DETAILED

LESSON PLAN
IN HEALTH 10
(Fourth Quarter)

Detailed Lesson Plan in MAPEH

Grade 10

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 ACKNOWLEDGEMENT

Writers:

MELCHOR C. COPIOSO

RINESHZEL B. WARDE

ROSA O. BARAQUIEL

MARY PEARL FARRAH S. RONA

Language Editor:

JOAN S. BARALLAS

EVA EDNA B. CARINAN

Illustrators:

HENY RAY B. DAET

RICKY ESQUIVEL

LEO GILE

Lay- out Artist

MARLY P. ESPIRITU

Validators:

RAQUEL A. LLOSAS CATHERINE C. TINO

STEPHANIE JOY LOTERTE MELODY B. BORBOR

MARIA TERESA P. BORBOR

Editor/Consultant:

MARIA TERESA P. BORBOR

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 TABLE OF CONTENTS

Cover Page i

Acknowledgement ii

Table of Contents iii

PLANNING FOR A HEALTH CAREER

PLANNING FOR A HEALTH CARREER 1–5

UNIT 4: Planning for a Health Career

6 – 12
Medical and Allied Health Professions.

PLANNING FOR A HEALTH CAREER

13 – 20
(Culminating Activity)

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 Daily Lesson Plan in Health

Grade 10
Quarter 4 Week ____ Day ____
I. OBJECTIVES
A. Content The learner demonstrates understanding of the
Standards concepts in planning a health career.
B. Performance The learner prepares an appropriate plan of action in
Standards pursuing a health career
C. Learning Discusses the components and steps in making a
Competencies personal health career. H10PC-Iva-b-1
Prepares a personal health career following the
prescribed components and steps. H10PC-Iva-b-2

I. CONTENT PLANNING FOR A HEALTH CARREER

II. LEARNING
RESOURCES
A. References:

1. Teacher’s Guide TG. pp. 277 - 279

Pages
2. Learner’s LM. pp. 302 – 306
Materials pages
3. Additional
Materials from
Learning
Resources (LR)
portal
B. Other Learning
Resources
III. PROCEDURES Teacher’s Activity

A. Review Recall past lesson on the Millennium Development

Goals.

B. Establishing the Ask:

Purpose of the
lesson What was your dream when you were a child?
Do you still have the same dream?
How do you think can you achieve that dream?

C. Presenting Activity 1:
Example/ Concept Mapping
instances of the A. List as many words as you can associate with
new lesson the word “Health career”. Then, explain the
importance of health career.
(Please refer to LM Health p. 303)
B. What are the health careers that you know of?

D. Discussing New Ask:

Concepts/

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 Practicing New What are the components and steps in making a
Skills #1 health career plan?

1
How will you discover your personal strengths through
self-assessments(values, interests, personality,
testing, skills, etc.)

2.
Why do you have to explore different careers and work
environments through career fairs, online research,
meetings, internships, alumni connections,
Professional resources?

3 Before you decide on

taking a career that works for you, can you evaluate
and narrow down your options through listing the pros
and cons, comparing your personal strengths and
interests, and deciding which career fulfills both current
and future goals?

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 4 What achievable
goals and plans will develop strategies to reach your
goals?

How will you organize your goals into smaller steps?

(The teacher may opt to present the topic via a

PowerPoint presentation.)

E. Discussing New Activity 2:

Concepts and
Practicing New Paper Test
Skills #2 Group your class into three and let each group answer
question assigned to them and present them to the
class:
 Group 1 - What is a career?
 Group 2 - Why pursue a health career?
 Group 3 - Why do you need to have self-
assessment?

F. Developing Activity #3
Mastery (Leads to Make your own Career Plan. Be creative. Use a
Formative vellum paper.
Assessment)
MY HEALTH CAREER PLAN
My Career Goal/s:
Self- Assessment:
What are my skills and interests?
Career Exploration :
What health careers do I want to explore?
What will I do to explore the different health
careers?
Decision- Making:
What health career will I choose based on my skills
and interests?
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 What do I need to consider?

My Plan of Action:
What will I do to meet my goals?
Suggested Rubrics:
Creativity – 5 points
Feasibility of the Plan – 5 points
Total = 10 points
G. Finding practical
application of
concepts and
skills in daily
living

(Picture was taken from PEH LM. P 308)

 Identify the different career pathways based on
the picture shown.
 What are examples of health career pathways?

H. Making
generalizations
and abstractions
about the lesson
I. Evaluating Please refer to the activity under discussing
learning new concepts or practicing new skills.

J. Additional
activities for
application or
remediation
V. Remarks:

VI. Reflections:

A. No. of learners
who earned 80%
in the evaluation

B. No. of learners
who require
additional
activities for
remediation who

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

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 Daily Lesson Plan in Health
Grade 10
Quarter 4 Week____ Day ____
II. OBJECTIVES
D. Content Standards The learner demonstrate understanding of the
concepts in planning a health career.

E. Performance The learner prepares an appropriate plan of action in

Standards pursuing a health career.

F. Learning The learner…..

Competencies
1. Explores the various health career paths
selects a particular health career pathway
based on personal competence and
interest. H10PC – Iva-b
2. Participates in a health career
orientation program.H10PC – Iva-b

II. CONTENT UNIT 4: Planning for a Health Career

- Medical and Allied Health Professions.
III. LEARNING
RESOURCES
C. References:

4. Teacher’s Guide TG. Pp. 280 – 293

Pages
5. Learner’s LM. Pp. 313 -317
Materials pages
6. Additional Pictures
Materials from
Learning
Resources (LR)
portal
D. Other Learning
Resources
IV. PROCEDURES Teacher’s Activity

K. Review “Tell me”

The Teacher will call at least 3 students to answer the
question:
 What would you like to be in the future?

L. Establishing the Activity # 1:

Purpose of the
lesson Picture Identification:
 The student will be grouped into five.
 The teacher will present pictures of 5 people
with different professions.
 The students will analyze and identify the
profession of the people in the picture
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 Example:
Midwife Nurse

Radiologist Dietician

Dentist

Note; The teacher may use other pictures of health

professions.

M. Presenting Activity # 2:
Example/
instances of the “Concept Map”
new lesson - Each group (The same group as of activity 1.) will
list all the professions with healthcare. Remember to
name not only the different types of physicians and
nurses, but also those in related health professions.
Instruct the students to present it like a flower.
- Each group will choose one health profession in the
list, then answer the following questions on a manila
paper or cartolina.

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 a. What is the nature of their profession?

b.Where is their place of work?

c. What are their duties and responsibilities?

Sample Concept Map:

Below is an example of possible answers. See page
314 – 316 of learners’ manual for your reference.

Medical Technician

Reflexologist

Nurse

Radiologist
Medical
and Allied
Caregiver
Health
Profession

Paramedic
Nutritionist

nist

(Note: The students may add more circles, if

necessary.)

N. Discussing New Ask:

Concepts/
Practicing New  What is a Health career?
Skills #1  Why do you pursue a health career?
 What are the components and steps in making
a health career?
O. Discussing New Activity # 3:
Concepts and
Practicing New “My Health Career Plan”
Skills #2 -The teacher will ask the students to complete the
table by writing their own health career plan using the
components and steps.

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 - The students will be given 5 minutes to complete the
table then call a volunteer to read his/her work in front
of the class.

My Goal
Career

SELF-ASSESSMENT
(What are my skills and
interest?)

CAREER EXPLORATION
(What health careers do I
want to explore?)
(What will I do to explore
the different health
careers?)

DECISION-MAKING
(What health career will I
choose based on my skills
and interests)
(What do I need to
consider?)

MY PLAN OF ACTION
(What will I do to meet my
goals?)

P. Developing Ask:
Mastery (Leads to
Formative  Why is it important to determine first what you
Assessment) want to be in the future before choosing your
preferred career?
 How does your family and friends affect your
chosen career?

Q. Finding practical Activity # 4

application of
concepts and skills “Skit”
in daily living 1. Divide the class into 4. Ask them to prepare a
simple skit about the components and steps in
making a career plan.
2. Each group is given at least 5- 10 minutes to work
on the task, including the performance.

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 Group 1 – Self- assessment
Group 2 – Career Exploration
Group 3 – Decision Making
Group 4 – Plan of action

Criteria for Performance:

Presentation/Delivery – 10 points
Collaboration – 10 points
Content (Clarity of the message) - 30 points
TOTAL - 50 Points

R. Making Ask:
generalizations
and abstractions 1. What health careers are commonly available in
about the lesson your school, community and country?
2. Which do you think our government should give
priority considering the trend of our life today?
3. Why is it important to understand the different
career pathways in our life?

S. Evaluating Paper and pencil test:

learning
IDENTIFICATION:
1. Identify the person concerned with the assessment,
diagnostic, treatment and prevention of mental dis -
order._____________(Clinical Psychologist)
2. What profession is trained to identify and
rehabilitate hearing impairment and other related
disorder? ______
(Audiologist)
3. Which is trained to give emergency medical
treatment or assist medical professionals? ________
(paramedic)

4. They performed under the direction of a physician

and nontechnical clinical task in a hospital, clinic or
similar facility? ________ (medical assistant)

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 5.Who is concerned with the promotion through
proper diet and with the therapeutic use of diet in the
prevention of disease? ________ (dietician)
6. Trained in the assessment of lower limb anatomy
and muscle and joint function. _____ (Pethordist)
7. Who examines, evaluates, and treats physical
impairments through the use of special exercises,
application of heat and cold, and other physical
modalities? _________ (physical)
8. Which body of knowledge is concerned with
physiologic, metabolic, and structural responses to
short- term and long- term physical activity? ______
(Exercise physiologist)
9. The therapist who administer radiation therapy to
patients. ______ (radiation)
10.A person who uses a purposeful intervention to
maximize independence and health of client who is
limited by physical injury or illness. _______
(Occupational therapist)

T. Additional Agreement Activity:

activities for
application or “Let’s Find Out”
remediation Give your students enough time to do a research. Ask
them to submit a written report of their research. Make
sure they will be given enough time to discuss the
research findings in class.
1. What medical and allied health professions do you
think are needed in your school, community and our
country? List down three and explain.
2. What medical and allied health professionals are
provided in your community?
3. Choose five countries that you think have high
demand on allied health professionals.
4. For each country, list down five allied health
professions they need most and explain?

Remarks:

Reflections:

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

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 DAILY LESSON PLAN IN HEALTH EDUCATION
Quarter 4th Week _____ Day ___

I. OBJECTIVES

1. Content  The learner demonstrates understanding of the

Standards concepts in planning a health career.

2. Performance  The learner prepares an appropriate plan of action

Standards in pursuing a health career

 The learner applies what they have learned in

3. Learning Planning for a Health Career by creating an output
Competencie or through a performance.
s / Objectives  Decides on an appropriate health career path
H10PC-IVc-d-4

II. CONTENT

PLANNING FOR A HEALTH CAREER

(Culminating Activity)

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Physical Education and Health 10 p. 291
pages
2. Learner’s
Material Physical Education and Health 10 p. 332
Pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) Portal
B. Other
Learning
Resources
IV. GRASPS
A. GOAL To make different outputs/performances containing the
knowledge and insights gained during the previous class
discussions and activities on Planning for a Health Career.
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 1. Poster Making
 Create a poster that will promote medical
and allied health professionals needed in
our country.
2. Video Presentation Making
 Make a video presentation about the
different health career pathways.
3. Comic Strip Making
 Create a comic strip that shows scenarios
about decision-making on what health
career to pursue.
4. Article Writing
 Write an article about the need for medical
and allied professionals in our country.
B. ROLE The students are going to choose which of the following
performances/outputs they will create/prepare.
 Poster Maker
 Video Presentation Maker
 Comic Strip Maker
 Article Writer

C. AUDIENCE All grade 10 students.

Note:
(Schedule a one (1) day activity intended for this
culminating activity. You may also group the students
according to the different disciplines.)

D. SITUATION There will be a competition with regards to the following

disciplines:
 Poster Making
 Video Presentation Making
 Comic Strip Making
 Article Writing

E. PRODUCT A. Poster Making

 A poster that will promote medical and allied
health professionals needed in our country.
B. Video Presentation
 A video presentation about the different health
career pathways.
C. Comic Strip Making
 A comic strip that shows scenarios about
decision-making on what health career to
pursue.

D. Article Writing
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  An article about the needs for medical and
allied professionals in our country.
F. STANDARD The student’s works will be rated according to the following
rubrics:

A. Poster Making
Excellent Good Fair Poor
CRITERIA
4pts 3pst 2pts 1pt
No A few Some Many
CORRECT
grammar grammar grammar grammar
GRAMMAR
mistakes mistakes mistakes mistakes
Shows
Very Some No creation
CREATIVIT many
creative creative has been
Y creative
poster ideas used used
ideas
Very neat Some Many Very
NEATNESS and tide untidy untidy careless
poster errors errors and untidy
Poster is Poster is
Information Poster is
organized poorly put
WELL is well put together
well but still together
ORGANIZE organized but is
a little and very
D and easy to difficult to
difficult to difficult to
understand understand
understand understand
Excellent Use of a Lacks use
USE OF A good use
use of few of any
RESOURC of available
available available available
ES resources
resources resources resources
TOTAL 20 points

Reference: PE & Health TG page 302

B. Video Presentation
Good-
Fair-Good `Poor
CRITERIA Excellent
3pts 1pt
3pts
The video is The video The video does
very informative shows not show
about health information information
career. The about health about health
CONTENT
video is career. It is career. It is not
appropriate for appropriate for appropriate for
the intended the intended the intended
audience. audience. audience.
All health
career There is one or There are
information are more health several health
ACCURACY
accurately inaccuracies in inaccuracies in
represented in the video. the video.
the video.
The audience is
The audience is able to The audience
able to easily understand has difficulty
understand the easily most of understanding
text/audio of the the text/audio of the video. The
CLARITY
video. the video. Most explanation of
Explanations of the the topic is
are easily explanations difficult to
understood. are easy to understand.
understand.
Video is
exceptionally Video is
Video is
creative and creative and
uninteresting,
interesting. It is interesting. It is
lacking, in
clear that clear that some
CREATIVITY creativity, or
significant time time and effort
little time was
and effort were were dedicated
taken in its
dedicated to to making the
production.
making the video unique.
video unique.
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 Video is
Video is well
exceptionally
put together,
put together, The video
QUALITY/ props are used
props are used appears
PRESENTATIO appropriately,
appropriately, haphazard and
N music and
music and low quality.
sounds effects
sounds effects
are applied.
are applied.
Video is Video is over 5 Video is under
TIMING between 2-5 minutes in 30 seconds in
minutes. length. length.
TOTAL 18 points
Reference: PE & Health TG page 301

C. Comic Strip Making

Excellent Good Fair Poor
CRITERIA
4pts 3pts 2pts 1pt
Shows most
of the Shows some
Shows
important events
Shows events more
events that related to the
that are important
are related topic, but
CHOICE relevant and events
to the topic, information
OF reasonably related to
however is incomplete
SCENES accurate and the topic,
there is at or focused
very related highlights
least one on less
to the topic unimporta
discrepancy/ important
nt points.
conflict with points.
the original
Captions
Captions do
are
not relate
Captions are Captions are related to
well to the
related to the related to the the
scenes.
scenes and scenes and scenes
There seems
the story, and the story, and the
CAPTIONS to be no
the and most story, but
connection
connections connections the
or
are easy to are easy to connectio
connections
understand. understand. ns are
are very
less
general.
obvious
The main
characters It is hard to
The main The main
are tell who the
characters characters
identified, main
are clearly are clearly
but characters
identified, and identified,
actions are, or the
their actions and their
CHARACT and main
and dialogue actions and
ERS dialogue characters in
are well dialogue
are too the comic
matched to match
general to strips are not
their actions actions and
show their the main
and dialogue dialogue in
relationshi characters in
in the story the story.
p to the the story
story.
SPELLING There are There are
There are 1-
, There are no 4-5 more than 5
3 spellings,
PUNCTUA spellings, spellings, spellings,
punctuations
TIONS, punctuations, punctuatio punctuation,
, and
AND and grammar n, and and
grammar
GRAMMA errors. grammar grammar
error.
R errors. errors.

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 Some
Most thoughts
Thought/spee thought/spee /speech
ch bubbles ch bubbles bubbles
are present are present are
No
THOUGHT/ and clearly and present
thought/spee
SPEECH/ reveal a somewhat and reveal
ch bubbles
BUBBLES characters’ reveal a some
and present
thoughts or characters’ characters
relay dialogue thoughts or ’ thoughts
efficiently relay or relay
dialogue some
dialogue
Some
pictures
All boxes are
Most boxes show
complete
are neat with details No pictures
ARTWORK with excellent
some details ,but or little detail.
details in all
in all scenes. details are
scenes
inconsiste
nt
The comic
The comic The comic The comic
has at least 6
FRAMES has only 3-4 has only 2 has 1 frame
required
frames frames only
frames.
TOTAL 28 points
Reference: PE & Health TG page 299

D. Article Writing
CRITERIA 4 points 3 points 2 points 1 points
Audience
Audience
Students has
cannot
Students present difficulty
understan
present the the following
d the
ORGANIZATI information informatio the
presentati
ON in logical, n in presentatio
on
interesting logical n because
because
Score sequences sequence the
there is no
________ which the s which reporters
sequence
audiences the jump
of
can follow audience around in
informatio
can follow their
n
discussion
Majority of
Majority of
points
points
covered Most points
were
an in- covered
briefly
Addressed depth adequately
mentioned
all required informatio but report
without
report n but with does not go
explaining
elements; few gaps. into detail
CONTENT them in
contained Informatio and only
depth.
complete n are makes
Score Many
and detailed accurate general
________ errors in
explanations and statements
informatio
that were listeners about the
n, and the
easily gain topic; with
audiences
understood insight some errors
do not
and learn in
learn
from the information.
anything
presentati
new.
on

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 Students
Students
demonstrate Students Students
do not
full are not are
have
knowledge ease with uncomforta
STUDENT grasp of
(more than the ble with the
KNOWLEDGE informatio
required ) in expected information
n; students
answering all answers and were
Score cannot
questions to all able to
________ answer
with questions, answer only
questions
explanations and fail to rudimentary
about the
and elaborate. questions.
subjects.
elaborations
Visual aids Visual aids
Visual aids
are well are
are difficult
designed unreadabl
There is to read.
and had a e or too
appropriat There are
VISUAL AIDS neat and crowded.
e amount too much
professional There are
of information
Score appearance; too little
informatio or some
________ helped informatio
n on the information
audience n that
visual aids is missing
and made the
from the
members aids
visual aids
understand. useless.
Students
Students occasionall
Students and Students
and y use
GRAPHICS graphics use
graphics graphics
explain and superfluou
relate to that rarely
Score reinforce text s graphics
text and support text
________ and or no
presentati and
presentation. graphics
on presentatio
n
Students’ Students’
Students’ Students
voices are voices are
voices are mumble
clear and clear and
low and words and
correctly correctly
incorrectly incorrectly
pronounce pronounc
pronounce pronounce
ELOCUTION the words. ed most
terms. terms and
Precise words.
Audiences speak very
Score pronunciatio Most
members quietly that
________ n of terms so audience
have students
that all members
difficulty sitting at
audience can hear
hearing the the back
members the
presentatio can hardly
can hear the presentati
n hear them.
presentation on
Students
maintain
Students Students
eye Students
EYE maintain eye occasionall
contact read all of
CONTACT contact with y use eye
most of the reports
the audience contact but
the time with no
Score and seldom still read
but eye
________ look at their most of the
frequently contact
notes. reports
look at
their notes

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 Students
Students
fail to
give a
Students engage
creative
Students present the
and
present relevant audience
engaging
CREATIVITY relevant material in in their
presentatio
material in a a creative presentati
n , but its
Score creative and and on. The
format does
________ engaging engaging format
not
manner all manner used does
complemen
the time. most of not
t
the time. demonstra
to the topic
te
discussed.
creativity.
Member
shared
equally in the The group It is
preparation functioned apparent
One
PARTICIPATI and well as a that there is
person
ON presentation. whole; the an uneven
clearly
There is presentati distribution
dominates
Score good on clearly of effort
or did not
________ teamwork; presents among the
contribute.
the report some of group
clearly its parts. members.
exceeds sum
of the parts.
Students Students Students
TIME Students complete extend 5-10 extend 11-
MANAGEMEN complete the the minutes in 20 minutes
T presentation presentati order to in order to
within the on within complete complete
Score allotted 30 a 5- the the
________ minutes. minute presentatio presentati
extension. n. on.
TOTAL 40 points

Reference: PE & Health TG page 297

V. PROCEDURE 1. Tell the students that they can choose from one of
the above performances or outputs.
2. Explain clearly to the students the rubrics for each
activity.
3. The activity can be done individually/pair/group.
Depending on the students’ capabilities.
4. Prepare necessary documents needed for the
culminating activity prior the event.
 Letter to the School Principal
 Letter to all grade 10 teachers
VI. REMARKS

VII. REFLECTION

a. No. of learners
who earned 80% in
the evaluation.
b. No. of learners
who required
additional

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 activities for
remediation.
c. No. of learners
who caught up
with the lesson.
d. No. of learners
who continue to
require
remediation.
e. Which of my
teaching strategies
worked well? Why
did these work?
f. What difficulties
did I encounter
which my principal
/ supervisor can
help me solve?
g. What innovation or
localized material
did I use / discover
which I wish to
share with other
teachers?

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