCIENCE AND HEALTH
Filipino children (7-12 choosing food 2. Teacher’s Manual. Estrella, Sonia, et. al.
years old) to eat to have a 1997 pp.14-18*
balanced diet.
1997. pp.23-26*
2. consistently
practices good 5. Science And Health 2. Apostol, Joy A. et. al.
health habits 1997. pp. 35-37*
and hygiene 6. Science and Health 2 .Teachers Manual.
for the sense Apostol, Joy A. et. al. 1997. pp. 13-15.*
organs 7. Science and Health For Life 2. Carale,
Lourdes, et. al. 1997. pp.27-29*
H2N-Icd-7 Nenita. 1997 pp.36-38*
Manual. Apolinario, Nenita. 1997. pp.3340*
10. Science for Daily Use 2. Teachers Manual.
Menguito, Perla B. et. al. 1997. pp. 19-21.*
11. Exploring Science 3. Madriaga, Lucita, 2000.
pp. 26-29.*
Teachers Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 47-49.*
13. Science and Health 3. Teachers Manual.
Jacinto, Emilio S. Jr. et. al. 1997. pp. 30-
32.*
Teacher’s Manual. PRODED. IMDC/ DepED.
Abracia,Norma M. et.al.
1985,1989. pp.4-5

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Guide in Eating The learner… 4. describes what 1. Growing with Science and Health 2.
Balanced diet constitutes a balanced Domanais, Lucia, et.al. 1997. pp.33-34*
1. Food Pyramid for 1. demonstrates diet 2. Science and Health 2. Apostol, Joy. 1997.
H2N-Ie-8
Filipino children (7-12 good pp.35-36*
years old) decisionmaking 3. Science and Health For Life 2. Carale,
2. Food Plate for skills in Lourdes, et. al. 1997. pp.38*
Filipino children (7-12 choosing food
years old) to eat to have a 5. considers Food Pyramid and H2N-Ifh-9
balanced diet. Food Plate in making food
choices
2. consistently
6. displays good H2N-Iij-10 1. Kumain ng Wasto, Maging Malusog . A&E.
practices good decisionmaking skills in NFE Accreditation and Equivalency
health habits choosing the right kinds of Learning Material. DepED. 2001. pp.34-38
and hygiene food to eat 2. Growing with Science and Health 2.
for the sense Domanais, Lucia C. et. al. 1997. pp. 27-34*
organs 3. Into the Future: Science and Health 2.
Estrella, Sonia V. et. al. 1997. pp. 14-17.*
4. Into the Future: Science and Health 2.
Teachers Manual. Estrella, Sonia V. et. al.
1997. 14-18*
1997. pp.25-26, 27-31*
6. Science and Health 2. Apostol, Joy. 1997.
pp.37*
7. Science for Daily Use 2. Teachers Manual.
Menguito, Perla B. et. al. 1997. pp.19-21,
29-30*
8. Science and Health For Life 2. Carale,
Lourdes, et.al. 1997. pp. 27-29,31-32*

9. Growing with Science and Health 3
Teachers Manual. Balagtas, Marilyn U. et.
al. 1999. pp. 57-59.*
CONTENT PERFORMANCE
STANDARDS STANDARDS
Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH)

A. Health Habits and The learner… The learner… The learner… 1. Growing with Science and Health 2.
hygiene Domanais, Lucia. 1997. pp.4-5,8-9,12-
1. Care of the eyes, demonstrates consistently 1. describes ways of caring 14,21-22*
ears, nose understanding of practices good for the eyes, ears, nose, 2. INTO THE FUTURE: SCIENCE AND HEALTH
1.1 Pediculosis (lice the proper ways of health habits and 2. Estrella, Sonia, et. al. 1997. pp.4-5,8-9*
hair and skin in order to
infestation) taking care of the hygiene for the 3. INTO THE FUTURE: SCIENCE AND HEALTH
sense organs
avoid common
1.2 Scabies sense organs 2. Teacher’s Manual. Estrella, Sonia, et. al.
childhood
1.3 Sore eyes 1997. pp.4-6,8-10*
health conditions
1.4 Excessive or 4. Science Around Us 2. Garcia, Ligaya, et. al.
hardened ear wax 1997. pp.19-22*
(impacted 5. Science and Health 2. Apostol, Joy. et. al.
cerumen) 1997. pp.23-30*
2. Care for the 6. Science and Health 2. Teacher’s Manual.
mouth/teeth Apostol, Joy. et. al. 1997. pp.10-11*
2.1 Proper tooth 7. Science and Health Today 2. Apolinario,
brushing and Nenita. 1997 pp. 29-35*
flossing at least
H2PH-IIa-e6 8. Science and Health Today 2. Teacher’s
twice a day and
Manual. Apolinario, Nenita. 1997 pp.25-32*
always before
sleeping 9. Science and Health For Life 2. Carale,
Lourdes, et. al. 1997. pp.14-21*
2.2 Going to the
dentist twice a 10. Science and Health for Life 2. Teacher’s
year for dental Manual. Carale, Lourdes R. et. al. 1997. pp.
checkup 23-29.*
Menguito, Perla, et. al. 1997. pp. 17-19.*
12. Science for Everyone 2. Teacher’s
Manual. De Lara, Ruth G. 1997. pp. 2-8,21-
24.*
13. Exploring Science 3. Madriaga, Lucita.
2000. pp.6-7,9-10,12-13.*
al. SEMPT. 1999 pp.8-11,15-18,21-
23,2729,33-34.*
Jacinto, Emilio, et. al. 1997. pp.22-24.*

CONTENT PERFORMANCE
STANDARDS STANDARDS
A. Health Habits and The learner… The learner… de Lara, Ruth . 1997. pp.15-17.*
hygiene
1. Care of the eyes, demonstrates consistently
ears, nose understanding of practices good 2. describes ways of caring for 1. Growing with Science and Health 2.
1.1 Pediculosis (lice the proper ways of health habits and the mouth/teeth Domanais, Lucia. 1997. pp.18.*
infestation) taking care of the hygiene for the 2. Science Around Us 2. Garcia, Ligaya, et.
1.2 Scabies sense organs sense organs al. 1997. pp.22.*
1.3 Sore eyes 3. Science and Health 2, Apostol, Joy, et. al.
1.4 Excessive or
hardened ear wax 1997. pp.28-29.*
(impacted cerumen)
2. Care for the Apostol, Joy. 1997. pp.10-11.*
H2PH-IIfh-7 5. Science and Health Today 2. Apolinario,
mouth/teeth
2.1 Proper tooth Nenita. 1997 pp.32-35.*
brushing and
flossing at least Manual. Apolinario, Nenita. 1997 pp.25-
twice a day and 32.*
always before 7.
Science for Daily Use 2. Teacher’s Manual.
sleeping Menguito, Perla, et.al. 1997. pp.17-19.*
2.2 Going to the 8.
Exploring Science 3. Madriaga, Lucita.
dentist twice a 2000. pp. 13.*
year for dental 9.
Growing with Science and Health 3.
checkup Teacher’s Manual. Balagtas, Marilyn.U. et.
al. SEMPT. 1999. pp.27-29.
B. Development of 3. displays selfmanagement 1. Science and Health 2. Apostol, Joy A. et. al.
selfmanagement skills skills in caring for the 1997. pp.34.*
sense 2. Science and Health For Life 2. Carale,
organs Lourdes, et. al. 1997. pp.24.*
Nenita. 1997 pp.28,34-35.*
4. Science and Health Today 2. Teachers
H2PH-IIij-8 Manual. Apolinario, Nenita A. 1997. pp.
2832.*

Menguito, Perla, et. al. 1997. pp.17-19.*
6. Science for Everyone 2. Teachers Manual.
De Lara, Ruth G. 1997. pp. 21-24.*
CONTENT PERFORMANCE
STANDARDS STANDARDS

Jacinto, Emilio S. Jr., et. al. 1997.
pp.2224.*
8. Science for Everyone 3. Teachers Manual.
De Lara, Ruth G. 1997. pp. 15-17.*
Grade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)
A. Healthy Family Habits and The learner… The learner… The learner… 1. Exploring Science 3. Lucita Alsim-Madriaga.
Practices 1. describes healthy habits of 2000. pp.40-41.*
1. Sharing demonstrates consistently adopts the family 2. Science and Health for Better Life 3.
responsibilities in understanding of healthy family Teacher’s Manual. PRODED. IMDC/
H2FH-IIIab11
keeping the house healthy family The learner… DepED. Abracia,Norma M. et.al.
clean habits and practices 1985,1989. pp.13-15.
2. Preparing and eating
healthy foods 2. demonstrates good family 1. PDF 24 BLLM, Ang Aming mga Gawain
together health habits and Aralin 1.
3. Exercising regularly practices 2. PDF 24 BLLM, Kalusugan Aralin 1, Manwal
as a family pp.1-8.
4. Doing recreational 3. Exploring Science 3. Lucita Alsim-Madriaga.
activities together H2FH-IIIcd12 2000. pp.40-41.*
al. SEMPT. 1999. pp.57-59.*

B. Positive Expressions of The learner... The learner... 3. explains the benefits of
Feelings healthy expressions of H2FH-IIIef13 Music, Art, Physical Education and Health
demonstrates an demonstrates feelings 2. Oabel, Edna C., et. al. DepED. 2013.
understanding of positive expression pp.397-400.
managing one’s of feelings toward
feelings and family members 4. expresses positive H2FH-IIIgh14
respecting and ways of coping feelings in appropriate
differences with negative ways
CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Positive Expressions of The learner... feelings 5. demonstrates positive

Feelings ways of expressing
H2FH-IIIij-
negative feelings, such as
15
anger, fear, or
disappointment
6. displays respect for the

feelings of others H2FH-IIIj16 Music, Art, Physical Education and Health
2. Oabel, Edna C., et. al. DepED. 2013.
pp.401-405.
Grade 2 – INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)
A. Safety Rights and The learner… The learner… The learner…
Responsibilities
demonstrates an demonstrates 1. discusses one’s right and H2IS-IVa-12 Music, Art, Physical Education and Health
understanding of consistency in responsibilities for safety 2. Oabel, Edna C., et.al. DepED. 2013.
rules to ensure following safety pp.466.
safety at home and rules at home and
in school. in school.
B. Home Safety 2. identifies hazardous areas
H2IS-IVbc-
1. Hazards at home at home INTO THE FUTURE: SCIENCE AND HEALTH
13
2. Safety Rules 2. Estrella, Sonia, et.al. 1997 pp.13.*

2.1. Walk cautiously 3. identifies hazardous 1. Music, Art, Physical Education and Health 2.
especially when household products that H2IS-IVde14 Oabel, Edna C., et.al. DepED. 2013.
using the stairs are harmful if ingested, or pp.467-469.
2.2. Be aware of inhaled, and if touched 2. INTO THE FUTURE: SCIENCE AND HEALTH
rough edges especially electrical 2. Estrella, Sonia, et.al. 1997 pp.13.*
around the
appliances
house
2.3. Be extra careful 4. recognizes warning labels
Music, Art, Physical Education and Health
when using the that identify harmful H2IS-IVf-15 2. Oabel, Edna C., et.al. DepED. 2013.
bathroom to things and substances pp.471-472.
avoid falls
2.4. Do not play with 5. explains rules for the safe Music, Art, Physical Education and Health
matches, knives, use of household 2. Oabel, Edna C., et.al. DepED.
H2IS-IVg-16
pointed chemicals 2013.pp.473-475.
CONTENT PERFORMANCE
STANDARDS STANDARDS
materials, The learner… The learner… 1.

electrical
INTO THE FUTURE: SCIENCE AND HEALTH
equipment and demonstrates an demonstrates
household understanding of consistency in 2. 2. Teachers Manual. Estrella, Sonia, et. al.
6. follows rules for home 1997. Evaluation No.3 , Remedial pp.14.*
chemicals) rules to ensure following safety H2IS-IVh-17
2.5. Never touch a safety Music, Art, Physical Education and Health
safety at home and rules at home and
in school. in school. 2. Oabel, Edna C., et.al. DepED. 2013.
hot
pp.476-478.
oven/cooking
material

C. School Safety 1. INTO THE FUTURE: SCIENCE AND HEALTH
1. Hazards in the 2. Estrella, Sonia, et.al. 1997 pp.13.*
school 2. Music, Art, Physical Education and Health
2. Oabel, Edna C., et.al. DepED. 2013.
2. Safety Rules
pp.479-480
2.1. Always wear
your school
identification 7. identifies safe and unsafe
card practices and H2IS-IVi-18
2.2. Observe proper conditions in the school
behavior in the
corridor and
when using the
stairs (no
pushing/shovin
CONTENT PERFORMANCE
STANDARDS STANDARDS

g)
2.3. Report observed The learner… The learner…
hazards such as
damaged demonstrates an demonstrates
equipment, understanding of consistency in
slippery floor, or rules to ensure safety following safety rules
dangerous at home and in at home and in
material to the school. school.
teacher or school
personnel
2.4. Observe
playground
Music, Art, Physical Education and Health 2.
safety rules (do 8. practices safety rules
H2IS-IVj-19 Oabel, Edna C., et. al. DepED. 2013.
not climb or during school activities
pp.481-484
jump on high
bars; avoid
harmful physical
contacts with
others; report
improper
behavior to
teachers or
school
personnel)

GRADE 3
CONTENT PERFORMANCE LEARNING

CONTENT LEARNING COMPETENCY CODE EQUIPMENT
STANDARDS STANDARDS MATERIALS
Grade 3 – NUTRITION – 1ST QUARTER (H3N)

A. Good Nutrition and Health The learner… The learner… The learner… Music, Art, Physical Weighing Scale,
1. Concept of Malnutrition Education and Health 2. bathroom-type
2. Forms of malnutrition demonstrates consistently 1. describes a healthy person Oabel, Edna C., et.
H3N-Iab-11
(undernutrition and understanding of demonstrates al. DepED. 2013.
overnutrition) the importance good pp.418-419
2.1. Protein-Energy of nutritional decisionmaking 2. explains the concept of
Malnutrition (PEM) guidelines and skills in making
malnutrition
2.2. Micronutriental balanced diet in food H3N-Iab-12
Deficiencies good nutrition choices
and health 3. identifies nutritional problems
2.2.1. Vitamin A – H3N-Icd-13
Night Blindness
2.2.2. Vitamin B – Beri-beri 4. describes the characteristics,
2.2.3. Vitamin C – Scurvy signs and symptoms, effect H3N-Ief-14
2.2.4. Votamin D – of the various forms of
Rickets malnutrition

2.2.5. Iron – Anemia 5. discusses ways of preventing
2.2.6. Iodine – Goiter the various forms of
2.2.7. Calcium – Rickets/ malnutrition
Osteoperosis
2.3. Overweight and obesity
H3N-Ief-15

B. Nutritional Guidelines for 6. identifies the nutritional Science and Health

Filipinos (with emphasis on guidelines for Filipino Today 2. Teacher’s
items with *) The learner… The learner… Manual. Apolonario,
H3N-Igh-16
1. Eat variety of foods Nenita.1997 pp.3335.*
every day to get the demonstrates consistently
nutrients needed by the understanding of demonstrates
body* the importance good 7. discusses the different Science and Health
2. Breastfeed infants of nutritional decisionmaking nutritional guidelines Today 2. Teacher’s
exclusively from birth up guidelines and skills in making H3N-Ii-17
Manual. Apolonario,
to 6 months then give balanced diet in food Nenita.1997 pp.33-35*
appropriate good nutrition choices
complementary foods 8. realizes the importance of Science and Health
and health
while continuing following nutritional Today 2. Teacher’s
breastfeeding for 2 years guidelines H3N-Ij-18 Manual. Apolonario,
Nenita.1997 pp.33-35*

and beyond for optimum 9. describes ways of maintaining Music, Art, Physical
growth and development healthy lifestyle Education and Health 2.
3. Eat more vegetables, H3N-Ij-19 Oabel, Edna C., et.
and fruits everyday to al. DepED. 2013.
get the essential pp.418-419
vitamins, minerals and Music, Art, Physical
fiber for regulation of
10. evaluates one’s lifestyle Education and Health 2.
body processes*
Oabel, Edna C., et.
4. Consume fish, lean meat, al. DepED. 2013.
poultry, egg, dried beans
pp.419-421
or nuts daily for growth
and repair of body H3N-Ij-20
tissues*
5. Consume milk, milk
products and other
calcium-rich foods, such


as small fish and
shellfish everyday for The learner… The learner… 11. adopts habits for a healthier H3N-Ij-21
healthy bones and lifestyle
teeth* demonstrates consistently
6. Consume safe foods and understanding of demonstrates
water to prevent the importance good
diarrhea and other food of nutritional decisionmaking
and water-borne skills in making
guidelines and
diseases* food
balanced diet in
7. Use iodized salt to choices
good nutrition
prevent Iodine
Deficiency Disorders and health
8. Limit intake of salty,
fried, fatty and sugarrich
foods to prevent
cardiovascular diseases*
9. Attain normal body
weight through proper
diet and moderate
physical activity to
maintain good health
and help prevent obesity.
10. Be physically active,
make healthy food
choices, manage stress,
avoid alcoholic
beverages and do not
smoke to help prevent
lifestyle-related
noncommunicable
diseases.*


Grade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER
(H3PH/DD)
A. Concept of health and wellness The learner… The learner… 1. Pilot School
demonstrates an consistently MTB_MLE Health
understanding of practices healthy 3. Q2 W1&2
the nature of habits to prevent 2. Music, Art,
and the and control The learner…
H3PH-IIa-9 Physical
prevention of diseases 1. describes a healthy and
Education and
diseases an unhealthy person
Health 2. Oabel,
Edna C., et. al.
The learner… DepED. 2013.
The learner… consistently pp.418-419
demonstrates an practices healthy
B. Common Childhood Diseases understanding of habits to prevent 1. Pilot School
1. Common diseases the nature of and control MTB_MLE Health
2. General risk factors and the diseases 3. Q2 W1&2 ,
2.1. Heredity prevention of W3&4, W5&6,
2.2. Environment diseases W7&8, W9, W10
2. Music, Art,
2.3. Lifestyle
3. Effects Physical
2. identifies common Education and
H3DD-IIbcd-1
childhood diseases Health 2. Oabel,
Edna C., et. al.
DepED. 2013.
pp.413-416
3.
Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*

The learner… 1. Pilot School
consistently MTB_MLE Health
The learner… practices healthy 3. Q2 W1&2 ,
demonstrates an habits to prevent W3&4, W5&6,
understanding of and control 3. identifies risk factors for W7&8, W9, W10
H3DD-IIbcd-2
the nature of diseases diseases 2. Exploring Science
and the 3. Alsim-
prevention of
Madriaga,Lucita.
diseases
2000. pp.32-34.*

1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
4. discusses the different risk W3&4, W5&6,
factors for diseases H3DD-IIbcd-3 W7&8, W9, W10
2. Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
5. gives an example of health W7&8, W9, W10
H3DD-IIbcd-4 2. Exploring Science
condition under each risk factor
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*

1. Pilot School
MTB_MLE Health
3. Q2 W1&2 ,
W3&4, W5&6,
6. explains the effects of
H3DD-IIbcd-5 W7&8, W9, W10
common diseases 2. Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.32-34.*
C. Preventive Measures for 1. Pilot School
Common Childhood Diseases MTB_MLE Health
1. Proper Hygiene 3. Q2 W1&2 ,
2. Environmental Sanitation W3&4, W5&6,
7. explains measures to prevent H3DD-IIefg-6
3. Building up one’s body W7&8, W9, W10
common diseases 2. Exploring Science
resistance through
healthy lifestyle 3. Alsim-
3.1. Proper Nutrition Madriaga,Lucita.
3.2. Adequate Rest and 2000. pp.32-35.*


Sleep 1. Pilot School
3.3. Regular Physical MTB_MLE Health
Activities 3. Q2 W1&2 ,
4. Specific protection W3&4, W5&6,
through immunization W7&8, W9, W10
5. Regular health and dental 2. Exploring Science
check-up 3. Alsim-
8. explains the importance of
H3DD-IIh-7 Madriaga,Lucita.
proper hygiene and building up
2000. pp.30-32.*
one's body resistance in the 3.
Music, Art,
prevention of diseases
Physical
Education and
Health 2. DepED.
Oabel, Edna C.,
et. al. 2013.
pp.429-434
9. demonstrates good self- 1. Pilot School

management and gooddecision MTB_MLE Health
making-skills to prevent 3. Q2 W1&2 ,
common diseases W3&4, W5&6,
W7&8, W9, W10
2. Music, Art,
Physical
Education and
Health 2. Oabel,
Edna C., et. al.
H3DD-IIij-8 DepED. 2013.
pp.417-421
3. Exploring Science
3. Alsim-
Madriaga,Lucita.
2000. pp.30-34.*


ade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH)

A. Introduction to consumer The learner… The learner… The learner… Pilot School
education and its 1. defines a consumer H3CH-IIIab-1 MTB_MLE Health
components (health demonstrates demonstrates 3. Q4 W4 pp.92
information, products and understanding of critical thinking
services) factors that skills as a wise 2. explain the components of Pilot School
affect the choice consumer consumer health MTB_MLE Health
of health
information and 3. Q1-Q4, Lesson
H3CH-IIIab-2
products Plan in Grade 3,
Q4 W5, W6
B. Factors that influence the 3. identify different factors that Pilot School
choice of goods and services influence the choice of MTB_MLE Health
H3CH-IIIbc-3
1. Personal (interest, goods and services 3. Q4 W8, W7
preference)
2. Economic (budget) 4. discusses the different factors
3. Psychological (emotion) Pilot School
that influence choice
4. Ethical (values) MTB_MLE Health
of goods and services
5. Environmental/Social 3. Q4 W7, W8 ,
H3CH-IIIbc-4
W9,10
(family, peers, media,
trends)
C. Skills of a wise consumer H3CH-IIIde-5 1. Pilot School
1. Budgeting MTB_MLE Health
2. Bargaining (negotiation) 3. Q4 W3 pp.90 ,
3. Data collection (collecting W4
5. describes the skills of a wise
data or learning more consumer 2. Buying Wisely.
about the product A&E. NFE
through literature, etc.) Accreditation and
4. Comparison buying Equivalency
Learning Material.
5. Communication and
DepED. 2001.
assertiveness (writing or
pp.45-46
reporting a complaint

regarding a defective or 1. Pilot School

fraudulent good/service) MTB_MLE Health
The learner… The learner… 3. Q4 W4 2.
Buying Wisely.
6. demonstrates consumer
demonstrates demonstrates A&E. NFE
skills for given simple
understanding of critical thinking H3CH-IIIde-6 Accreditation and
situations
factors that skills as a wise Equivalency
affect the choice consumer Learning Material.
of health DepED. 2001.
information and pp.10-11
products
D. Consumer Rights 7. identifies basic consumer H3CH-IIIfg-7
1. Right to basic needs rights Pilot School
2. Right to safety MTB_MLE Health
3. Q4 W3, W4
3. Right to information

4. Right to choose
5. Right to representation
6. Right to redress 1. Pilot School
8. practices basic consumer rights
7. Right to consumer MTB_MLE Health
when buying H3CH-IIIfg-8
education 3. Q4 W3,W4
8. Right to a healthy
environment
E. Consumer Responsibility
1. Critical awareness (ask 1. Pilot School
questions on the quality, 9. identify consumer
MTB_MLE Health
use and prices of goods responsibilities H3CH-IIIh-9
3. Q4 W1, W2,
and services) W3 , W4
2. Action (assertiveness)
3. Social concern
(awareness on the
impact of consumption Pilot School
on other citizens) 10. discusses consumer MTB_MLE Health
4. Environmental responsibilities H3CH-IIIi-10 3. Q4 W1,W2, W3
awareness (understand , W4
environmental
consequences of

consumption)
5. Solidarity-(organize
together as consumers
to develop strength and
influence to promote
and protect interests)

F. Sources of reliable health
information
1. Government agencies
such as Department of
Health, Department of
Education, Department
of Trade and Industry
2. Health Professionals Pilot School
such as licensed doctor, MTB_MLE Health
dentist, nurse, health, 11. identifies reliable sources of
H3CH-IIIj-11 3. Q4 W5,W6
educator health information
3. Printed materials such
as health books,
pamphlets, brochures,
and magazines
produced by health
professionals or
legitimate health
institutions
Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS)
A. Road safety The learner… The learner… The learner…
1. Road safety practices as
pedestrian demonstrates demonstrates 1. explains road safety H3IS-IVab-19 Pilot School
1.1. Cross safely using the understanding of consistency in practices as a pedestrian MTB_MLE Health
pedestrian lane risks to ensure following safety 3. Q3 W3
(with an road safety and rules to road
accompanying adult in the safety and in the
or cross in groups) community. community.
1.2. Follow road crossing
procedure: Stop,
Look and Listen


1.3. Obey traffic rules and The learner… 2. demonstrates road safety
road signs practices for pedestrian
Pilot School
1.4. Walk facing traffic demonstrates
(best chance to see H3IS-IVab-20 MTB_MLE Health 3. Q3
consistency in
approaching following safety W3
vehicles) rules to road
1.5. Walk on the sidewalk safety and in the
3. explains basic road safety
1.6. Be aware of bikers community.
practices as a passenger
and runners while H3IS-IVcd-21
walking.
2. Road safety as
passenger
2.1. Choosing a safe spot 4. demonstrates road safety
to sit on practices as a passenger
2.2. Using the designated H3IS-IVcd-22
loading and
unloading zones
2.3. Keep all body parts
5. explains the meaning of Pilot School
inside the vehicle
traffic signals and road H3IS-IVe-23 MTB_MLE Health
2.4. Line up properly signs 3. Q3 W1
when entering
boarding vehicle and
allow exiting 6. describes dangerous,
passengers to get off destructive, and disturbing Pilot School
first. road situations that need to MTB_MLE Health 3.
H3IS-IVf-24
2.5. Step down only from be reported to authorities Q3 W4
the vehicle when it
comes to a complete
stop The learner…
2.6. Not running into the
street demonstrates
2.7. Do not distract the understanding of Pilot School
driver 7. displays self-management
risks to ensure H3IS-IVg-25 MTB_MLE Health 3.
skills for road safety.
3. Road hazards and road safety and Q3 W5
accident prevention in the
3.1. Road hazards such community.


as open manhole,
slippery surface, The learner… The learner…
crowded sidewalk,
uneven surface, demonstrates demonstrates
poor lighting understanding of consistency in
3.2. Self-management risks to ensure following safety
skills road safety and rules to road
in the safety and in the
community. community.
B. Community safety 1. Pilot School

1. Hazards in the community MTB_MLE Health
1.1. Natural 3. Q3 W6
hazards(landslide, 2. Science and
8. identifies hazards in the
volcano, earthquake, community H3IS-IVh-26 Health Today 2.
typhoon, tsunami, Teacher’s Manual.
etc.) Apolinario,Nenita.
1.2. Human-caused 1997. pp.137-
hazards (crime and 139.*
violent acts)
2. Safety guidelines Pilot School
2.1. Participate in MTB_MLE Health
family/community 9. follows safety rules to avoid 3. Q3 W6, W7,
disaster drills H3IS-IVi-27 W8
accidents in the community
2.2. Be vigilant (do not
talk to strangers; do

not invite a stranger 1. Pilot School
to the house; do not MTB_MLE Health
accept anything 3. Q3 W9,W10
from a stranger) 2. INTO THE
10. recommends preventive action
2.3. Report to a trusted H3IS-IVj-28 FUTURE: SCIENCE
for a safe community AND HEALTH 2.
adult or authority
any suspicious Teacher’s Manual.
looking person or Estrella, Sonia,
suspicious actions et.al. 1997.

2.4. Use safe routes for pp.125-127.*

walking in the
community
2.5. Know places/people
to go when seeking
help.

GRADE 4

CONTENT CODE LEARNING MATERIALS
STANDARDS STANDARDS COMPETENCY
Grade 4 – NUTRITION – 1ST QUARTER (H4N1)

A. Reading Food Labels The learner... The learner... The learner...
1. Name and Description
of Food 1. understands 1. Understands 1. identifies information
H4N-Ia-22
2. Nutrition Facts the importance of the significance of provided
(nutrition information reading food labels reading and on the food label
panel, ingredients list) in selecting interpreting food
3. Advisory and Warning healthier and label in selecting
2. explains the
Statements safer food healthier and safer
importance of
food
4. Directions for Use and reading food labels
2. understands H4N-Ib-23
Storage in selecting and
the importance of 2. practices purchasing foods to
5. Date Markings
following food daily appropriate eat
(Expiration Date and
safety principles in food safety habits

‘best before’ date) preventing common to prevent 3. demonstrates the
foodborne diseases foodborne disease ability to interpret
Buying Wisely. A&E. NFE Accreditation and
the information H4N-
Equivalency Learning Material. DepED. 2001.
3. understands provided in the food Icde24
pp.11-13
the nature and label
prevention of food
borne diseases 4. analyzes the
nutritional value of
two or more food
products by
H4N-Ifg25
comparing the
information in
their food labels
B. Food Safety Principles 5. describes ways to

keep food clean and Edukasyong Pangkatawan, Kalusugan, at Musika I.
1. Keep clean
safe H4N-Ifg- DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Wash hands properly
26 pp.221222
before preparing and
eating food

3. Separate raw from The learner... The learner... 6. discusses the

cooked foods importance of H4N-Ihi-
4. Cook food thoroughly 1. understands 1. Understands keeping food clean 27
particularly chicken the importance of the significance of and safe to avoid
5. Keep food at safe reading food labels reading and disease
Edukasyong Pangkatawan, Kalusugan, at Musika I.
temperature in selecting interpreting food
healthier and label in selecting DepED. Sr Abejo, Mary Placid Sr. et.al. 1991.
6. Use clean and safe
safer food healthier and safer pp.221-222
water in washing
foods and food
cooking/eating utensils 2. understands
7. Protect food from flies the importance of 2. practices
and pests that can following food daily appropriate
transmit disease safety principles food safety habits

C. Food-borne Diseases in preventing to prevent 7. identifies common
1. Diarrhea common foodborne disease food-borne diseases H4N-Ij-26
2. Typhoid Fever foodborne
3. Dysentery diseases
4. Cholera 8. describes general
3. understands signs and symptoms
5. Amoebiasis
the nature and of food-borne
6. Food poisoning H4N-Ij-27
prevention of food diseases
7. Hepatitis A borne diseases
Grade 4 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS – 2ND QUARTER (H4DD)
A. Communicable diseases The learner… The learner… The learner… Pilot School MTB_MLE Health Grade 3. Q2
1. Characteristics of 1. describes H4DD-IIa- W1&2
Communicable Disease understands the consistently practices communicable 7
2. Germs or Disease nature and personal and diseases
Agents(pathogen) prevention of environmental
2. identifies the
2.1. Bacteria common measures to
various disease H4DD-IIb- Iwasan ang Mikrobyo. A&E. NFE Accreditation
2.2. Virus communicable prevent and control
agents of 9 and Equivalency Learning Material. DepED.
diseases common
2.3. Fungi communicable 1998.
2.4. Parasites communicable diseases pp.6-9
The learner… diseases
3. Elements of the Chain
of Infection

3.2. Disease Agent understands the 3. enumerates the

(pathogen) nature and different elements H4DD-
3.3. Reservoir prevention of in the chain of IIcd-10 Iwasan ang Mikrobyo. A&E. NFE Accreditation
3.4. Portal of Exit common infection and Equivalency Learning Material. DepED. 1998.
3.5. Mode of communicable pp.6-9
diseases
Transmission
3.6. Portal of Entry
3.7. Susceptible Host

4. Transmission of 4. describes how
Communicable communicable H4DD-
diseases(routes for diseases can be IIef-11
spread of infectious transmitted from
diseases) one person to
4.1 direct
another.
transmission
e.g. skin to skin
4.2 indirect
Pilot School MTB_MLE Health Grade 3. Q1 W1&2
transmission such
pp.27
as airborne e.g.
common colds,
influenza,
tuberculosis vector
borne e.g.
malaria, dengue,
rabies,
leptospirosis
B. Common Communicable 5. describes common 1. Headways in Science and Health Today 5.

Diseases communicable H4DD- Apolinario, Nenita 2000. pp.23-29.*
1. by Virus (dengue diseases IIgh-12 2. Headways in Science and Health Today 5.
fever, common colds, Teacher’s Manual. Fallaria, Rebecca, et. al.1999.
influenza, chickenpox, pp.13-14.*
measles, mumps) 3. INTO THE FUTURE: Science and Health 5.
2. by Bacteria ( boil, sty, Teacher’s Manual. Llarinas, Jose. et. al. 1999.
tuberculosis) pp.16-21.*
3. by Fungi


(ringworm,hletes foot, The learner… The learner…
tineaflava“an-an”)
4. by Parasites understands the consistently
4.1 parasitic nature and practices personal
worm(roundworm, prevention of and environmental
tapeworm, hookworm) common measures to
4.2 pediculosis communicable prevent and control
C. Prevention and Control of diseases common 6. demonstrates ways to 1. Pilot School MTB_MLE Health Grade 3. Q2 W1&2
Common Communicable communicable stay healthy and pp.28-29
diseases prevent and control 2. Headways in Science and Health Todays 5.
Diseases (Breaking the Chain H4DD-IIij13
of Infection at respective common Apolinario, Nenita. 2000. pp.31-34.*
points) communicable 3. Headways in Science and Health Today 5.
1. Disease Agent (ex. diseases Teacher’s Manual. Fallaria,Rebecca,et.al.1999.
pp.13-14.*
sterilization,
disinfection)
2. Reservoir (ex. 7. identifies ways to Pilot School MTB_MLE Health Grade 3 Q2 W1&2
environmental break the chain of H4DD-IIij14 pp.28-29
sanitation) infection at
3. Portal of Exit (ex. respective
cough etiquette)
4. Mode of Transmission
(ex. proper hygiene) Pilot School MTB_MLE Health Grade 3. Q2 W1&2
5. Portal of Entry (ex. 8. practices personal H4DDIIij- 1. pp.28-29
habits and 15 Let’s clean the environment . A&E. NFE
protective clothing) 6.
environmental 2. Accreditation and Equivalency Learning Material.
Susceptible Host
sanitation to prevent DepED. 2001. pp.24-26.
(ex.vaccination,
and control common
proper nutrition,
communicable
enough sleep, regular
diseases
exercise)


Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)

A. Uses of Medicines The learner… The learner… The learner… Edukasyong Pangkatawan, Kalusugan, at Musika
1. Protection I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Prevention Demonstrates Practices the 1. Describes uses of pp.286-287
H4S-IIIa-1
3. Cure understanding of proper use of medicines
the proper use of medicines
medicines to
B. Types of Medicines 2. Differentiates Edukasyong Pangkatawan, Kalusugan, at Musika
prevent misuse
1. Over-the-counter and harm to the prescription from I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
(non-prescription) body non-prescription H4S-IIIb-2 pp.288-289
2. Prescription medicines
C. Medicine Misuse and Abuse 3. Describes ways on Edukasyong Pangkatawan, Kalusugan, at Musika
1. Self- Medication how medicines are H4S-IIIcd3 I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
2. Improper use misused and abused pp.290-293
(overdosage, excessive
use)
3. Dependence
4. Addiction
D. Potential Dangers 4. describes the potential H4S-IIIde4

Associated with Medicine dangers associated
Misuse and Abuse with medicine
1. Physical harm such as misuse and abuse
deafness due to
antibiotic misuse
2. Psychological harm
E. Proper Use of Medicines 5. describes the proper Edukasyong Pangkatawan, Kalusugan, at Musika
1. Use under adult use of medicines H4S-IIIfg5 I. DepED. Abejo, Mary Placid Sr. et.al. 1991.
supervision pp.290
2. Read and check labels


3. Consult with physician 6. explains the

4. Follow instructions and The learner… The learner… importance of H4S-IIIij-6
medical prescription reading drug
5. Check expiration date Demonstrates Practices the information and
6. Observe proper storage understanding of proper use of labels, and other Edukasyong Pangkatawan, Kalusugan, at Musika I.
medicines ways to ensure
7. Buy from reliable the proper use of DepED. Abejo, Mary Placid Sr. et.al. 1991. pp.288-289
proper use of
source medicines to
medicines
prevent misuse
and harm to the
body
Grade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER(H1IS)
A. Safety guidelines during The learner… The learner… The learner… 1. Headways in Science and Health Today 5.
disasters and other Apolinario,Nenita. 2000 pp.232-234.*
emergency situations demonstrates practices safety 1. recognizes disasters H4IS-IVa28 2. Science for Daily Use 5. Teacher’s Manual. Tan,
1. Typhoon understanding of measures during or emergency Conchita.2000. pp.102-105.*
2. Storm Surge safety guidelines disasters and situations 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
3. Flood during disasters, emergency Teacher’s Manual. Estrella, Sonia,et.al. 1997
4. Landslide emergency and situations. pp.138-141.*
5. Volcanic eruption other high-risk
situations 2. demonstrates proper 1. Headways in Science and Health Today 5.
6. Earthquake
7. Tsunami response before, H4IS-IVbd- Apolinario,Nenita. 2000 pp.235-237.*
during, and 29 2. Science for Daily Use 5. Teacher’s Manual. Tan,
after a disaster or Conchita. 2000. pp.102-105.*
an emergency 3. INTO THE FUTURE: SCIENCE AND HEALTH 2.
situation Teacher’s Manual. Estrella, Sonia,et.al. 1997
pp.138-141.*

3. relates disaster 1. Headways in Science and Health Today 5.
preparedness and H4IS-IVe30 Apolinario,Nenita. 2000. pp.236-237.*
proper response 2. INTO THE FUTURE: SCIENCE AND HEALTH 2.
during emergency Teacher’s Manual. Estrella, Sonia,et.al. 1997
situations in p.139.*
preserving lives

GRADE 5

Grade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH)

A. Mental, Emotional and Social The learner… The learner… The learner…
Health
1. Characteristics of a Healthy demonstrates practices skills in 1. describes a mentally, H5PH-
Person (mentally, emotionally understanding of managing mental, emotionally and Iab-10
and socially) mental emotional and socially healthy person
emotional, and social health
2. Ways to Develop and Nurture
social health concerns
One’s Mental Health 2. suggests ways to
concerns
3. Ways to Stay Emotionally develop and maintain H5PH-
Healthy one’s mental and Ic11
emotional health
B. Healthy and Unhealthy relationships 3. recognizes signs of Pilot School Health Grade 3. Q1 W9&10
1. Signs of Healthy Relationships healthy and unhealthy H5PH- pp.22-25
(loving family, genuine relationships Id12
friendships)

2. Importance of Healthy 4. explains how healthy
Relationships in Maintaining relationships can H5PH-
positively impact health Pilot School Health Grade 3. Q1 W9&10
Health Ie13
pp.22-25
3. Signs of Unhealthy
Relationships
4. Managing Unhealthy 5. discusses ways of
Relationships managing unhealthy H5PH-If-
Pilot School Health Grade 3. Q1 W9&10
relationships 14
pp.22-25
C. Mental,Emotional and Social Health 6. describes some mental,

Concerns (include ways on how emotional and social H5PH-
these negatively impact one’s health concerns Ig15
health and wellbeing)
1. Social anxiety
2. Mood swings

3. Teasing The learner… The learner… 7. discusses the effects of

4. Bullying, including cyber mental, emotional and H5PH-Ih16
bullying demonstrates practices skills in social health concerns
5. Harassment understanding of managing mental, on one’s health and
6. Emotional and physical abuse mental emotional and wellbeing
emotional, and social health
7. Other stressful- situations
social health concerns
concerns
D. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii- 1. OHSP Health 1 Q1 Module 1 Reading 1
Emotional and Social Health preventing or managing 17 p.6, Module 2 Reading 3 pp.11-17
Concerns teasing, bullying, 2. OHSP Health 1 Q2 pp.17-20
harassment or abuse
1. Practicing life skills

(communication/assertiveness/ 9. identifies appropriate H5PH-Ij18 OHSP Health 1 Q1 Module1 Reading 1
self- resources and people 1. pp.6, Module 2 Reading 3, pp.11-17
management/decisionmaking) who can help in dealing OHSP Health 1 Q2 pp.17-20
2. Finding Resources and Seeking with mental, emotional 2.
Help and social, health
concerns.
Grade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)
A. Changes during Puberty The learner... 1. OHSP Health 1 Q1 Module 2 Reading 1

1. Physical Changes (secondary pp.5-8
sexualcharacteristicssuch as 1. describes the physical, H5GD- 2. Headways in Science and Health Today
hair growth, voice change, emotional and social Iab-1 5. Rebecca Fallaria, et.al. 1999. pp.12.*
breast development, changes during 3. Science for Daily Use 5. Teacher’s
menstruation) puberty Manual. Tan Conchita. 2002. pp.4-7.*
2. Emotional and Social Changes
2. accepts changes as a 1. OHSP Health 1 Q1 Module 2 Reading 1
normal part of growth H5GD- pp.5-8
and development Iab-2 2. Headways in Science and Health Today
5. Rebecca Fallaria, et.al. 1999. pp.12.*
3. Science and Health for better Life 5.
IMDC-DepED.PRODED. Bracia,Norma,
et.al. 1992. pp.51
4. INTO THE FUTURE: SCIENCE AND

HEALTH 5. Teacher’s Manual.

Llarinas,Jose. et.al. 1999. pp.6-9.*

B. Puberty-related Health Myths and 3. describes common
Misconceptions misconceptions related H5GD-
on puberty Icd-3
1. On Menstruation
1.1. not taking a bath
1.2. not carrying heavy loads
1.3. avoiding sour and salty
food
1.4. no physical activities
1.5. use of menarche for facial 4. assesses the issues in OHSP Health 1 Q1 Module 2 Reading 2
wash terms of scientific basis and H5GD- pp.9-11
probable effects on health Icd-4
2. On Nocturnal Emissions
2.1. not related to 1.
preoccupation with sexual
thought
3. On Circumcision
3.1 at the appropriate
maturational stage
C. Puberty-related Health Issues and 5. describes the common 1. OHSP Health 1 Q1 Module 2 Reading 2
Concerns health issues and H5GD- pp.9-11
concerns during Ief-5 2. Headways in Science and Health Todays 5.
1. Nutritional issues puberty Fallaria, Rebecca, et.al. 1999. pp.12-13
2. Mood swings
3. Body odor 6. accepts that most of OHSP Health 1 Q1 Module 2 Reading 2
4. Oral health concerns these concerns are H5GD- 1. pp.10
5. Pimples/Acne normal consequence Ief-6 Headways in Science and Health Todays 5.
6. Poor Posture of bodily changes 2. Fallaria, Rebecca, et.al. 1999. pp.12-13.*
during puberty but
7. Menstruation-related Concerns
one can learn to
(Pre-menstrual Syndrome,
manage them


Dysmenorrhea, and other 7. demonstrates empathy OHSP Health 1 Q1 Module 2 Reading 2
abnormal conditions) for persons H5GD- 1. pp.10
8. Early and Unwanted Pregnancy undergoing these Igh-7
9. Sexual Harassment concerns and
problems
8. discusses the negative
health impact and H5GD-
ways of preventing Igh-8
major issues such as
early and unwanted
pregnancy
D. Self -care and Management of 9. demonstrates ways to 1. OHSP Health 1 Q1 Module 2 Reading 2
Puberty-related Health Issues and manage pubertyrelated H5GD-Ii-9 pp.9-11
Concerns health issues and 2. Headways in Science and Health Todays
concerns 5. Fallaria, Rebecca, et.al. 1999. pp.1213.*
1. Self-management
Skills/Responsibility for 10. practices proper 1. OHSP Health 1 Q1 Module 2 Reading 2
personal health(proper diet, selfcare procedures H5GD-Ii- pp.9-11
proper hygiene, oral care, care 10 2. Headways in Science and Health Todays 5.
during Fallaria, Rebecca, et.al. 1999. pp.12-13.*
menstruation/circumcision,
breast self-examination) 11. discusses the
2. Seeking the Advice of importance of seeking H5GD-Ii-
Professionals/Trusted and the advice of 11
Reliable Adults professionals/ trusted
and reliable adults in
managing
pubertyrelated health
issues and concerns


E. Sex and Gender 12. differentiates sex H5GD-Ij-

from gender 12
1. Sex (male, female or intersex)
2. Gender Identity (girl/woman, 13. identifies factors that H5GD-Ij- Edukasyong Pangkatawan, Kalusugan at
boy/man or transgender) influence gender 13 Musika I. DepED. Abejo,Mary Placid Sr.
3. Gender Roles (masculine, identity and gender et.al.
feminine, androgynous) 1994. pp.130-132
roles
4. Factors that Influence Gender
Identity and Gender Roles
14. discusses how family, H5GD-Ij- Edukasyong Pangkatawan, Kalusugan at
media, religion, school 14 Musika I. DepED.Abejo,Mary Placid Sr.
and society in general et.al.
reinforce gender 1994. pp.130-132,134
roles
15. gives examples of H5GD-Ij-
how male and female 15
gender roles are
changing
Grade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)

A. Nature of Gateway Drugs The learner… The learner… The learner… Droga: Maling gamit, Masamang Epekto.
1. Caffeine (products with A&E. NFE Accreditation and Equivalency
caffeine include coffee, tea and understands the demonstrates the 1. explains the concept of H5SU- Learning Material. DepED. 1998. pp.4
cola drinks) nature and ability to protect gateway drugs IIIa-7
2. Tobacco effects of the one’s health by
3. Alcohol use and abuse
refusing to use or
of caffeine,
tobacco and abuse gateway 2. identifies products with
alcohol drugs. caffeine H5SU-
IIIb-8

3. discusses the nature of Droga: Maling gamit, Masamang epekto.
caffeine, nicotine and H5SU- A&E. NFE Accreditation and Equivalency
alcohol use and abuse IIIc-9 Learning Material. DepED
DepED 1998. pp.9-12
B. Effects of Gateway Drugs 4. describes the general Droga: Maling gamit, Masamang epekto.
1. Caffeine effects of the use and H5SUIIIde- A&E. NFE Accreditation and Equivalency
2. Tobacco abuse of caffeine, 10 Learning Material. DepED. 1998. pp.9-15

3. Alcohol The learner… The learner… tobacco and alcohol
C. Impact of the Use and Abuse of understands the demonstrates the 5. analyzes how the use Mga Nakalululong at Mapanganib na
nature and ability to protect and abuse of caffeine, Droga. A&E. NFE Accreditation and
Gateway Drugs H5SU-
effects of the one’s health by tobacco and alcohol Equivalency Learning Material. DepED.
1. Individual IIIfg-11
use and abuse refusing to use or can negatively impact 2001. pp.22-23,30-31
2. Family of caffeine, abuse gateway the health of the
3. Community tobacco and
drugs. individual, the family
alcohol
and the community
D. Prevention and Control of Use and 6. demonstrates life skills in 1. Addictive & Dangerous Drugs. A&E. NFE
Abuse of Gateway Drugs keeping healthy H5SU- Accreditation and Equivalency Learning
through the non-use of IIIh-12 Material. DepED. 2001. pp.20-23
1. Development of Life Skills
gateway drugs 2. Mga Nakalululong at Mapanganib na Droga.
(resistance, decision-making,
DepED. 2001. pp.24-25
communication, assertiveness) 2.
Observance of Policies and Laws
such as school policies and national 7. follows school policies
law (RA 9211 or the Tobacco and national laws H5SU-
Addictive and Dangerous Drugs. A&E. NFE
Regulation Act of related to the sale and IIIij-13
use of tobacco and Accreditation and Equivalency Learning
2003)
alcohol Material. DepED. 2001. pp.19
Grade 5 – INJURY, SAFETY AND FIRST AID – 4TH QUARTER (H6PH)

A. Nature and Objectives of The learner… The learner… The learner… Science and Health for a better Life 5.
First Aid IMDC-DepED.PRODED. Bracia,
1. prolong life demonstrates practices 1. explains the nature and H5IS-IVa- Norma,et.al.1992 . pp.32-34
understanding of appropriate first objectives of first aid 34
2. alleviate suffering/lessen pain
basic first aid aid principles and
3. prevent further injury principles and procedures for
B. First aid principles procedures for common injuries 2. discusses basic first aid Science and Health for a better Life 5.
1. Ensure that it is safe to common injuries principles H5IS- IMDC-DepED.PRODED. Bracia,
intervene IVb35 Norma,et.al.1992 . pp.32-34
2. First aider’s safety first
3. Conduct initial assessment
4. Take immediate action. First
things first.
5. Get help.

GRADE 6

Grade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH)

A. Personal Health -Issues and The learner… The learner… The learner… 1. OHSP Health 1 Q1 Module 1, Reading 2
Concerns 2. OHSP Health 1 Q2 Module 1 pp.10-13
1. height and weight(stunted Demonstrates practices 1. describes personal 3. Edukasyong Pangkatawan, kalusugan, at
growth, underweight, understanding of selfmanagement health issues and Musika I. DepED. Abejo, Mary Placid Sr.
overweight, obesity) personal health skills to prevent concerns et.al. 1991.pp.46-52, 69-76
2. hearing (impacted cerumen, issues and
and control
swimmer’s ear, otitis media) concerns and the
importance of personal health
3. vision
health appraisal issues and
4. (astigmatism, myopia,
procedures and concerns
hyperopia,xerophthalmia,
strabismus) community H6PH-
resources in
5. skin, hair andand nail Iab-18
preventing or
6. (sunburn, dandruff ,corns, managing them
blisters and calluses, ingrown
toenails)
7. posture and spine disorders
(scoliosis, lordosis, kyphosis)
8. oral/dental problems (cavities,
gingivitis, periodontitis,
malocclusion,
halitosis)
B. Prevention and Management of 2. demonstrates self- 1. Science and Health for the Better Life 5.
Personal Health Issues and management skills IMDC-DepED.PRODED. Abracia,
Concerns Norma,et.al.1995. pp.49
1. Developing Self-management 2. Edukasyong Pangkatawan,Kalusugan,at
Skills H6PH- Musika I. DepED. Abejo, Mary Placid Sr. et.
(proper nutrition, proper Iab-19 al. 1991. pp.62-64;72-80
hygiene, regular physical
activity, enough rest and
sleep, good posture, oral
care)


2. Undergoing Health Appraisal The learner… The learner… 1. OHSP Health 1Q1 Module 1 Reading 2 pp.
Procedures (height and weight 12-13
3. discusses health
measurement, breast Demonstrates practices H6PH-Ic20 2. Edukasyong Pangkatawan,Kalusugan,at
appraisal procedures
selfexamination for girls, understanding of selfmanagement Musika I. DepED. Abejo, Mary Placid Sr. et.
hearing test, vision screening, during puberty
personal health skills to prevent al. 1991. pp.49-50;54-59;69-71.
scoliosis test and health and issues and
dental examinations) and control
concerns and the 1. OHSP Health 1Q1 Module 1 Reading 2 pp.
3. Utilizing School and importance of personal health
4. explains the importance H6PH-Idf- 8-9 Screening test
Community Health Resources health appraisal issues and
of undergoing health 21 2. Edukasyong Pangkatawan,Kalusugan,at
3.1. Medical Professionals / procedures and concerns appraisal procedures Musika I. DepED. Abejo, Mary Placid Sr. et.
Practitioners (doctor, dentist, community
al. 1991. pp.49-50;54-59;69-71.
nurse) resources in
3.2. Health Facilities preventing or
managing them 1. OHSP Health 1Q1 Module 1 Reading 2
3.3. School Clinic 5. regularly undergoes
H6PH-Idf- 2. Edukasyong Pangkatawan,Kalusugan,at
3.4. Barangay Health health appraisal
22 Musika I. DepED Abejo, Mary Placid Sr. et.
Station/Rural Health Unit procedures
al. 1991. pp.49-50;54-59;69-71.
6. identifies community H6PH-

health resources and Igh-23
facilities that may be 1. OHSP Health 1Q1 Module 1 Reading 2 pp. 12
utilized to address a 2. Project Ease Module 1 Lesson 3 pp. 10
variety of personal
health issues and
concerns
1. OHSP Health 1Q1 Module 1 Reading 2 pp.
12
7. avails of health services 2. OSHP Health 1Q4 pp.14
H6PH-
in the school and in 3. Edukasyong Pangkatawan,Kalusugan,at
Igh-24
the community Musika I. DepED. Abejo, Mary Placid Sr.
et. al. 1991. pp.53


8. promotes the use of H6PH-

health resources and Igh-25 OHSP Health 1Q1 Module 1 Reading 2 MY
facilities in the school HEALTH PLAN OF ACTION pp. 14-15
and in the
community
Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH)

A. Healthy School and Community The learner… The learner… The learner…
Environments
1. Characteristics understands the demonstrates
1.1. physical environment (safe, importance of practices for 1. describes healthy school H6CMH-
clean, with good air and keeping the building and and community IIa-1
water quality, aesthetically school and environments
maintaining
pleasing, with flexible community
environments healthy school
spaces)
healthy. and community
1.2. psychosocial environment
(warm atmosphere, environments
healthy interpersonal
relations, free from abuse
2. explains the effect of
and discrimination)
living in a healthful H6CMH-
2. Ways of Building and Maintaining school and IIb-2
Healthy School community
and Community Environments
3. demonstrates ways
to build and keep
school and
community
environments 1. EASE Health ED II Module 1 Lesson 2 pp.5
healthy H6CMH-
2. Enjoy Life with P.E and Health II. Darilag
IIc-d-3
Agripino, et.al. 2012. pp.176.*


B. Keeping Homes, Schools and The learner… The learner… 1. EASE Health ED II Module 1, Lesson 3
Communities Healthy through pp.7,6-10
Proper Waste Management understands the demonstrates 2. Let’s clean up the environment. A&E. NFE
1. Identification and Separation of importance of practices for H6CMH- Accreditation and Equivalency Learning
4. identifies different
Waste keeping the building and IIe-4 Material. DepED. 2001. pp.18
school and wastes 3. Edukasyong Pangkatawan, Kalusugan, at
maintaining
1.1 Biodegradable community Musika IV. Sacdalan, Guinevere, et.al.
environments healthy school
1.1.1 paper 1999. pp.130-131*
healthy. and community
1.1.2 kitchen waste EASE Health II Module 1, Lesson 3 pp.6-10
1.1.3 yard cuttings- environments
Edukasyong Pangkatawan, Kalusugan, at
Musika IV. Sacdalan, Guinevere, et.al. 1999.
1.2 Non-biodegradable pp.130-131*
1.2.1 plastics 1.
H6CMH-
1.2.2 styrofoam 5. classifies different 2.
IIe-5
1.2.3 glass types of wastes
1.2.4 cans
1.3 Hazardous waste
1.3.1 chemicals
1.3.2 used batteries
1.3.3 expired medicines
2. Proper Waste Management 6. Describes proper 1. EASE Health II Module 1, Lesson 3 pp.6-10
ways of waste H6CMH- 2. Enjoy Life with P.E and Health II.
2.1 Waste Reduction (reuse) 2.2 disposal IIf-6 Darilag,Agripino,et.al.2012.pp.172-175.*
Waste Storage (separation of
biodegradable from
nonbiodegradable, tight-fitting 7. identifies things that
storage containers) can be recycled in
H6CMH-
2.3 Waste Disposal school and in the 1. EASE Health II Module 1, Lesson 3 pp.6-10
IIg-7
community

(composting, recycling, proper 8. practices proper waste 1.
disposal of hazardous waste) management at home, 2.
H6CMH- EASE Health II Module 1, Lesson 3 pp. 6-10
in school, and in the IIh-8 Enjoy Life with P.E and Health II.
community Darilag,Agripino,et.a;.2012. p.176.*

The learner… 1.
The learner…
2.
understands the demonstrates
importance of practices for
keeping the 9. advocates EASE Health II Module 1, Lesson 3 pp. 610
building and H6CMH-
school and environmental protection Let’s clean up the Environment. A&E. NFE
maintaining IIij-9
community through proper waste Accreditation and Equivalency Learning
healthy school management Material. DepED. 2001 pp.21-26
environments
and community
healthy.
environments
Grade 6 – ENVIRONMENTAL HEALTH – 3RD QUARTER (H6EH)
A. Diseases and Disorders caused by The learner… The learner… The learner… 1. EASE Health ED III Module 6 Lesson 2
Poor Environmental Sanitation ASTHMA 8-9
1. Respiratory Diseases demonstrates consistently 2. EASE Health ED II Module 1 Lesson 2
2. Skin Diseases understanding of practices ways 1. describes diseases and 3. Let’s clean up the Environment. A&E. NFE
3. Gastrointestinal Diseases the health to maintain a disorders caused by H6EH- Accreditation and Equivalency Learning
4. Neurological Impairment (lead implications of healthy poor environmental IIIa-1 Material. DepED. 2001. pp.15
poor environment sanitation
and mercury poisoning)
environmental
sanitation

2. explains how poor 1.
environmental 2. EASE Health ED II Module 1 Lesson 2 pp.4
sanitation can H6EH- Wanted: Clean and Fresh Air. A&E. NFE
negatively impact IIIb-2 Accreditation and Equivalency Learning
the health of an Material. DepED. 2001.pp.15-16
individual
B. Environmental Sanitation 3. discusses ways to 1. EASE Health ED II Module 2 Lesson 1 & 2
1. Clean water: access to potable keep water and air 2. Science and Health for better Life 5. IMDC-
H6EH-
water, making water safer clean and safe DepED.PRODED. Abracia, Norma,
IIIc-3
2. Clean air: prevention of air et.al.1992. pp.125-126
pollution, tobacco control, anti-

smoke belching drives The learner… The learner… 4. explains the effect of 1. EASE Health ED II Module 2 Lesson 3
3. Control of noise pollution Control a noisy environment pp.11
of pests and rodents demonstrates consistently H6EH- 2. Edukasyong Pangkatawan, Kalusugan at
understanding of practices ways IIId-4 Musika IV. Sacdalan, Guinerve,et.al.1999.
the health to maintain a pp.155-157.*
implications of healthy
poor environment 5. suggests ways to
Edukasyong Pangkatawan, Kalusugan at
environmental control/manage H6EH-
Musika IV. Sacdalan, Guinerve,et.al.1999.
sanitation noise pollution IIIe-5
pp.157.*
6. practices ways to EASE Health ED II Module 2 Lesson 3

control/manage H6EH- ACTIVITY 8 pp.12
noise pollution IIIfg-6
7. explains the effect of 1. Project EASE Module 1 Lesson1 pp.3

pests and rodents to H6EH- 2. Edukasyong Pangkatawan, Kalusugan at
ones health IIIhi-7 Musika IV. Sacdalan, Guinerve,et.al.1999.
pp.173-174.*

8. identifies some 1. Project EASE Module 1 Lesson1 pp.3-4
common diseases 2. Edukasyong Pangkatawan, Kalusugan at
H6EH-
caused by pests and Musika IV. Sacdalan, Guinerve,et.al.1999.
IIIhi-8 pp.174-176.*
rodents
9. practice ways to 1.
prevent and control
pests and rodents 2.
Project EASE Module 1 Lesson1 pp.3 ,
Lesoon2 pp.8
H6EH-
IIIj-9
Musika IV. Sacdalan, Guinerve,et.al.1999.
pp.175-176.*

Grade 6 – CONSUMER HEALTH – 4TH QUARTER (H6CH)
A. Importance of Consumer Health The learner… The learner… The learner… Buying Wisely. A&E. NFE Accreditation and
1. Wise and informed decision in Equivalency Learning Material. DepED.
purchasing products or availing understands the consistently 1. explains the 2001. pp.8-9
services concepts and demonstrates importance of
2. Protection from fraud and principles of critical thinking consumer health
H6CH-
malpractice selecting and skills in the
using consumer IVa-13
3. Ability to differentiate valid selection of
health information from myths health products. health products.
and misconceptions

B. Components of Consumer health 1. enumerates the Pilot School MTB-MLE Health Q4 W5 & W6
1. Health information ( sources components of Edukasyong Pangkatawan, Kalusugan at
include books, print ads, radio, consumer health 1. Musika III. Adriano,Celia,,et.al.1999.
television , internet) 2. pp.188-189.*
H6CH-
2. Health products IVbc-14
(pharmaceutical, cleaning
agents, food, personal care
products)
3. Health services (health
professionals, health units, 2. describes the different 1.
health care plans and components of Pilot School MTB-MLE Health 3. Q4 W5 &
programs) consumer health 2. W6
H6CH-
IVcd-15
Musika III. Adriano,Celia,,et.al.1999.
pp.190-191.*
C. Medicines as Health Products : 3. differentiates over-

H6CH-
Types and Uses the- counter from
IVcd-16
1. Over the Counter (such as prescription
antacid, analgesic, antipyretic, medicines
antidiarrheal, laxative, and 4. gives example of over
decongestant) the counter and H6CH-
2. Prescription (such as antibiotic, prescription IVe-17
antidepressant, and medicines

antihypertensive) The learner… The learner… 5. explains the uses of Pilot School MTB_MLE Health TG Q4 W9
some over the pp.103-105
understands the consistently counter and
concepts and demonstrates prescription H6CH-
principles of critical thinking medicines IVf-18
selecting and skills in the
using consumer selection of
health products. health products.

D. Evaluating Health Products 1. Pilot School MTB_MLE Health TG Q4 W9
1. Ask questions (What is the 6. identifies the common H6CH- pp.103-105
motive of the ad? What is propaganda IVg-19 2. Edukasyong Pangkatawan, Kalusugan at
misleading about the ad?) Musika III. Adriano,Celia,,et.al.1999.
techniques used in
2. Identify the propaganda pp.191-192
advertising
techniques used (testimonial, 3. Project EASE Module 1 Lesson1 pp.3-4
reward, bandwagon, scientific,
novelty, humor, fear, plain 1. Pilot School MTB_MLE Health TG Q4 W9
folks, snob, glittering pp.103-105
7. Identifies the common
generality, slogan, false image, 2. Edukasyong Pangkatawan, Kalusugan at
propaganda H6CH-
and others) Musika III. Adriano,Celia,,et.al.1999.
techniques used in IVg-20
3. Read packaging and label pp.191-192.*
advertising
3. Project EASE Module 1 Lesson1 pp.3-4
1.
8. analyzes packaging Buying Wisely. A&E. NFE Accreditation and
H6CH-
and labels of health Equivalency Learning Material. DepED.
IVh-21
products 2001. pp.8-9


GRADE 7
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 7 - GROWTH AND DEVELOPMENT – 1st Quarter (H7GD)

The learner… The learner… The learner…
A. Holistic health H7GD-
demonstrates appropriately 1. discusses the concept of
Ia12
understanding of manages concerns holistic health
holistic health and and challenges
its management during adolescence 2. explains the dimensions of
of health to achieve holistic holistic health (physical,
concerns, the health.
mental/ intellectual,
growth and
emotional, social, and H7GD-Ib- OHSP in Health 1Q1 Module 1 pp.5-6
development of
moralspiritual); 13
adolescents and
how to manage
its challenges.
3. analyzes the interplay
among the health
dimensions in developing H7GD-Ib-
holistic health; 14
4. practices health habits to

H7GD-
achieve holistic health;
Ic15
B. Stages of growth and 5. describes developmental Edukasyong Pangkatawan, Kalusugan at Musika

development milestones as one grow H7GD-Ide- I.
(infancy to old age) 16 DepED. Abejo, Mary Placid Sr. et.al.1994.
pp.120123

C. Changes in the health 6. recognizes that changes in
dimensions during Edukasyong Pangkatawan, Kalusugan at Musika
different health
adolescence H7GD-Ide- I.
dimensions are normal
17 DepEd. Abejo,Mary Placid Sr. et.al.1994.
during adolescence;
pp.120123
7. describes changes in 1. OHSP in Health 1Q1 Module 2 pp.9-10

different aspects of H7GD-Id- 2. Edukasyong Pangkatawan, Kalusugan at
CONTENT PERFORMANCE
STANDARDS STANDARDS
growth that happen to e-18 Musika I. DepEd. Abejo,Mary Placid

C. Changes in the health The learner… The learner… boys and girls during Sr.et.al.1994. pp.120-123
dimensions during adolescence;
adolescence demonstrates appropriately
understanding of manages concerns 8. recognizes that changes in 1. OHSP in Health 1Q1 Module 2 pp.5-7
holistic health and and challenges
different dimensions are 2. Edukasyong Pangkatawan, Kalusugan at
its management during adolescence H7GD-Ifh-
normal during Musika I. Sr.Mary Placid Abejo,et.al.1994.
of health to achieve holistic 19
adolescence’ pp.120-123
concerns, the health.
growth and
development of 9. explains that the pattern of
adolescents and change during adolescence
how to manage is similar but the pace of Edukasyong Pangkatawan, Kalusugan at Musika
its challenges. H7GD-Ifh-
growth and development I. DepEd. Abejo,Mary Placid Sr. et.al.1994.
20
is unique for each pp.120-123
adolescent;

D. Management of health
concerns during
adolescence
(poor eating habits, lack of
10. identifies health concerns Edukasyong Pangkatawan, Kalusugan at Musika
sleep, lack of physical H7GD-Iij-
during adolescence I. DepED. Abejo Mary Placid Sr. et.al.1994.
activity, dental problems, 21
pp.62-66,69,76
body odor, postural
problems, as well as other
problems in other health
dimensions)
E. Health appraisal procedures Edukasyong Pangkatawan, Kalusugan at Musika
(height and weight 11. explains the proper health H7GD-Iij- I. DepED. Abejo, Mary Placid Sr. et.al.1994.
measurement, breast appraisal procedures 22 pp.48-50,54-59,69-71,76
selfexamination for girls,
hearing test, vision 12. demonstrates health
screening, scoliosis test, appraisal procedures during Edukasyong Pangkatawan, Kalusugan at Musika
H7GD-Iij-
health exam, and dental adolescence in order to I. DepED. Abejo, Mary Placid Sr. et.al.1994.
23
exam) achieve holistic health pp.48-50,54-59,69-71,76
CONTENT PERFORMANCE
STANDARDS STANDARDS
13. avails of health services in

H7GD-Iij-
the school and community in
24
order to appraise one’s health;
F. Development of 14. applies coping skills in
selfawareness and coping dealing with health H7GD-Iij-
skills concerns during 25
adolescence
GRADE 7 – NUTRITION – 2nd Quarter (H7N)
The learner The learner The learner
A. Nutrition during adolescence OHSP Health 1 Q3 pp.37-50
demonstrates makes informed 1. identifies the right foods H7N-IIa20
B. Nutritional guidelines understanding of decisions in the during adolescence

nutrition for a choice of food to
healthy life during eat during
adolescence adolescence
2. follows the OHSP in Health 1 Q3 pp.29

appropriate nutritional
guidelines for
adolescents for
healthful eating
2.1 explains the need
to select food
based on the
nutritional needs
during H7N-IIbc-
adolescence 2.2 21
follows the Food
Pyramid guide for
adolescents and
nutritional
guidelines for
Filipinos in choosing
foods to eat
CONTENT PERFORMANCE
STANDARDS STANDARDS
C. Nutrition problems of 3. identifies the nutritional

H7N-IIdf-
adolescents The learner The learner problems of adolescents
22

1. Malnutrition and demonstrates makes informed
micronutrient understanding of decisions in the 4. describes the
deficiencies nutrition for a choice of food to characteristics, signs and
H7N-IIdf-
2. Eating disorders healthy life during eat during symptoms of malnutrition
23
2.1 Anorexia nervosa adolescence adolescence and micronutrient
2.2 Bulimia deficiencies
2.3 Compulsive eating
disorder
5. discusses ways of
preventing and
H7N-IIdf-
controlling malnutrition
24
and micronutrient
deficiencies
6. explains the OHSP in Health 1Q3 pp.61-62

characteristics, signs H7N-IIdf-
and symptoms of eating 25
disorders
7. discusses ways of OHSP in Health 1Q3 pp.62-63

H7N-IIdf-
preventing and controlling
26
eating disorders
D. Decision-making skills
8. applies decision-making
and critical thinking
H7N-IIgh-
skills to prevent
27
nutritional problems of
adolescents
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 7 – PERSONAL HEALTH – 3rd Quarter (H7PH)

A. Mental Health The learner The learner 1. explains the factors that H7PH- 1. Edukasyong Pangkatawan, Kalusugan, at
(An Introduction) affect the promotion of IIIa-b-28 Musika III. Adriano,Celia,et.al. 1999.
demonstrates consistently good mental health pp.142-147.*
understanding of demonstrates skills
mental health as that promote
a dimension of mental health
holistic health for
a healthy life
B. Understanding stress 2. explains that stress is H7PH- Understanding Stress. A&E. NFE
1. Eustress normal and inevitable IIIa-b-29 Accreditation and Equivalency Learning
2. Distress Material. DepED.2001. pp.6,21.
3. differentiates eustress H7PH- Stres,Stress,Stress. A&E. NFE Accreditation
from distress IIIa-b-30 and Equivalency Learning Material.
DepED.2001.pp.9.
4. identifies situations that H7PH- 1. Understanding Stress. A&E. NFE

cause feelings of anxiety IIIa-b-31 Accreditation and Equivalency Learning
or stress Material. DepED.2001. pp.6,21.
2. Pag-unawa sa Stress. A&E. NFE
Accreditation and Equivalency Learning
Material. DepED.2001. pp.4-5.
3. Kaguluhan at Stress, Paghandaan natin.
A&E. NFE Accreditation and Equivalency
Learning Material. DepED. 2001.pp.18-22.
C. Common areas of stressor 5. identifies the common H7PH- 1. Pag-unawa sa Stress. A&E. NFE
that affects adolescents stressors that affect IIIc-32 Accreditation and Equivalency Learning
(peer, family, school, adolescents Material. DepED.2001. pp.8-10.
community) 2. Understanding Stress. A&E. NFE

CONTENT PERFORMANCE
STANDARDS STANDARDS
The learner The learner 6. identifies physical H7PH- 1. Pag-unawa sa Stress. A&E. NFE
responses of the body to IIIc-33 Accreditation and Equivalency Learning
demonstrates consistently stress Material. DepED.2001. pp.15-18.
understanding of demonstrates skills 2. Kaguluhan at Stress, Paghandaan natin.
mental health as that promote A&E. NFE Accreditation and Equivalency
a dimension of mental health Learning Material. DepED. 2001.pp.18-22.
holistic health for 3. Pagharap sa Stress. A&E. NFE Accreditation
a healthy life and Equivalency Learning Material. DepED.
2001.p.8.
4. Understanding Stress. A&E. NFE
D. Coping with stress 7. identifies people who can H7PH- 1. Understanding Stress. A&E. NFE
provide support in IIIc-34 Accreditation and Equivalency Learning
stressful situations Material. DepED. 2001. pp.22.
2. Pag-unawa sa Stress. A&E. NFE
Material. DepED.2001. pp.22.
8. differentiates healthful H7PH- 1. Stress,Stress,Stress. A&E. NFE Accreditation

from unhealthful IIId-e-35 and Equivalency Learning Material.
strategies in coping with DepED.2001. pp.20-21.
stress

9. demonstrates various H7PH- 1. Pag-unawa sa Stress. A&E. NFE
stress management IIId-e-36 Accreditation and Equivalency Learning
techniques that one can Material. DepED.2001. pp.22-25.
use every day in dealing 2. Understanding Stress. A&E. NFE
with stress Accreditation and Equivalency Learning
Material. DepED. 2001. pp.22.
3. Pagharap sa Stress. A&E. NFE Accreditation
and Equivalency Learning Material. DepED.
2001. pp.29-33.
CONTENT PERFORMANCE
STANDARDS STANDARDS
Coping with Dying and The learner The learner 10. explains the importance H7PH-
Death of grieving IIId-e-37
demonstrates consistently
understanding of demonstrates skills 11. demonstrates coping H7PH- Edukasyong Pangkatawan, Kalusugan, at
mental health as that promote skills in managing loss IIId-e-38 Musika III. Adriano,Celia,et.al. 1999.
a dimension of mental health and grief pp.148-153,163-164.*
holistic health for
a healthy life
E. Types and Management of 12. recognizes triggers and H7PH-
Common Mental Disorders warning signs of IIIf-h-39
1. Identifying triggers common mental
and warning signs disorders
2. Prevention coping and
treatment

3. Mood disorders, H7PH- Edukasyong Pangkatawan, Kalusugan, at
bipolar, schizophrenic, 13. discusses the types, sign, IIIf-h-40 Musika III. Adriano,Celia,et.al. 1999.
Obsessive Compulsive symptoms, and pp.148-153.*
Disorder (OCD), prevention, treatment
Obsessive Compulsive and professional care in
Personality Disorder) managing common
(OCPD), post-traumatic mental health disorders
GRADE 7 – PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) – 4th Quarter (H7DD)
The learner The learner 1. discusses the nature of EASE Health Education III Module 6.
A. Introduction to non-communicable
H7DD-IVa24
noncommunicable diseases demonstrates consistently diseases
(NCDs) understanding of demonstrates
non-communicable personal
2. explains 1. EASE Health Education III Module 6.
B. Common noncommunicable diseases for a responsibility and
noncommunicable 2. Ang Respiratory System. A&E. NFE
diseases healthy life healthful
diseases based on Accreditation and Equivalency Learning
1. Allergy practices in the
prevention and cause and effect, signs H7DD-IVbd- Material. DepED. 2001. pp.18-21.
2. Asthma
control of and symptoms, risk 25
3. Cardiovascular diseases
noncommunicable factors and protective
4. Cancer
diseases factors and possible
5. Diabetes
complications
6. Arthritis
7. Renal failure 3. corrects myth and
fallacies about
H7DD-IVe26
noncommunicable
diseases

C. Prevention and control of 1. EASE Health Education III Module 6.
non-communicable disease 4. practices ways to prevent 2. Ang Respiratory System. A&E. NFE
and control non- H7DD-IVf27 Accreditation and Equivalency Learning
communicable diseases Material. DepED. 2001. pp.18-21.
D. Self-monitoring skills to 1. EASE Health Education III Module 6.

prevent non-communicable 2. Ang Respiratory System. A&E. NFE
diseases (physical 5. demonstrates Accreditation and Equivalency Learning
activities/regular exercise, selfmonitoring to Material. DepED. 2001. pp.25-26.
H7DD-IVgh-
healthy eating, not prevent non-
28
smoking, weight communicable
management, routine diseases
medical check-up, stress
management)
E. Programs and policies on non- 6. promotes programs and 1. EASE Health Education III Module 6.
communicable disease policies to prevent and H7DD-IVgh- 2. Ang Respiratory System. A&E. NFE
prevention and control control 29 Accreditation and Equivalency Learning
noncommunicable and Material. DepED. 2001. pp.25-26.
lifestyle diseases
F. Agencies responsible for non- 7. identifies agencies
communicable disease responsible for H7DD-IVgh- EASE Health Education III Module 6 pp.13.
prevention and control noncommunicable 30
disease prevention
and control
GRADE 8
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 8 – FAMILY HEALTH I – 1st Quarter (H8FH)

A. Gender and Human The learner The learner
Sexuality (Correlate with 1. Reproductive Health . A&E. NFE
Values Education; demonstrates appropriately Accreditation and Equivalency Learning
1. identifies basic terms in
coordinate with understanding of manages Material. DepED. 2001. pp.4-8.
sexuality (sex, sexuality, H8FH-Ia-16
Guidance Counselor) human sexuality sexuallyrelated 2. A Guidance Manual On the Growing
gender, etc.)
and managing issues through Filipino Adolescent III. DepED. 1995.
sexuality related responsible and pp.88-93.
issues for a healthy informed
life decisions
1. Reproductive Health . A&E. NFE
2. discusses sexuality as an
important component of H8FH-Ia-17
2. A Guidance Manual On the Growing
one’s personality
Filipino Adolescent III. DepED. 1995.
pp.88-93.
3. explains the dimensions of A Guidance Manual On the Growing Filipino

H8FH-Ia-18
human sexuality Adolescent III. DepED. 1995. pp.88-93.
4. analyzes the factors that A Guidance Manual On the Growing Filipino

affect one’s attitudes and Adolescent III. DepED. 1995. pp.94-95.
practices related to H8FH-Ib-19
sexuality and sexual
behaviors
5. assesses personal health

attitudes that may H8FH-Ic-d-20
influence sexual
behaviour
CONTENT PERFORMANCE
STANDARDS STANDARDS

6. relates the importance of
H8FH-Ic-d-21
The learner The learner sexuality to family health
B. Teenage concerns 7. identifies the different
• Identity crisis demonstrates appropriately 1. Reproductive Health . A&E. NFE
issues/concerns of
• Sexual identity and understanding of manages Accreditation and Equivalency Learning
teenagers (i.e., identity
human sexuality sexuallyrelated Material. DepED. 2001. pp.7.
Sexual behaviors crisis) and the need for H8FH-Ie-g-22
and managing issues through 2. A Guidance Manual On the Growing
• Pre-marital sex, support and
sexuality related responsible and
teenage pregnancies, understanding of the Filipino Adolescent III. DepED. Module
issues for a healthy informed decisions
and abortion family 3 1995. pp.72-73.
life
C. Development of
decision- skills in 1. Reproductive Health . A&E. NFE
managing sexuality 8. applies decision-making Accreditation and Equivalency Learning
related issues Material. DepED..2001. pp.7-8.
skills in managing H8FH-Ih-23
2. A Guidance Manual On the Growing
sexuality-related issues
Filipino Adolescent III. DepED. 1995.
pp.74-75.
1. GRADE 8 – FAMILY HEALTH II – 2nd Quarter (H8FH)

A. The learner… The learner…
Dating, courtship, and 1. defines basic terms A Guidance Manual On the Growing Filipino
H8FH-IIa-24
marriage demonstrates an makes informed (dating, courtship, Adolescent III. DepED. 1995. pp.56-59.
understanding of and values-based marriage)
responsible decisions in
parenthood for a preparation for
2. explains the importance of A Guidance Manual On the Growing Filipino
healthy family life responsible H8FH-IIa-25
courtship and dating in Adolescent III. DepED. 1995. pp.56-60.
parenthood
choosing a lifelong partner
B. Maternal Health
concerns 3. identifies marital practices H8FH-IIa-26
1. Pre-pregnancy and setup across cultures
(blighted ovary,
ectopic pregnancy,
4. analyzes behaviors that
polycystic ovary,
promote healthy
myoma) H8FH-IIa-27
relationship in marriage
2. During pregnancy and family life
(pre-eclampsia,

CONTENT PERFORMANCE
STANDARDS STANDARDS
placenta previa, The learner… The learner…

gestational, 5. describes the factors that Edukasyong Pangkatawan, Kalusugan, at
diabetes,) demonstrates an makes informed contribute to a successful H8FH-IIb-28 Musika III. Adriano,Celia,et.al. 1999.
3. Post pregnancy understanding of and values-based marriage pp.231-132.*
(post-partum responsible decisions in
disorder, sepsis parenthood for a preparation for
healthy family life responsible
6. discusses various maternal
parenthood
health concerns
H8FH-IIc-d-29
(pre-during-post
pregnancy)
7. discusses pregnancyrelated H8FH-IIc-d-30

concerns
maternal nutrition during H8FH-IIe-f-31
pregnancy
9. discusses the importance of
newborn screening, and
H8FH-IIe-f-32
the APGAR scoring system
for newborns
prenatal care and post H8FH-IIe-f-33
natal care
11. discusses the essential
newborn protocol (Unang
H8FH-IIe-f-34
Yakap) and initiation of
breastfeeding

12. enumerates the
advantages of
H8FH-IIe-f-35
breastfeeding for both
mother and child
13. recognizes the importance
of immunization in
H8FH-IIe-f-36
protecting children’s health
CONTENT PERFORMANCE
STANDARDS STANDARDS
C. Responsible parenthood The learner… The learner… 14. analyzes the importance of
responsible parenthood Edukasyong Pangkatawan, Kalusugan, at
demonstrates an makes informed H8FH-IIg-h-37 Musika IV. Adriano,Celia,et.al. 1999.
understanding of and values-based pp.114-116.*
responsible decisions in
parenthood for a preparation for 15. explains the effects of
healthy family life responsible family size on family Edukasyong Pangkatawan, Kalusugan, at
parenthood health H8FH-IIg-h-38 Musika IV. Adriano,Celia,et.al. 1999.
pp.112-113.*
16. examines the important

roles and responsibilities Edukasyong Pangkatawan, Kalusugan, at
of parents in child rearing H8FH-IIg-h-39 Musika IV. Adriano,Celia,et.al. 1999.
and care pp.114-116.*
17. explains the effects of

rapid population growth Enjoy Life with P.E and Health II.
H8FH-IIg-h-40
on the health of the nation Darilag,Agripino,et.al.2012. pp.197-204.*
18. enumerates modern family Edukasyong Pangkatawan, Kalusugan, at

planning methods (natural H8FH-Iig-h-41 Musika IV. Adriano,Celia,et.al. 1999.
and artificial) pp.119-120.*
GRADE 8 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable) – 3rd Quarter (H8DD)

The learner The learner
1. discusses the stages of
A. Stages of infection H8DD-IIIa-15
infection
B. Top 10 leading causes of understanding of demonstrates 2. analyzes the leading causes
morbidity and mortality principles in the personal of morbidity and
in the Philippines prevention and responsibility and mortality in the H8DD-IIIa-16
control of healthful practices
Philippines
communicable in the prevention
C. Most common diseases for the and control of 1. Ang Respiratory System. A&E. NFE
communicable diseases attainment of communicable 3. discusses the signs, Accreditation and Equivalency Learning
and its prevention and individual wellness diseases symptoms, and effects of Material. DepED. 2001. Pp.18,21
control H8DD-IIIb-c17
common communicable 2. Reproductive Health. A&E. NFE
1. Acute Respiratory diseases Accreditation and Equivalency Learning
Infections Material. DepED.2001. pp.10-14
CONTENT PERFORMANCE
STANDARDS STANDARDS
2. Pneumonia The learner The learner 4. corrects misconceptions,

3. Bronchitis myths, and beliefs about
H8DD-IIIb-c18
4. Influenza demonstrates consistently common communicable
5. Tuberculosis (TB) understanding of demonstrates diseases
6. Dengue principles in the personal
prevention and responsibility and 5. enumerates steps in the
7. Sexually Transmitted A Guidance Manual On the Growing
control of healthful practices prevention and control of
Infections (STIs) H8DD-IIIb-c19 Filipino Adolescent III. DepED. 1995.
communicable in the prevention common communicable
8. HIV and AIDS pp.129
diseases for the and control of diseases
attainment of communicable
D. Emerging and reemerging
individual wellness diseases
diseases

1. Leptospirosis 6. analyzes the nature of H8DD-IIId-e20
2. Severe Acute emerging and reemerging
Respiratory diseases
Syndrome (SARS)
3. Chikungunya
4. Meningococcemia
5. Foot and Mouth
Disease
6. Avian influenza
7. AH1N1 Influenza
E. Development of personal 7. demonstrates
life skills to prevent and selfmonitoring skills to
H8DD-IIIf-h21
control communicable prevent communicable
diseases diseases
F. Programs and policies on 8. promotes programs and
communicable disease policies to prevent and
H8DD-IIIf-h22
prevention and control control communicable
diseases
G. Agencies responsible for 9. identifies agencies
communicable disease responsible for H8DD-IIIf-h23
prevention and control communicable disease
prevention and control
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 8- PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL) -4TH QUARTER (H8S)

A. Gateway Drugs The learner The learner 1.
1. Cigarettes EASE Health Education III Module 7
2. Alcohol demonstrates demonstrates 2. Lesson 1 pp.3-5
understanding of personal Mga Nakalululong at Mapanganib na
factors that responsibility in the 1. discusses gateway drugs H8S-IVa-27
Droga. Unang Bahagi. A&E. NFE
influence cigarette prevention of Accreditation and Equivalency Learning
and alcohol use cigarette and Material. DepED. 2001. pp.18-19
and strategies for alcohol use through
prevention and the promotion of a
B. Protective and Risk Factors control healthy lifestyle
in the Use of Mga Nakalululong at Mapanganib na
Cigarettes and Alcohol 2. identifies reasons why people Droga. Unang Bahagi. A&E. NFE
H8S-IVa-28
smoke cigarettes Accreditation and Equivalency Learning
Material. DepED. 2001. pp.22
3. analyzes the negative

health impact of cigarette 1. Droga: Maling Gamit, Masamang
smoking Epekto. DepED. 2001. pp.12
3.1 describes the 2. Mga Nakalululong at Mapanganib na
harmful short- Droga Unang Bahagi. A&E. NFE
and long-term Accreditation and Equivalency Learning
effects of Material. DepED. 2001. pp.22-23
cigarette smoking
on the different
parts of the body
3.2 discusses the
dangers of H8S-IVb-c-29
mainstream,
second hand and
third hand
smoke;
3.3 explain the
impact of
cigarette smoking
on the family,
environment, and
community

CONTENT PERFORMANCE
STANDARDS STANDARDS
B. Protective and Risk The learner The learner 1. EASE Health Education III Module 7
Factors in the Use of 4. identifies reasons for Lesson 2 pp.5-8
Cigarettes and Alcohol demonstrates demonstrates drinking and for not H8S-IVd-30 2. Mga Nakalululong at Mapanganib na
understanding of personal drinking alcohol Droga Unang Bahagi. A&E. NFE
factors that responsibility in the Accreditation and Equivalency Learning
influence cigarette prevention of Material. DepED. 2001. pp.28
and alcohol use cigarette and 5. analyzes the negative
and strategies for alcohol use through health impact of drinking Mga Nakalululong at Mapanganib na
prevention and the promotion of a alcohol Droga Unang Bahagi. A&E. NFE
control healthy lifestyle 5.1 describes the harmful Accreditation and Equivalency Learning
short- and long-term Material. DepED. 2001. pp.29
effects of drinking
alcohol H8S-IVe-f-31
5.2 interprets blood
alcohol concentration
(BAC) in terms of
physiological changes
in the body
Mga Nakalululong at Mapanganib na Droga
6. explains the impact of
Unang Bahagi. A&E. NFE Accreditation and
drinking alcohol on the H8S-IVg-h-32
Equivalency Learning Material. DepED.
family, and community
2001. pp.30-31

C. Prevention, and Control of 7. discusses strategies in the
Gateway Drugs prevention and control of
cigarette smoking and
drinking alcoholic
beverages
7.1 apply resistance
skills in situations
H8S-IVg-h-33
related to
cigarette and
alcohol use
7.2 follows policies
and laws in the
family, school
and community
CONTENT PERFORMANCE
STANDARDS STANDARDS
related to
cigarette and
alcohol use
8. suggests healthy
alternatives to
cigarettes and alcohol
H8S-IVg-h-34
to promote healthy
lifestyle (self, family,
community)

GRADE 9
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 9 – COMMUNITY AND ENVIRONMENTAL HEALTH – 1ST QUARTER (H9CE)

A. Concept of community and The learner… The learner…
environmental health 9. defines community and 1. EASE Health Education II Module 1
demonstrates consistently environmental health Lesson 2 pp.4-5
1. Characteristics of a understanding of demonstrates healthful 2. Let’s Clean up the Environment.
H9CE-Ia-8
Healthy Community the principles in practices to protect A&E. NFE Accreditation and
2. Nature and Health protecting the the environment for Equivalency Learning Material.
Effects of environment for community wellness DepED. 2001. pp. 5,9-10
Environmental Issues community
(improper waste wellness
disposal, pollution, 10. describes a healthy EASE Health Education II Module 1
illegal mining, soil H9CE-Ia-9
community Lesson 2 pp.5
erosion, cyanide fishing,

pesticide drift,
deforestation, oil spill, 11. explains how a healthy
coral reef degradation, environment positively
climate change) impact the health of
H9CE-Ib-d-10
people and communities
(less disease, less health
care cost, etc.)
12. discusses the nature of EASE Health Education II Module 1

H9CE-Ib-d-11
environmental issues Lesson 2 pp.5
13. analyzes the effects of

EASE Health Education II Module 1
environmental issues on H9CE-Ib-d-12
Lesson 2 pp.4-5
people’s health
B. Prevention and Management 14. suggests ways to prevent Let’s Clean up the Environment. A&E.
of and manage H9CE-Ie-f-13 NFE Accreditation and Equivalency
Environmental Health environmental health Learning Material. DepED. 2001.
CONTENT PERFORMANCE
STANDARDS STANDARDS
Issues issues pp.21-23,24-26

1. Personal responsibility The learner… The learner…
2. Social consciousness
3. Environmental policies demonstrates consistently
and laws understanding of demonstrates healthful
the principles in practices to protect
protecting the

environment for the environment for
C. Collective Action for the community community wellness 15. participates in
Environment wellness implementing an
environmental project
such as building and
H9CE-Ig-h-14 EASE Health Education II Module 1
maintaining a school
Lesson 2 pp.5
garden or conducting a
war on waste campaign
(depends on feasibility)
GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) – 2nd Quarter (H9S)
A. Drug Scenario in the The learner The learner
Philippines 1. describes the drug scenario Addictive and Dangerous Drugs
demonstrates shares responsibility in the Philippines Part 2. A&E. NFE Accreditation and
understanding of with community H9S-IIa-14 Equivalency Learning Material.
the dangers of members through DepED. 2001. pp.5-6
substance use and participation in
abuse on the collective action to
individual, family prevent and control
B. Factors that influence 2. explains the concept of
and community substance use and
substance use and abuse substance use, misuse, 1. Addictive and Dangerous Drugs
abuse
abuse and dependence, Part 2. A&E. NFE Accreditation and
Equivalency Learning Material.
DepED. 2001. pp.8-13
H9S-IIa-15
2. Mga Nakalululong na Droga.
Ikalawang bahagi. A&E. NFE
Accreditation and Equivalency
Learning Material. DepEd. 2001.
Pp. 8-13
CONTENT PERFORMANCE
STANDARDS STANDARDS

3. discusses risk and
B. Factors that influence The learner The learner protective factors in 1. Addictive and Dangerous Drugs
substance use and abuse substance use, and Part 2. A&E. NFE Accreditation and
demonstrates shares responsibility abuse Equivalency Learning Material.
understanding of with community DepED. 2001. pp.18
the dangers of members through H9S-IIb-16 2. Mga Nakalululong na Droga.
substance use and participation in Ikalawang Bahagi. A&E. NFE
abuse on the collective action to Accreditation and Equivalency
individual, family prevent and control Learning Material. DepEd. 2001.
and community substance use and Pp. 18
abuse
C. Drugs/Substances of abuse
1. Stimulants 4. analyzes situations for the
2. Depressants use and non-use of H9S-IIb-17
3. Narcotics psychoactive substances
4. Hallucinogen
5. Inhalants
5. identifies the types of 1. EASE Health Education II Module 7
drugs/substances of pp.6-16
abuse 2. Droga: Maling Gamit, Masamang
H9S-IIc-18
Epekto. A&E. NFE Accreditation and
DepED. 2001. pp.9,11
D. Harmful effects of drugs on

the body 1. Short-term 6. corrects myths and
2. Long-term misconceptions about H9S-IId-19
substance use and abuse
7. recognizes warning signs of EASE Health Education II Module 7

substance use and abuse H9S-IId-20 pp.9-11
discusses the harmful
short- and long-

CONTENT PERFORMANCE
STANDARDS STANDARDS
term effects of substance

use and abuse on the
D. Harmful effects of drugs body
on the body The learner The learner
3. Short-term 8. discusses the harmful
4. Long-term demonstrates shares responsibility effects of substance use
understanding of with community and abuse on the H9S-IIe-f-21
the dangers of members through individual, family, school,
substance use and participation in and community
abuse on the collective action to
individual, family prevent and control
and community substance use and
9. explains the health, socio-
abuse
cultural, psychological,
H9S-IIe-f-22
legal, and economic
dimensions of substance
use and abusE
E. Prevention and control of
substance use and abuse 10. discusses strategies in the 1. EASE Health Education II Module 8
prevention and control of pp.6-10
substance use and abuse H9S-IIe-f-23 2. Addictive and Dangerous Drugs
Part 2. A&E. NFE Accreditation and
DepED. 2001. pp.20-23
11. applies decision-making 1. EASE Health Education II Module 8

and resistance skills to pp.10-11
prevent substance use H9S-IIg-h-24 2. Enjoy Life with P.E and Health II.
and abuse Darilag, Agripino, et.al. 2012.
pp.255-259.*

12. suggests healthy

alternatives to substance
H9S-IIg-h-25
use and abuse
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) – 3rd Quarter (H9IS)
A. First Aid Basics The learner The learner
1. discusses basic information 1. EASE Health Education II Module 4
demonstrates performs first aid about first aid Lesson 1 pp.1-7
understanding of procedures with (principles, roles,
H9IS-IIIa-36 2. Enjoy Life with P.E and Health II.
first aid principles accuracy responsibilities, and
Darilag, Agripino, et.al 2012.
and procedures characteristics of a good
pp.214.*
aider)
B. First Aid Guidelines and 2. demonstrates the conduct

Procedures of primary and secondary 1. EASE Health Education II Module 4
Survey the scene survey of the victim (CAB) H9IS-IIIb-37 Lesson 1 pp.4-7
1. Do primary survey of the 2. Enjoy Life with P.E and Health II.
victim (check for vital signs, Darilag, Agripino. Et.al 2012.
assess CAB (Circulation, pp.214-215.*
Airway, Breathing) 2. Ask 3. assesses emergency
for help.
situation for unintentional 1. EASE Health Education II Module 4
3. Do secondary survey of injuries Lesson 1 pp.6-7
the victim (head-to-toe H9IS-IIIb-38 2. Enjoy Life with P.E and Health II.
survey)
Darilag, Agripino. 2012.
pp.216223.*

C. Use of Dressing and 4. discusses the function of
Bandages (alternatives dressing and bandages Edukasyong Pangkatawan, Kalusugan
include clean cloth or, H9IS-IIIc.d39 at Musika I. DepED. Sr.Mary Placid
handkerchief) Abejo,et.al.1994. pp.197-198
1. Principles of Wound
Dressing (careful 5. explains the principles of
handling, large enough
wound dressing Enjoy Life with P.E and Health II.
to cover the wound, H9IS-IIIc.d40
Darilag, Agripino. 2012. pp.222.*
should fit snugly and not
cut off circulation)
2. Bandaging Techniques 6. demonstrates appropriate
(for the head; forehead; bandaging techniques for
ear, cheek and jaw; unintentional injuries EASE Health Education II Module 6
H9IS-IIIc.d41
burned hand; sprained pp.5-11
CONTENT PERFORMANCE
STANDARDS STANDARDS
ankle; and dislocated

arm) The learner The learner
D. Transporting the Victim 7. demonstrates proper
(drag and carry techniques) demonstrates performs first aid techniques in carrying
1. One-person carry ankle understanding of procedures with and transporting the
drag, pack strap carry, first aid principles accuracy victim of unintentional 1. EASE Health Education II Module 6
blanket pull) and procedures injuries H9IS-IIIe.f-42 pp.5-9
2. Two-person carry
2. Enjoy Life with P.E and Health II.
(twohanded seat,
Darilag, Agripino. 2012.
fourhanded seat, chair
carry pp.233238.*
)
3. Three man carry

E. First aid for common 8. demonstrates proper first
unintentional injuries and aid procedures for 1. EASE Health Education II Module 5
medical emergencies 1. common unintentional pp.5-11
musculoskeletal injuries injuries 2. Enjoy Life with P.E and Health II.
(sprain, strain, fracture, Darilag, Agripino. Et.al. 2012.
dislocation) pp.223-231.*
2. bleeding
3. burn (superficial, partial
and full-thickness)
4.
5. heat emergencies (heat
exhaustion, heat stroke)
6. bleeding H9IS-IIIg.h43
7. poisoning
8. choking
9. drowning
10. heart attack
11. electrocution
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 9 – INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) – 4th Quarter (H9IS)
The learner The learner The learner
A. Concept of intentional
injuries demonstrates consistently 12. differentiates intentional H9IS-IVa-d31
understanding demonstrates injuries from
B. Types of intentional injuries of the concepts resilience, unintentional injuries

1. Bullying (cyber bullying) and principles vigilance and 13. describes the types of
2. Stalking of safety proactive intentional injuries
3. Extortion education in behaviors to
4. Gang and youth violence the prevention prevent intentional H9IS-IVa-d32
of intentional injuries
5. Illegal fraternity-related
injuries
violence
6. Kidnapping and
abduction
7. Acts of terror
8. Domestic violence
9. Suicide
10. Sexual victimization and
other forms of sexual
abuse and harassment
C. Prevention and management 14. analyzes the risk factors
of intentional related to intentional
injuries injuries H9IS-IVe-h33
• self-protection
• preventing self-harm
• promoting a culture of
15. identifies protective
non-violence through
healthful behaviors factors related to A Guidance Resource Manual On the
• reporting cases intentional injuries Growing Filipino Adolescent III.
H9IS-IVe-h34 DepED. 1995 pp.113
of violence
to proper
authorities

CONTENT PERFORMANCE
STANDARDS STANDARDS
seeking help from 16. demonstrates ways to

trusted individuals and The learner The learner prevent and control
health professionals intentional injuries
understanding demonstrates
of the concepts resilience,
H9IS-IVe-h-
and principles vigilance and
35
of safety proactive
education in behaviors to
the prevention prevent intentional
of intentional injuries
injuries

GRADE 10
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 10 – CONSUMER HEALTH – 1st Quarter (H10CH)

A. Guidelines and Criteria in The learner… The learner…
the Selection and 1. differentiates reliable from unreliable
Evaluation of: H10CH-Ia-b19
understands the demonstrates health information, products and
1. Health information guidelines and critical thinking services;
2. Health products criteria in the and
3. Health services selection and decisionmaking 2. explains the guidelines and criteria in
evaluation of skills in the H10CH-Ia-b20
the selection and evaluation of
health selection, health information, products and
information, evaluation and services;
products, and utilization of
B. Health Service Providers
services. health
1. health professionals 3. discusses the various forms of health
information, H10CH-Ia-b21
2. health facilities; service providers and healthcare
products and
3. health care plans and plans;
services.
financing systems
(PhilHealth, Health
Maintenance 4. selects health professionals, specialists
Organization, private H10CH-Ic-22
and health care services wisely;
health insurance)
C. Quackery: Types (medical, Edukasyong Pangkatawan, Kalusugan,

5. explains the nature and dangers of
nutrition, device) and H10CH-Ic-23 at Musika III. Adriano,Celia,et.al.
Harmful quackery;
1999. pp.195-196.*
Physical and Psychological
Edukasyong Pangkatawan, Kalusugan,
Effects
6. reports fraudulent health services H10CH-Ic-24 at Musika III. Adriano,Celia,et.al.
1999. pp.202-204.*

D. Complementary and 1. EASE Health Education III Module
Alternative Healthcare 6 Lesson 3 pp.11
Modalities 7. explains the different kinds of 2. PDF 24 BLLM Halamang Gamot
complementary and alternative H10CH-Id-25 Aralin 1, Manwal pp.1-7
Herbal medicine health care modalities.
(medicinal plants
approved by the
CONTENT PERFORMANCE
STANDARDS STANDARDS
Department of Health)
1. Acupuncture
2. Ventosa massage
cupping therapy
3. Reflexology
4. Naturopathy
E. Consumer welfare and 8. explains the importance of consumer Edukasyong Pangkatawan, Kalusugan,
protection laws to protect public health at Musika III. Adriano,Celia,et.al.
H10CH-Id-26
1. Consumer law 1999. pp.203-206.*
2. Consumer protection
agencies and 9. identifies national and international
organizations government agencies and private
H10CH-Ie-f27
organizations that implement
programs for consumer protection
10. participates in programs for H10CH-Ig-h28
consumer welfare and protection
GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) – 2nd Quarter (H10HC)

A. Existing National Laws The learner The learner 1. Mahusay na Pamimili. A&E. NFE
Related to Health Trends, Accreditation and Equivalency
Issues, and Concerns demonstrates consistently Learning Material. DepED 2001.
1. Responsible understanding of demonstrates pp.35-43
Parenthood and current health critical thinking 2. Enjoy Life with P.E and Health II.
11. discusses the existing health related
Reproductive Health trends, issues skills in exploring H10HC-IIa-1 Darilag, Agripino, et.al. 2012.
laws;
Act(RA10354) , and concerns in local, regional pp.251-254.*
2. Tobacco Regulation the local, and national 3. Buying Wisely. A&E. NFE
Act of 2003 (RA regional, and health trends, Accreditation and Equivalency
9211) Learning Material. DepEd. 2001.
national, levels issues, and
3. Comprehensive pp. 35-43
concerns
Dangerous Drugs Act 12. explains the significance of the Enjoy Life with P.E and Health II.
of 2002 (RA 9165) existing health related laws in H10HC-IIb-2 Darilag, Agripino,et.al 2012.
4. Consumer Act (RA safeguarding people’s health; pp.251254.*
7394) H10HC-IIc-d3
5. National 13. follows existing health related laws
Environmental
14. critically analyzes the impact of
Awareness and
current health trends, issues, and H10HC-IIc-d4
Education Act of 2008
concerns
CONTENT PERFORMANCE
STANDARDS STANDARDS

(RA 9512)Traditional
and Alternative
Medicine Act of 1997
(RA 8423)
6. Philippine AIDS
Prevention and
Control Act of 1998
(RA 8504)
7. National Blood Services H10HC-IIe-g-
15. recommends ways of managing health
Act of 1994 5
(RA 7719) issues, trends and concerns
8. Seat Belts Use Act of
1999 (RA 8750)
9. Cybercrime Prevention
Act of
2012 (RA 10175)
10. Anti-Pornography Act
(RA 9775)
GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) – 3rd Quarter (H10HC)
A. Existing Global Health The learner… The learner… 16. discusses the significance of global
H10HC-IIIa-1
Initiatives health initiatives;
1. Millennium demonstrates demonstrates 17. describes how global health
Development Goals awareness of global competence in initiatives positively impact
(MDGs) health initiatives applying H10HC-IIIb-c2
people’s health in various
2. WHO Framework knowledge of countries;
Convention on global health to
18. analyzes the issues in the
Tobacco Control local or national
implementation of global health H10HC-IIIb-c3
initiatives;

3. Global Mental Health context global
Action Plan initiatives
4. Global Strategy to
Reduce the Harmful 19. recommends ways of adopting
Use of Alcohol global health initiatives to local or H10HC-IIId-e4
5. Global Alliance for national context
Vaccines and
Immunizations
CONTENT PERFORMANCE
STANDARDS STANDARDS
GRADE 10 – Planning for a Health Career – 4th Quarter (H10PC)
A. Planning for a Health The learner… The learner… 20. discusses the components and
H10PC-Iva-b-
Career steps in making a personal
1
1. Importance demonstrates prepares an health career plan;
2. Components Steps understanding of appropriate plan 21. prepares a personal health career
3. Health Career the concepts in of action in H10PC-Iva-b-
following the prescribed
Pathways Disease planning a health pursuing a health 2
components and steps;
prevention and control career career
22. explores the various health career
(Public health)
paths selects a particular health
4. Personal health care
career pathway based on H10PC-IVc-d-
5. Maternal and Child
personal competence and 3
care
interest; participates in a health
career orientation program

6. Mental health
Occupational health
and safety
7. Community health;
8. Environmental health
Drug Prevention and
Control
9. Nutrition and dietetics
10. Health education
11. Health promotion 23. decides on an appropriate health H10PC-IVc-d-
Dental health
career path 4
12. Nursing
13. Medical and Allied
Health Emergency
Medical Services
(EMS)
14. Health Career
Orientation Program
GLOSSARY
Community and Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect the
Environmental environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safety
Health in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care
Consumer health Application of consumer skills in the wise evaluation, selection and use of health information, products, and services

Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriate
Cultureresponsive
and effective for them (Gay, 2000)
Epidemiological Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemics
The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a home
Family Health environment that enhances his/her growth as a person and the development of ideals, values and standards of behavior
regarding sexuality and responsible parenthood
Growth and Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of
Development self-management skills to cope with life’s changes.
Health and Life skills-

Applies life skills to specific health choices and behaviors
based
Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of
Holistic
health (physical, mental, social, emotional, moral/spiritual)
GLOSSARY
Injury
Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance of
Prevention,
different activities, through promotion of safe environments, safety programs, procedures and services, including first aid
Safety and First
education
Aid
Learnercentered Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning

Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, and
Nutrition development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders that
arise from improper eating habits
Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual health
Personal Health
and prevention and management of personal health problems
Prevention and
Prevention and control of communicable and non-communicable diseases and disorders through the development of health
Control of
habits and practices and health programs supported by legislation and provision of health services in the school and the
Diseases and
community
Disorders
Preventive Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health
Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international
Rights-based
human rights instruments
Standards and
Requires students to demonstrate that they have learned the academic standards set on required skills and content
outcomes-based
GLOSSARY
Substance Use and The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family,
Abuse society and the nation
Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical
Values-based
values as the bases of good educational practice

Code Book Legend
Sample: H9S-IVg-h-34
LEGEND SAMPLE DOMAIN/ COMPONENT CODE

Learning Area and Growth and Development GD

Strand/ Subject or Health
Specialization
Nutrition N
First Entry H9
Grade Level Grade 9 Personal Health PH
Injury Prevention, Safety and First Aid IS

Domain/Content/ Prevention of Substance
Uppercase Letter/s
Component/ Topic Use and Abuse
S
Family Health FH
-
Prevention and Control of Diseases and
Disorders
DD
Roman Numeral
Quarter Fourth Quarter IV
*Zero if no specific quarter
Community and Environmental Health CE
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than a Week Week seven to eight g-h Prevention of Substance Use and Abuse S
specific week
- Consumer Health CH
Suggests healthy
alternatives to cigarettes
and alcohol to promote Health Trends, Issues and Concerns HC
Arabic Number Competency 34
healthy lifestyle (self,
family, community)
Planning for Health and Career PC

REFERENCES
Allen, Katy Z., Et al., Decisions for Health. (Texas: Holt, Rinehart and Winston, 2004)
Allen, Katy Z., Et al., K-8 Physical Education and Health Curriculum Framework, (Arkansas, 2011)
Barcelo, Teresita and Ocampo-Balabagno, Benito. Teaching health and wellness, A sourcebook for elementary teachers. (Manila: Department of Health, No Publication
Date)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City, 1998.
Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010.
Department of Health. The Family Health Guide, 1987 “Department of Health Commission on Population and Population Center Foundation Inc.”
http://www.popcom.gov.ph/
Department of Public Instruction. Healthful Living-Standard Course of Study and Grade Level Competencies K-12, (USA: North Carolina, 2006)
http://www.ncpublicschools.org/curriculum/healthfulliving/scos/
Donatelle, Rebecca J., Health-The Basics, (USA: Pearson Custom Publishing, 2007)
Fit for School Inc. Manual for Teachers for the Implementation of Essential Health Care Package in Schools. . (Cagayan de Oro City: Fit for School Inc, 2009)
Galvez Tan, Et al., The health curriculum in Philippine basic education. A resource book on health for teachers. (V.2). (Manila: UNACOM, UP, 2005)

Galvez Tan, Et al., The health curriculum in Philippine basic education. A review of the health content in public school textbooks (V.1) . (Manila: UNACOM, UP, 2005)
Meeks Linda, Heit Philip & Page Randy. Comprehensive School Health Education. (Blacklick, OH: Meeks Heit Pub. 2008)
Philippine Association of Diabetes Educators, Inc., Raising a healthier generation. (Marikina: PADE 2005)
Times Media Private Limited, My Pals Are Here! Health Education Teacher-Assist Pack, Singapore: Times Media Private Limited, 2004)
Walker, Richard, Guide to the human body, (London: Bounty Books, 2006)


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Republic of the Philippines

K to 12 Health Curriculum Guide August2016 Page 2 of 116

Conceptual Framework of Health Education

Health and Achieve,

Standards and Epidemiological

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HEALTH CONTENT AREAS

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CHARACTERISTICS OF THE HEALTH CURRICULUM

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Grade Level Standards

GRADE LEVEL STANDARDS

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GRADE LEVEL STANDARDS

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Grade 1 - NUTRITION – 1ST QUARTER (H1N)

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C. Good eating habits 1. 1. Growing with Science and Health 1.

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Domanais, Lucia C. 1997. pp. 33-34.*

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Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)

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K to 12 Health Curriculum Guide August2016 Page 12 of 116

1. Infed modules pdf (Street Children) PDF.

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11. Engaging in physical

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healthful home 4. practices water 1. Science and Health 1. Teacher’s Manual.

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et.al . 1997. pp.176-177*

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4. demonstrates ways to ask

B. Preventing childhood 5. follows rules at home and

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bad touch 10. distinguishes between

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Grade 2- NUTRITION – 1ST QUARTER (H2N)

A. Healthy Food and the The learner… The learner… 1.

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Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH)

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7. Science and Health 3. Teacher’s Manual.

Grade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)

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B. Positive Expressions of The learner... feelings 5. demonstrates positive

6. displays respect for the

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materials, The learner… The learner… 1.

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