Daily Lesson SCHOOL PATIN-AY NATIONAL HIGH SCHOOL GRADE LEVEL 10

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MAPEH TEACHER MERVIN G. BAUYA LEARNING AREA HEALT
H
TEACHING DATE JANUARY 13-17, 2025 QUARTER THIRD
AND TIME

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content The learner demonstrates awareness of global health initiatives.
Standard
B. Performa The learner demonstrates competence in applying knowledge of global health to local or national
nce context global initiatives.
Standard
C. Learning Discusses the Describes how Recommends ways
Competen significance of global health of adopting global
cy global health initiatives health initiatives to
Objective initiatives. positively impact local or national
s (H10HC-IIIa-1) people’s health in context global
various countries initiatives.
Describes how (H10HC-IIIb-c2) (H10HC-IIId-e4)
global health
initiatives Analyzes the
positively impact issues in the
people’s health in implementation of
various countries; global health
(H10HC-IIIb-c2) initiatives.
(H10HC-111b-c-3)

Learning Objectives:
Learning
 Objectives: Learning 1.list some ways of
Objectives: adopting global
1.Identify global health initiatives to
health issues and 1. cite examples local or national
concerns; regarding the context global
current issues in initiatives.
their place;
2. Explain the 3. explain the 2. give the
implications of the issues in the importance of
different global implementation of recommending
health issues and global health ways of adopting
concerns; initiatives. global health
initiatives to
3.Enumerate the local or national
Millennium context global
Development initiatives through
Goals; poem writing.

4. Give the
importance of the
MDG and Global
Health Initiatives
through a slogan.
I.CONTENT Summative Test in Millennium Health trends, HEALTH TRENDS, Summative Test
Music Development Issues and ISSUES AND
Goals concerns (Global CONCERNS
level) (Global Level)
V. LEARNING
RESOURCES
HEALTH TRENDS,
ISSUES AND
CONCERNS
 (GLOBAL LEVEL)
II.LEARNING
RESOURCES

A.References HORIZONS: Music HORIZONS: Music HORIZONS: Music HORIZONS: Music HORIZONS: Music
and Arts and Arts and Arts and Arts and Arts Appreciation
Appreciation for Appreciation for Appreciation for Appreciation for for Young Filipinos,
Young Filipinos, Young Filipinos, Young Filipinos, Young Filipinos, Raul M. Sunico, et.al.
Raul M. Sunico, Raul M. Sunico, Raul M. Sunico, Raul M. Sunico,
et.al. et.al. et.al. et.al.

1. Teacher’s TG. pp. 244 - 246 TG. Pp. 245 – 253 TG. Pp. 245 – 253 TG. Pp. 245 – 253
Guide
pages
2. Learner’s Pages 257-281 M. Pp. 266 – 271 M. Pp. 266 – 271 M. Pp. 266 – 271
Materials
pages
3. Textbook Pages 257-281 Pages 257-281 Pages 257-281 Pages 257-281
pages
4. Additional Perez, V., V., Luna, L., Perez, V., V., Luna, L., Perez, V., V., Luna, L., Perez, V., V., Luna, L., N., Perez, V., V., Luna, L., N.,
Materials N., and Tomas C., E., N., and Tomas C., E., et. N., and Tomas C., E., and Tomas C., E., et. al. and Tomas C., E., et. al.
from et. al. (2004). MAPEH- al. (2004). MAPEH-CAT et. al. (2004). MAPEH- (2004). MAPEH-CAT IV. (2004). MAPEH-CAT IV.
Learning CAT IV. Music, Art, IV. Music, Art, Physical CAT IV. Music, Art, Music, Art, Physical Music, Art, Physical
Resource Physical Education, Education, and Health- Physical Education, and Education, and Health- Education, and Health-
(LR) and Health-Citizenship Citizenship Health-Citizenship Citizenship Advancement Citizenship Advancement
portal Advancement Advancement Training. Advancement Training. Training. Quezon City. St. Training. Quezon City. St.
Training. Quezon City. Quezon City. St. Quezon City. St. Bernadette Publishing Bernadette Publishing
St. Bernadette Bernadette Publishing Bernadette Publishing House Corporation and House Corporation and
Publishing House House Corporation and House Corporation and Health 10- Module 3, Health 10- Module 3,
Corporation and Health 10- Module 1, Health 10- Module 2, Quarter 3 Quarter 3
Music 10- Module 1-2, Quarter 3 Quarter 3
 Quarter 3
B.Other Health 10 , Q3- Health 10 , Q3- Health 10 , Q3- Health 10 , Q3-
Learning Module 1 Module 2 Module 3 Module 3
Resources
I.PROCEDURES
Reviewing the In the summative Recall past lesson “Information Group Activity:
previous lesson test, the students on the Pillars of Please”
or presenting will read the Foundation. Processing Skills:
the new lesson. questions The student will 1. Group the
carefully and explain in one or class into 4.
choose the letter two sentences the 2. Each group
of the correct words or phrases will be given 2
answer by writing listed below uisng global health
it their activity a mentimeter app. initiatives.
notebook based 1. Global Health 3. In 3-5
on the learning 2. Millennium sentences,
competencies Development the group will
below: Goals explain and
1. Narrates reflect on the
the life of importance of
selected these global
contempora health
ry Filipino initiatives.
composers; 4. Include Quick
2. Analyzes win project for
the musical each
characterist programs.
ics of 5. Include also
traditional the MDGs that
and is being
contempora targeted by
ry Philippine the initiatives
 music; and quick win
3. Improvises project.
simple 6. The class will
vocal/ be given 5
instrumenta minutes to
l present the
accompanin output.
ents to
selected
contempora Group 1
ry Philippine TB-DOTS
music. Smoking
Cessation
Program

Group 2
DRR
Vector Borne
Disease

Group 3
Health Lifestyle
Prog
Garantisadong
Pambata Program

Group 4
Maternal and Child
Care
Expanded Prog for
Immunization
A.Establishing a Pre-Test: “Write me Guide Questions:
purpose for the Down”
lesson A.Word Hunt • “What do you
Use Give the students think will happen to
pencil/ballpoint strips of paper on the world if there is
pen and write the which they will no health
answers in your write the health initiatives created?”
activity sheet or issues and
notebook. concerns • “Do you think
Procedure: encountered in that everything will
their barangay. be okay if there are
1. Look for 10 no health
global health After they have initiatives?
issues and finished writing,
concerns that the let them paste the
World Health strips on the
Organization and prepared spider
member-nations web on the board.
are facing.

2. Explain the
implications of
the different
global health
issues and
concerns to
people across
the nations.

B.Presenting The students will Guide Questions:

examples/ cite examples
instances of the regarding the *“If you are to
new lesson current issues. implement a health
initiative in your
Examples: community, which
Polio would you initiate?
Rabies Why?”
Dengue
• “How can you
Activity 1: implement these
health initiatives in
BRAINSTORMING your community?”
The class will be
divided into 5
groups. Using the
picture above,
they will answer
the question
below. Three
minutes will be
given to each
group to work on
their task and two
minutes to present
their answers.

Question:

What do you think

are the biggest
health issues and
concerns that
people around the
 world face today?

C.Discussing . Guide Questions: Group Activity:

new concepts Activity 2:
and practicing Group Work ❖ How do these RECOMMENDS
new skills #1 issues, concerns WAYS
On a ¼ piece of and trends affect
manila paper, the life of the • Group the class
answer the people especially into 4. (You may
following the Filipinos? follow the same
questions : group or create a
❖ Are these new one.)
1. What are the issues, concerns • Each group will
current health and trends be given a scenario
issues and attainable or non- and they will
concerns in your attainable? Why? recommend ways of
community? Share adopting global
and discuss these health initiatives.
health initiatives.
• The class is given
2. What will the 8 minutes to
world be like if prepare and 3
health issues and minutes to present
concerns are not their outputs to the
properly class. (Create 4
addressed? scenarios that are
timely relevant in
3. If you are a your area today, or
health worker in you may just
your community, research for
what health issues sample scenarios in
and concerns do the internet. Please
you think should do refer on the
be addressed sample scenario
immediately? given below for your
Whyy? guidance)

Scenario 1

You are a member

of a community
which is known as
one with the worst
cases of dengue in
your area. The
people or even
the local officials in
your barangay
have nothing to
do with this
increasingly
growing issue.

Ask: “How will you

adopt your
knowledge with
regards to health
initiatives?”

“How can you

implement it in your
community?”
 “What processes
will you do and
what preparations
will you make?

D.Discussing (For the teacher :) Activity # 2 ”

new concepts
and practicing Global Health and May We Know”
new skills #2 the Millennium
Development (Students will be
Goals The term grouped according
“global health” to the barangay
rose in popularity where they reside.
along with the rise
of globalization. Each group will be
Both terms given 3 - 5
improved public minutes to write
awareness of their answers on a
vulnerabilities and manila paper or
shared any medium and
responsibilities discuss it in front
among people for of the class.)
the different
injustices in the ➢ What activities
world. do you have in
your
(Discussion locality/barangay
process depends where
on the discretion environmental
of the teacher) sustainability is
observed?
 ➢ Who are
involved in
implementing this
activity in your
place?
E.Developing Activity 3: Guide Questions: Individual Activity:
mastery
(Leads to (This may be done ❖ How does the POEM WRITING
Formative through a Philippine • Choose one
Assessment 3) PowerPoint government global health
Presentation) address local and initiative of the
Millennium national health World Health
Development issues and Organization and
Goals concerns like write a poem about
HIV/AIDS cases it. Include the aims
Note: The teacher and tobacco and of the initiative
may use sample alcohol related and its importance
video clips about diseases? to global health
each goals from
the suggested ❖ How can
links: (this can be educating the
made through a youth help in
game like developing socially
arranging jumbled conscious and
letters.) healthy
individuals who
are aware of the
various global
health threats
and concerns?
F.Making Guide Questions: Guide Question:
generalizations
and
Group ❖ What the “What are the
abstractions
about the
lesson
Activit common issues,
concerns and
trends do we
importance of
health initiatives?”

y: encounter around
the world?
• “Is it important
that we should
adopt these
Class ❖ What do you
think are the local
initiatives?”

will be
and national
factors, influences
and beliefs in the

divide Philippines that

strengthen the
fast and full

d into implementation of
these health
initiatives?
4
groups
and
each
group
shall
be
given
2
MDGs
for
them
to
discus
s
before
the
class
after 5
minut
es of
deliber
ation
within
the
grou
Activity 4: THE
PHILIPPINE
SCENARIO
(Essay)

Do you think the

Philippines will be
able to achieve
these eight goals?
Write your
personal report on
a clean sheet of
paper. List which
goals are highly
achievable and
which are
not.State your
reasons.

Group
Activit
y:
Class
will be
divide
d into
4
groups
and
each
group
shall
be
given
2
MDGs
for
them
to
discus
s
before
the
class
after 5
minut
es of
deliber
ation
within
the
group
Group
Activit
y:
Class
will be
divide
d into
4
groups
and
each
group
shall
be
given
2
MDGs
for
them
to
discus
s
before
 the
class
after 5
minut
es of
deliber
ation
within
the
group.
G.Finding Activity 5
practical What if?
Application of The students will
concepts and tell whether the
skills in daily global effects of
living the 8 MDG were
achieved or not.
They will copy the
table in the
activity notebook
and write the
predictions in the
column.

( See the table in

the Health 10,
Module 1, Q3.

(Group
Activit
y:
Class
will be
divide
d into
4
groups
and
each
group
shall
be
given
2
MDGs
for
them
to
discus
s
before
the
class
after 5
minut
es of
deliber
ation
within
the
group.
)
(Group
Activit
y:
Class
will be
divide
d into
4
groups
and
each
group
shall
be
given
2
MDGs
for
them
to
discus
s
before
the
class
after 5
 minut
es of
deliber
ation
within
the
group.
)

H.Evaluating A short quiz: Evaluate the

learning (For the average “Match me” students using their
learners, the Match the Global group activity
teacher may let Health inittiatives entitled “
the students make in Column A with Recommend Ways”
a slogan) programs in using the rubrics
Column B below:
Criteria (Slogan)
A. Content
Content Discussant
(Relevance to the 1. Global Cooperation
theme/ Clarity of prevention and
the message) control of Tobacco ( See the
-------- 15 points and Alcohol use attachment)
Creativity -------- 2. Global initiative
5 pts. for mental health
________ 3. Global fight
Total --------- 20 against
pts. communicable
diseases 4. Global
Alliance for
vaccines and
immunizations
5. Global Strategy

B.
a. Implementing
the healthy eating
habits through a
good dietary
guidance

b. Prevent abuse
of rights and
 unjust treatments
of people with
mental problems

c. Price and tax

measures to
reduce the
demand

d. Strengthen
children
immunization
programs like
hepatitis B.
I.Additional -Read about Individual Activity: • Prepare for a
Activities for Global fight summative test.
application or against Students will write
remediation communicable an essay about
diseases. their resolution on
- Prepare to share how they will
what you have help manage the
read about, next hindering factors
meeting. or barriers in the
implementation of
health initiatives
in their barangay
J.Assignment
REMARKS Only Activity 1-2
REFLECTION

A.No.of 10 St. Vincent- 26 out 42

Learners who 10- St. John- 27 out 41
erned 80% in 10- St. James- 26 out 37
the evaluation 10- St. Matthew- 30 out 39
10 St. Paul – 29 out 42

B.No. of 10 St. Vincent- 16

Learners who 10- St. John- 17
require 10- St. James- 11
additional 10- St. Matthew- 9
activities for 10 St. Paul – 13
remediation
who scored
below 80%
C.Did the 10 St. Vincent- 10
remedial 10- St. John- 10
lessons work? 10- St. James- 10
No. of learners 10- St. Matthew- 5
who have 10 St. Paul – 8
caught up with
the lesson
D.No. of 10 St. Vincent- 5
learners who 10- St. John- 6
continue to 10- St. James- 6
require 10- St. Matthew- 4
remediation 10 St. Paul – 7
E.Which of my Problem-Based Learning (PBL) – If you used real-world case studies or local health issues, this likely
teaching helped students make connections between global health concepts and their local communities. It
strategies encourages critical thinking and problem-solving.
worked well?
Why did these Collaborative Learning (Group Work & Peer Teaching) – If students worked together to analyze global
work? health frameworks and apply them to national issues, peer interaction likely deepened their
understanding through shared insights.
 Inquiry-Based Learning (IBL) – Encouraging students to ask questions about global health trends and
research their implications for the country fosters curiosity and independent thinking.
F.What Students’ Difficulty in Relating Global Concepts to Local Contexts
difficulties did I Some learners may struggle to see how global health issues connect to their community.
encounter
which my
principal or
supervisor can
help me to
solve?
G.What Gamified Learning Activities
innovation or
localized Using interactive games like quizzes, role-playing (WHO officials vs. government leaders), or health
materials did I disaster simulations.
use/ discover
whihc whosh to Community Health Mapping Project
share with
other teachers?

Prepared by: Checked by: Noted:

MERVIN G. BAUYA ELENA Y. SUMANDO MARILOU P.

CURUGAN, DM-HRM
MAPEH Teacher MT I, Instructional Supervisor Principal IV