Health 3 3rd Quarter Final

DETAILED
LESSON PLAN
IN HEALTH 3
(Third Quarter)
i | Region V/Daily Lesson Plan/2019-2020

DLP DEVELOPMENT TEAM
MAPEH (HEALTH 3RD QUARTER)
GRADE 3
Writer
ALMA R. VENTURA
MARISOL L. ROMOBIO
MA. AIZA C. CARUMBA
CRESILDA A. NERY
JOSEPHINE R. ESTRELLA
MA. MADONNA S. DEL GALLEGO
EVA T. BACARES
EMELINE B. MARIANO
CHIRREL B. DATOY
IVY B. TEMPORAL
AURYL N. SALON
Demonstration Teacher
ALMA R. VENTURA
MARISOL L. ROMOBIO
MA. MADONNA S. DEL GALLEGO
Illustrator
EMELINE B. MARIANO
Layout Artist
JOSE P. GAMAS, JR.
ii | Region V/Daily Lesson Plan/2019-2020

Table of Contents
Defines a consumer (H3CH-IIIab-I) ............................................................................ 1
Explain the components of consumer health H3CH-IIIab-2 ....................................... 4
Identifies different factors that influence the choice of goods and

services H3CH-IIIbc-3 .................................................................................. 7
Discuss the different factors that influence choice of good and services
H3 CH-IIIbc-4 ............................................................................................. 12
The learner describes the skills of a wise consumer H3CH -IIIde-5 ........................ 16
Demonstrates consumer skills for given simple situation H3CH-IIIde-6 ................... 22
Identifies basic consumer rights H3CH-IIIfg-7 .......................................................... 27
Practices basic consumer rights when buying H3CH-lllfg-8 .................................... 35
Identify consumer responsibilities H3CH-IIIh-9 ........................................................ 41
Discusses consumer responsibilities H3CH-IIIi – 10 ................................................ 45
Identifies reliable sources of health information H3N-IIIj-11 ..................................... 48
iii | Region V/Daily Lesson Plan/2019-2020

School Grade Level 3
Teacher Learning Areas Health
Time & Dates Quarter 3rd LC1
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of
factors that affect the choice of health
information and products.
B. Performance Standards The learner demonstrates critical thinking skills
as a wise consumer.
C. Learning Defines a consumer (H3CH-IIIab-I)
Competencies/Objectives
Write for the LC code for each
II. CONTENT Healthy Person
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages MAPEH 3, pp. 421-42
2. Learner’s Materials pages LM pp. 397-400
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources The 21st Century MAPEH in Action 3, pp. 240-
241, pp. 251
Background Information
IV. PROCEDURES TEACHER’S ACTIVITY
A. Preliminary Activities 1. Motivation
Can you tell what the children are
doing?
www.google.com/images/services
The children in the pictures are receiving

services or buying products. Are you buying
these products too? Are you receiving health
services too?
A. Presentation
Who is a consumer?
1. Uses health products
1 | Region V/Daily Lesson Plan/2019-2020

2. Receives health services
3. Uses health information

\
Ask the following questions:

What are the products used by the two
boys?
What do we call a person who bought
products for his/her own use?
Are you receiving health services? How
do you call a person receives health
services?
We all buy the things we need. But
before buying, there is some
information that one should know to
make sure that he/she makes the right
choice.
What information do you look for when
you buy health products like food,
medicines, cleaning products, hygiene
products, etc.?
B. Developmental Activity Each group will be given 10 minutes to
prepare a 2-3 minute commercial
presentation.
Group 1- Health Products

Group 2- Health Services
Group 3- Product info-label of drinking
products
From those commercials you have presented.

Who is a consumer?

C. Post Activity Generalization:
Making generalizations and
Value Integration A consumer is a person who uses health
products, receives health services and uses
health information.
Value Integration
V. EVALUATION Are you a consumer? Put a check mark ( ) on

the line if the person in the situation is a
consumer. Put a cross mark (X) if not.
________1. Marlette received a flu vaccine.
________2. Adrian serves lunch to students.
________3. Dr. Rizza advised her patients to
take their vitamins.
________4. Xena bought a sandwich and was
given change.
________5. Iyah reads the label of a can of
milk before buying.
Write inside the boxes words that will define a
consumer.
I buy and use…
VI. ASSIGNMENT I get or receive…
I read and use…
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
A. Content Standard Demonstrates understanding of factors that
affect choice of health information and products.
B. Performance Standard Demonstrates critical thinking skills as a wise
consumer.
C. Learning Competency Explain the components of consumer health
H3CH-IIIab-2
II. CONTENT Introduction to Consumer Education and Its
Components
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Music, Art, Physical Education and Health pp.
421-422
2. Learner’s Materials Music, Art, Physical Education and Health pp.
445-The 21st Century MAPEH in Action 3,
pages 241-242
3. Additional Materials
from LR Portal
4. Other Learning
Resources
B. Materials Good grooming products like soap, vegetables
and fruits, milk, etc.
IV.PROCEDURE
A. Preliminary Activities
1. Review Who is the consumer?
2. Motivation The teacher will present pictures, name the
products or services they used. (please
illustrate)
www.google.com/images/products/services

A. Presentation Group the learners, give them the pictures
above and let them paste according to the
following:
Health Health Health
Product Services Information
Who is buying fruits and vegetables? Why she

is buying? What do we call a person who is
buying products for his/her own use?
What product is the boy using in taking a bath?

Why do we need soap in taking a bath? What
about the third picture?
They are all part of health products, the

products we buy and use to make us strong and
healthy.
Do you think we need this kind of service?

(pointing to the second column)
How many times do you visit your

dentist in a year? Our doctor? The hospital?
Why do we need to visit them even we are fine?
Why the boy need to cut his hair?
These services are what we get from other

people that make us healthy. We need to visit
them even we are feeling well to help us
maintain our good health? These services is
what we called health services.
The last picture show us information of the

product. These are notices and warning signs
that will keep you safe. These tell you the bad
effects of products.
Identify the picture that the teacher will show to

the class. Raise 1 finger for Health Product, 2
finger for Health Services and 3 finger for
Health Information.

C .Generalization What are the components of health consumer?
Give examples for each component.
The components health are Health Product,

Health Services and Health Information
Answers will vary.
V.EVALUATION Read the situations below and choose where
components the situations belong.
Health Health Health

Product Services Information
1. A boy buying a can of milk.

2. A girl having a dental check
up.
3. A father having a back
massage.
4. A man eating in a restaurant.
5. A mother reading this notice in
the hospital.
VI. Agreement: Look for a health information, cut it and paste it

in a short bond paper.
VI. REMARKS
VII. REFLECTION

I. OBJECTIVES
A. Content Demonstrates understanding of factors that affect the
Standard choice of health information and products.
B. Performance Demonstrates critical thinking skills as a wise consumer.
Standard
C. Learning Identifies different factors that influence the choice of
Competency/s: goods and services H3CH-IIIbc-3
II. CONTENT Different Factors that influence the choice of goods and
services
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s MAPEH 3, pp. 450-455
Materials
3. Text book pages The 21st Century MAPEH in Action 3, pp. 243-244
4. Additional
Materials from
Learning
Resources
5. Other Learning www.dreamstime.com,
Resources www.pinterest.com,
clipartmax.com
www.dreamstime.com
www.pinterest.com
clipartmax.com
IV. PROCEDURES
A. Review Ask: Look at the pictures. Can you tell what services they
offer to the consumers? Do you think consumers need
their services? Why?
www.dreamstime.com, www.pinterest.com, clipartmax.com

B. Motivation Mrs. Castro is a wise consumer. She plans and budgets
what to buy. She wants to buy school bags for her two
children. She asks the saleslady if the bags are on sale. She
goes to different stores to compare prices. She asks the
sellers the things used in making the school bags. She also
studies the label.
Answer the following questions:

1. What did Mrs. Castro do before buying the school
bags?
2. How will you describe her as s consumer? Why?
D. Presentation Ask: What affects buyers and users in choosing products

and services? (Consumers decide what to buy based on
these factors.)
1.) What consumer
wants or likes?
Which of these
do you like?
I like the small one.
2.) What buyers and users

3.) Price of the product.
feel about the product?
I love these foods.

(Note: Pictures are taken from www.dreamstime.com, www.pinterest.com, clipartmax.com)
4.) What is
important to the
consumer?
We don’t need that.

Let’s buy the things we
need.
Let’s buy that one, I

like that.
C. Development of Activity 1: “My Field Trip Baon!” (Group Activity: The

the lesson teacher will group the learners into 3. Each group will be
given activity sheets for their group work.)
You are going to a field trip.

You need to buy your snacks.
Your parents gave you Php 50.00
What are you going to buy?
Select from the menu below.
MENU
SNACKS
Nilagang Mais Php 10
Camote Que Php 15
Pansit Php 25
Corn Chips Php 20
Pandisal with Egg Php 15
Chocolate Php 20
Spaghetti Php 30
DRINKS
Milk Php 20
Juice Php 15
Softdrinks Php 20
Water Php 10
List your choices and their prices.

ITEMS PRICES
TOTAL

We choose these because...
______________________________________________
______________________________________________
_____________________________________________.
Activity 2: For Sale!
Will you buy the Magic Notebook?

Encircle Yes or No. Why?
Yes / No, because…..
_________________________________
YY
_________________________________
_________________________________
____________________________.
H. Making • A wise consumer plans ahead what to buy and

generalizations budgets money.
and abstractions • A wise consumer bargains.
about the lesson • A wise consumer compares the quality, price, and
use of products.
• A wise consumer asks for information before
buying.
V. EVALUATION
Identify the factor that influenced the buyer in each
situation. Choose your answer from the box. Write the
letter of your answer on the blank.

a. What buyers like d. Value
b. Price of product or service e. What others say
c. What consumer feels
______1. Sam wants to buy chocolate ice cream, but his

money is not enough. He bought an ube flavored
ice cream instead.
______2. Jinky wants an egg sandwhich. There is no egg
sandwhich so she did not buy.
______3. Susie saw on TV a new flavour of her favorite
biscuit. She was attracted, so she bought one.
______4. Kim hates curry sauce. Her mother doesn’t buy
curry powder anymore.
______5. Noriel saw junk food in a store. He knows it is
bad for the health. He did not buy the junk food.
VI. AGREEMENT /
ASSIGNMENT
A. Additional Write a letter of complaint regarding a defective product.
activities for In your letter, tell
application or • Why you are writing
remediation • When you bought the product
• How much you paid and the receipt number
• What’s wrong with the product
• What you want to happen

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of factors that
affect choice of heath information and products
B. Performance The learner demonstrates critical thinking skills as a
Standard wise consumer
C. Learning Discuss the different factors that influence choice of
Competencies good and services H3 CH-IIIbc-4
II. CONTENT Factors That Influence the Choice of Goods and
Services
III. LEARNING
RESOURCES
A. References DedEd ( 2016) K to 12 Health Curriculum Guide p 45
LM MAPEH 3 pp 456-458
Teachers Guide MAPEH 3 pages 430-432
21st Century MAPEH 3 in Action by Gerardo c. Lacta,
Gemalyn Andres-Solano, Marisa R. Operario . Ronald
V. Solis. Samson G. Bulanandi
B. Materials Pictures, Charts, laptop and projector
IV. PROCEDURES
A. Preliminary Checking of assignment/ Review
Activity 1. What is the important information that a
customer needs when buying product?
2. Why we need to be wise in choosing goods
and services?
A. Motivation Ask the pupils to study the pictures on Health 3 LM pp

456 (charted)
- Ask:
- What are the basic needs of one
consumer?
- Elicit the learners answer. have them
understand the meaning of basic
needs and consumer’s right

B. Developmental (Role Playing)
Activity - Divide the class into four groups
- Have them act out the following task.
Give them10 minutes to prepare
- Group I
- Group of teachers buy food for their
one-week consumption. They ask for
information about the goods they are going
to buy.
- Group II
-. Mang Rudy is trying to look the information
label on the goods he wanted to buy. He
consumes more time before he decides to
buy the product.
- Group III
- Rex is a good consumer, before he buys the
goods, he always makes sure that the goods
are good .and it is on the right services
- Group IV
- Mother prepare a list of their priority needs
before going to the market
- After the activity let each group report their
out put
I. -Why do teachers ask the help of the sales

C. Abstraction and girl?
Analysis - What is the right of the customers being
practiced?
- Discuss the right to information
II. Why does Mang Rudy consumes more time

reading the information manual before he
decides to buy the product?
-Discuss the right to choose and safety in
selecting goods and services.
III. Why do Rex is making sure that the goods he

is planning to buy is in good choice?
-Discuss the factors that influences the choice

of goods and services. Such as: right to
information, right to safety, right to choose,
and right to basic needs.

D. Application Activity 3
Put a check mark on the line if the person in the
situation is practicing consumer’s right. Put cross
mark if not.
___1. Martha serves lunch to students.
__ _2. Zion bought a sandwich and was
given change.
____3. Dina receive a flu vaccine.
____4. Dr. Rizza advised her patients to take
their vitamins.
_____5. Eden reads the label of a can of milk
before buying.
E. Generalization -Remember that being a consumer, It is your privilege to

exercise your right to choose Safety Information and to
choose your basic needs
- There are the factors that influences choice of goods
and services.
F. Evaluating -Write the activity you have done to show your privilege
learning as consumers.
Priviledge to informaion
1.
2.
Priviledge to choice
1.
2.
Priviledge to Choice and Safety
1.
2.

Priviledge to Basic needs
1.
2.
G. Additional
Activities for
Application or
Remediation
-Ask your parents about their experiences on choosing
products, their privilege, share it to your class tomorrow
V. REMARKS
VI. REFLECTION

I .OBJECTIVES
E. Content Standard The learner demonstrates an understanding of the factors
that affect the choices of health information and products
F. Performance The learner demonstrated critical thinking skills as a
Standard wise consumer
G. Learning The learner describes the skills of a wise consumer H3CH
Competency/s: -IIIde-5
II. CONTENT SKILLS OF A WISE CONSUMER
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide MAPEH Teachers Guide pp 427 - 429
Pages
2. Learner’s MAPEH Kagamitan ng Mag-aaral ( Bikol ) pp 450 - 455

Materials
pages
3. Text book pages
4. Additional
Materials from
Learning
Resources
B. Other Learning Deped (2013) K to 12 Health Curriculum Guide,
Resources Pasig:Deped Johnson P. Hunter, l. (2011). Consumer stuff
for kids. A teaching-learning resource.
Galvez Tan, J.Z. et al., (2009).The Health Curriculum in
the Philippine Basic Education. 2009. UNESCO
National Commission of the Philippines
IV. PROCEDURES
A. Review Present a situation and let the pupils identify the different
factors that influence the choice of goods and services
1. Athan wants her mother to buy him a Nike shoes
since Michael Jordan is his basketball idol.
2. Michelle wants to buy a new bag since her bag is
already old and worn-out.
3. Aling Ella choose to buy the Marikina made slippers
rather than the imported one.
What are the different factors that influence the choice of

goods and services?
Which of the influencing factors identified can you consider
as your own guiding principle in buying goods?

B. Motivation Show the following real objects with label
A B
a. pencil with eraser that cost P 15.00

b. pencil with eraser and sharpener that costs P 20.00
* If you’re going to choose between the two items, which
pencil will you buy ? Why ?
C. Presentation of Abby told her mother that she wants new
the lesson notebooks. They went to Master Square to shop around.
There are many kinds of notebooks. There was a promo
notebook with ceramic pen whose amount is P1.00 higher
than the ordinary notebook. Abby’s mother choose the
notebook with ceramic pen.
* Why do you think Abby’s mother had chosen the
notebook
with ceramic pen
* What are the things she had considered in choosing a

product?
* As a consumer, there are things or certain skills that a
consumer
should possess
* Pictures will be presented
* What can you say about the pictures?
D. Development of A consumer has certain skills in choosing and buying a
the lesson product. The skills of a wise consumer includes
(Analysis)
1. Budgeting – she plans and budgets what to buy. A
wise buyer do not spend beyond her means. She
give priority to immediate needs of the family.
2. Bargaining – she know the art of bargaining,
haggling and negotiating in order to avail of a lower
price.
3. Data Collection – she reads information about the
products and services and always choose the better
products
4. Comparison buying – she canvasses price and
gather information about the product. She do not
immediately buy a certain product without
canvassing for the same product with a lower price
but of goof quality
5. Communication and assertiveness – she writes or
reports a complaint on a defective or fraudulent
goods or services.

* Read the story on page 450 0f the MAPEH Kagamitan ng
Mag-aaral ( Bikol )
* Standard for Oral Reading ( Integration in English –
Reading )
Mrs Castro is a wise consumer. She plans and

budgets all her purchases. She wants to buy school bags
for her 2 kids. She asked for the price of the bags. She still
shops around to other stores to canvas prices. She also
asked the saleslady the materials used for the bags.
a. What does Mrs. Castro do before buying the school
bags for her children?
b. How will you describe her as a consumer? Why?
E. Discussing new GROUP ACTIVITY

concepts GROUP 1 - MAY BAON FOR THE FIELD TRIP
( Abstraction )
You joined the field trip in your school. You need to buy
snacks. Your parent gave you P 50.00. What will you buy?
Choose fro m the menu below. List down the food you
have chosen and its price.
MENU
SNACKS DRINKS
Nilagang Mais P 10.00 Milk P 20.00
Kamote Q P 15.00 Juice P 15.00
Pansit P 25.00 Soft drinks P 20.00
Corn Chips P 20.00 Water P 10.00
Pandesal with Egg P 15.00 Chocolate P 20.00
MGA PRODUKTO PRESYO
TOTAL
What did you consider before buying your snacks during

recess time?

GROUP 2 : BEST BUY
Which is best to buy ?
1. Quality
2. Price
3. Things
How did you select the product

What should a wise consumer do before buying? Why?
F. Finding practical You are in the market. You saw this advertisement: Read
application of the poster.
concepts and skills
in daily living
( Application )

Will you buy the product? YES or No?
YES / NO because
_________________________________________
_________________________________________
________.
G. Making Ask: What are the skills does a wise consumer have?
generalizations and
abstractions about Valuing: Needs should always be the priority than wants.
the lesson One can live without luxury in life but not without
(generalization) the basic needs for survival
V. EVALUATION
Choose the characteristics of a wise consumer inside the
box.
Write your chosen answers around the star
1. does not bargain

2. knows how to budget and plan
3. buys easily
4. compares quality and prices of goods
5. buys whatever she wants
6. complains if the product bought was defective
7. knows how to bargain or haggle
8. seeks information about the product
I. Evaluating 2.
learning
1.
3.
THE WISE
CONSUMER
4. 5.
VI. AGREEMENT/
ASSIGNMENT
J. Additional Using the format below, make a letter of complaint about a
activities for defective product that you have encountered. Your letter
application or must have the following :
remediation 1. the reason why you are writing the letter of
complaint

2. the date you bought the product
3. how much is the product as written in the receipt
with the O.R. number
4. mention the defect of the product
5. what would you like to happen
_________________________________________
______________________________________________
______________________________________________
VII.
REFLECTION

I. OBJECTIVES
A. Content Standards Demonstrates understanding of the factors that
affect the choice of health information and
products
B. Performance Standards Demonstrates critical thinking skills as a wise
consumer
C. Learning Demonstrates consumer skills for given simple
Competencies/Objectives situation H3CH-IIIde-6
II. CONTENT Skills of a Wise Consumer
A. References
1. Teacher’s Guide pages Pages 427-429
2. Learner’s Materials pages Pages 491-492
3. Textbook pages The 21st Century MAPEH in Action, pp.253-

254
B. Other Learning Resources Activity cards, pictures, chart
Background Information Consumers are users of goods and services.

They buy goods such as foods, school
materials, toys, clothes, and books. They also
avail different services at places like police
stations, schools, hospitals, dental clinic,
barbershops and parlor shops. Consumers
must possess skills in choosing and buying
products and services.
The skills of a wise consumer include:
1. Budgeting (plans and budgets what to
but)
2. Bargaining (bargains, negotiates)
3. Data collection (reads information about
the products and services)
4. Comparison buying (canvasses price
and gathers information
Communication and assertiveness (writes or
reports a complaint on a defective or
fraudulent goods/services)

A. Preliminary Activities Review: Have a review on describing the skills
of a wise consumer. Provide exercises for the
pupils to do.
Example:
Mother is preparing to go to the book store.
She has Php1, 500 to buy school supplies for
her children. She lists only those that are
needed in school.
Describe Mother’s skill as a wise consumer.
Motivation:
Have the pupils think about this.
a. How much money does your mother give
you every day for your allowance?
b. Do you spend all your money or do you
save some amount?
c. Why do you save some amount from
your allowance?
d. What do you do with the money that you
save?
Present this situation to the class.

Mrs. Sanchez is a wise consumer. She
B. Presentation
plans and budget what to buy. She wants to buy
two pairs of shoes for her two children. She asks
the saleslady if the shoes are on sale. She goes
to different stores to compare prices. She asks
the sellers the things used in making the shoes.
She also studies the labels.
a. What did Mrs. Sanchez do before

buying the shoes?
b. How will you describe her as a wise
consumer? Why?
C. Developmental Activities 1. Activity 1
Say: We will have a group activity. I will divide
the class into three groups. Each group will
act out the situation written on the given
metacards.
GROUP I
Mother went to the grocery store to buy

sandwich spread. She asked the saleslady
about the content of the product.

GROUP 2
You are going to buy your snacks in the

canteen. Mother gave you Php50.00. You
will choose from the menu what you want for
snacks.
MENU
SNACKS
Nilagang Mais Php10

Camote cue Php6
Pansit Php25
Pandesal with egg Php15
Chocolate Php20
DRINKS
Milk Php20
Juice Php15
Softdrinks Php20
Water Php10
GROUP 3
Mother is preparing to go to market. She

has Php2000 for a week’s food for the
family. She listed only those items that are
needed and can be used for a week.
2. Analysis:
a. How did you find the activity?
b. How were you able to finish the task
given to you?
c. What skill of a wise consumer is
shown in Group 1?Group 2? Group 3?
d. What is the importance of possessing
the skills of a wise consumer?
e. What learnings or insights did you
gain from the activity?
3. Abstraction: Do a lecturette on “
Consumer Skills” in choosing and buying
products and services
Generalization:
Who are the wise consumers?
What are skills of a wise consumer?

4. Guided Exercises
Call on individual pupils to
Demonstrate consumers’ skill in the
situation.
Jenny compares products before choosing

what to buy. She always does this.
a. Show your skill as a wise consumer in

bargaining .
https://www.google.com.ph/url)
5. Application:
Role Playing:
You found out that the school bag you bought

is defective. As a wise consumer, what will
you do?

D. Evaluation (Divide the class into 4 groups. Let each
group get one situation in the box. )
Direction: Demonstrate consumer’s skills
in the given situation.
GROUP 1 - Linda wants to buy a sandwich
spread. She asked the saleslady about
the content of the product.
GROUP 2 - Mrs. Guevarra wants to buy a

school bag for her daughter. Before
buying the bag she asked the saleslady
from another store selling the same kind of
bag. She compares the price.
GROUP 3 - Liza is a wise consumer. She

chooses products that are lower in price.
She also asks for discounts.
GROUP 4 - Mother is preparing to go to

the book store. She has Php1, 500 to buy
school supplies for her children. She listed
only those items that are needed in school.
(Teacher will use rubrics )
Role-Play Rubric
CRITERIA: RATING:
Message 5 4 3 2 1
Speech was clear with appropriate volume and

inflection. 5 4 3 2 1
Role was played in a convincing, consistent

manner. 5 4 3 2 1
Role-play captured and maintained audience

interest. 5 4 3 2 1
What are the rights of a consumer?

E. Assignment
V. REMARKS
VI. REFLECTION

I. OBJECTIVES
A. Content Standards Demonstrates understanding of factors that
products
B. Performance Standards Demonstrates critical thinking skills as a wise
consumer.
C. Learning Identifies basic consumer rights H3CH-IIIfg-7
Competencies/Objectives
II. CONTENT Consumers rights
A. References
1. Teacher’s Guide pages TG pp.430-432
2. Learner’s Materials pages pp.467- 470
3. Textbook pages
B. Other Learning Resources Dreamstime.com,
Pictures of sources of reliable health
information
-strips of papers
‐ pocket charts
Consumer Rights. Retrieved from:
http://www.dti.gov.ph/dti/index.php?p=720.

D. motivation 1. Ask some pupils to act out the following
situations printed on strips of paper:
a. Mother buys food and clothes for the

family. She asks for information about
what she is buying.
b. At the drugstore, Father reads the label

and looks for the expiration date, and
ingredients of cough syrup.
After the activity, ask the following

questions;
a. Why does mother ask the help of the

saleslady? What right as a consumer does
she practice?

b. Why does father read the label of the
cough syrup before buying it? What
consumer right does he practice?
E. Presentation of lesson
Introduce some consumers’ right. Write on
the blackboard/whiteboard or manila paper.
As consumers, we have rights to the

different kinds of health information, services
and products that we get. The following are the
consumers’ rights;
1. Right to Basic Needs This right

guarantees survival, adequate food, clothing,
shelter, health care, education and sanitation.
Here are ways to practice our rights to basic
needs:
a. Prioritize your needs.
b. Look for quality, not quantity.
c. Be quality conscious, not brand conscious.
d. Do not engage in panic-buying.
e. In times of crisis/calamity, be vigilant in
ensuring that basic commodities are available
in the market.
2. Right to safety
Consumers have the right to be protected from
products and services that may be dangerous
to one’s health. Here are ways to practice our
rights and to ensure our safety;
a. Read labels and study the effectiveness of
the product, ingredients, how it
works/operates.
b. If labels have warning signs, they should be
kept out of children's reach.
c. Ask for sample testers for large quantity of
goods.
d. If not satisfied, ask the salesman to explain
the details of the product.
3. Right to Information The right to be given

facts and information needed to make a wise
choice so as not to be misled by
advertisements that make false or dishonest
claims about the product.
What to do?
a. Before buying the product, be sure to read
labels and know the information such as
content, number of pieces, manufacturing and

expiration dates, ingredients, and care
instructions, including warranties /guarantees
or service contracts,
b. Consult somebody who purchased the same
product.
4. Right to Choose This is the right to choose

a product at a competitive price with assurance
of high quality performance.
What to do?
a. Specify what you really need to buy. Buy
only what is important. It may be cheaper to
buy big sizes, but it may not be what you need.
b. Canvass before buying. Compare
products in terms of price, quality and quantity.
c. Read manuals /instructions carefully. If
product testers are available, be sure to try
these.
d. If there are special offers like BUY 1
TAKE 1, compare with regular prices just to
check that you are not paying for the free item.
5. Right to Representation- the right to

express consumer interests in the making and
execution of government policies.
What to do?
a. Read newspaper, bulletin boards in
private and government offices,
especially in your locality for
announcement of public hearing.
b. Be aware of how the consumer laws
and regulations are being implemented
in you locality.
6. Right to redress- the right to be

compensated for misrepresentation, shoddy
goods or unsatisfactory services.
What to do?
a. In case you bought a defective product,
try going back to the store where you
bought the item and look for the
consumer welfare desk.
b. You may request a replacement, refund
or if needed, have the defective item
repaired.
c. Bring the necessary documents like
complaint letter and a copy of your
receipt and other documents you deem
are viral for the mediation.

7. Right to consumer education- which is the
right to acquire knowledge and skills
necessary to be an informed customer.
What to do?
a. Scan newspaper, magazines and other
reading materials for articles or news
bits which educate consumers on how
to get the best value for their peso.
b. Participate in seminars, conferences
conducted by government agencies,
consumers groups and business
industry sector regarding news and
regulations for consumer welfare.
8. Right to a Healthy environment- the right

to live and work in an environment which is
neither threatening nor dangerous and which
permits a life of dignity and well-being.
What to do?
a. Be aware of kind and extent of pollution
occurring in your locality like air
pollution, noise, odor etc. so that you
would be able to address the problem
b. Do your share in caring for our
environment by practicing the 3R’s of
environmental protection:
REDUCE- the source of solid waste by
buying earth friendly products.
REUSE- products and containers as
much as possible.
RECYCLE- because using recycled
products and recycling per use, will
prolong the life of our landfills.
Ask:
Enumerate the 8 basics right of consumer?
What can you say about right to basic needs?
How about right to safety?

Are all consumers right important? Why?
Activity 1
Make 3 groups
F. Developmental Each group will make a role play out of this

Activities scenarios.

Group 1.
A salesperson in a shop convinced you to
buy some software for your computer. When
you get home you decided that you are no
longer want the computer. You return to the
shop and explain this to the salesperson.
What will happened to the person if he/she

return the product?
Is the person has the right to refund?
Why?
Group 2
Your younger sister receives a fishing rod for

her birthday. When she unwrap the rod, the
fishing reel is cracked and will not wind the
fishing line. You have the receipt and take the
rod back to the store.
What kind of consumer rights show on the

scenario?
Group 3
Your mother buys a snack for your three-year-

old brother. The snacks makes him very ill and
your mother said that the snack had a terrible
smell. Your mother tries to find the reason why
he become ill so she can prevent this
happening to any other children.
What she should do? Who might she talk to?

D. Application What kind of consumer rights show in the role
play?
Look at the picture.

Write the consumer’s right shown on the
picture. Choose the letter on the box below.

www.dreamstime.com/stock-
A. Right to choose
B. Right to information
C. Right to safety
C. Generalization: D. Right to consumer education
E. Right to basic needs
What are the basic consumer rights?
Enumerate the consumer rights?
Consumer Rights
1. Right to basic needs
2. Right to safety
3. Right to information
4. Right to choose
5. Right to representation
6. Right to redress
7. Right to consumer education
8. Right to a healthy environment
V. EVALUATION Directions: Read and answer each item

carefully. Choose and write the letter of the
correct answer.
1. _______provides the adequate and

accurate information about quality,

quantity, purity, standard and the price
of the good and service.
A. Right to choose
B. Right to be informed
C. Right to be heard
D. Right to consumer education
2. Karen Buys a defective bag. She return

it to the store. What right does she
show?
A. Right to redress
B. Right to choose
C. Right to Safety
D. Right to information
3. _____ is a person or group who pays to

use the goods or services produced by
a seller for satisfaction of his wants.
A. Right to safety
B. Consumer
C. Market
D. Producer
4. Linda is in the market and sees

vendors selling tomatoes. She buys
those that are already packed. She
practices the right to ______?
A. Buy
B. Choose
C. Information
D. Safety
5. _____ it prioritize your needs which

guarantee survival, adequate food,
clothing, shelter, health care, education
and sanitation.
A. Right to basic needs
B. Right to information
C. Right to safety
D. Right to choose

VI. Assignment Directions: Identify the right of consumer being
described. Choose from the rights stated
below.
1. Return faulty or defective
goods.________
2. Consumers are protected from
dangerous goods and service._______
3. If things have warning signs. Keep them
out of reach of children.___________
4. Buy only the most important things you
need.___________
5. Compare the price of one product with
another._____________
a. Right to Redress
b. Right to Safety
c. Right to Consumer Education
d. Right to Information
e. Right to Choose
f. Right to Basic needs
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%.
C. Did the remedial lessons
work? No. of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation.
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized

materials did I use. /discover
which I wish to share with other
teachers?

I. OBJECTIVES
products
consumer
C. Learning Competency Practices basic consumer rights when buying
H3CH-lllfg-8
II. CONTENT Consumer Rights
A. References
1. Teacher’s Guide Pages 430-435
2. Learner’s Material 456-466
Pages:
from the LR Portal:
4. Other Learning
Resources
B. Materials: a. Mystery box with different food products
inside (with good and bad condition) for
motivation
b. Enlarged picture of woman buying a product
for the presentation
c. Activity charts for the first activity
d. Crumpled paper with basic consumer rights
written inside
e. Scoring rubrics
f. Activity envelope for application
IV. PROCEDURES
➢ Reviewing the previous Ask: What are the basic consumer rights?
lesson or presenting the
new lesson
1. Present the mystery box.
➢ Establishing a purpose 2. Have some pupils pick one item that can be
for the lesson found in your school canteen.
Ask:
1. Is the food you have picked approved by
Department of Health? (Help the pupils check
the DOH label)
2. Are these foods safe and nutritious?
(Emphasize that when approved by DOH it is a
safe product)
3. What is the expiration date? Is the item
damaged?

4. What will you do if the item is already expired
or damaged?
➢ Presenting examples / Tell the pupils to study the picture.
instances of the new (Note: You can use localized pictures of
lesson customers)
Is this
milk good
for my
kids?
Ask:
What is the woman doing?
What information about the milk she wanted to
know?
Do you also do these? Why?
Say: As consumers, we have to practice our
basic consumer rights when we are buying
products.
➢ Discussing New Call for some pupils to act out the following
Concepts and situations:
Practicing New Skills Mother buys foods in the groceries and
(1) clothes at the department store for the family.
She asks for information about what she is
buying.
Father ask for a cough syrup. He reads
the label and looks for the expiration date, and its
ingredients.
Ana bought cupcakes from the grocery
store. She noticed that it is already expired. She
returned it to the store owner.
➢ Discussing New Say: The situations presented by the different
Concepts and groups show basic consumer rights.
Practicing New Skills Ask:
(2) 1. What must we have to prioritize when buying?
2. What must we do to be safe when buying
products?
3. What must we do when the vendor does not
like to change or replace the goods we bought?
Explain:
*To practice our right to basic needs, we must
have to:
➢ Prioritize your needs
➢ Look for quality, not quantity.
➢ Be quality conscious, not brand conscious.
➢ Do not engage in panic buying.

➢ In times of crisis/calamity, be vigilant in
ensuring that basic commodities are
available in the market.
*To practice our right to safety, we must have to:

➢ Read labels and study the effectiveness of
the product, ingredients, how it
works/operates.
➢ If labels have warning signs, they should
be kept out of children’s reach.
➢ Ask for sample testers for large quantity of
goods.
➢ If not satisfied, ask the salesman to
explain the details of the product.
*To practice our right to information, we must

have to:
➢ Be sure to read labels and know the
information such as content, number of
pieces, manufacturing and explain dates,
ingredients, and care instructions,
including warranties/ guarantees or
service contracts.
➢ Consult somebody who purchased the
same product.
*To practice the right to choose, a consumer

must have to:
➢ Specify what you really need to buy. But
only what is important. It may be cheaper
to buy big sizes, but it may not be what
you need.
➢ Canvass before buying. Compare
products in terms of price, quality and
quantity.
➢ Read manuals/instructions carefully. If
products in terms of price, quality and
quantity.
➢ If there are special offers like BUY 1 TAKE
1, compare with regular prices just to
check that you are not paying for the free
item.
*To shows the right to representation, here are

the things to do:
➢ Read newspaper and bulletin boards at
private and government offices, especially
in your locality for announcement of public
hearings.

➢ Take time to attend public hearings or
even meetings conducted in your area
wherein consumer issues are discussed.
➢ Be aware of how consumer laws and
regulations are implemented in your
locality
*What to do to practice the right to redress?
➢ In case you bought a defective product, try
returning to the store where you bought
the item and look for the Consumer
Welfare Desk.
➢ You may request a replacement, refund or
if needed, have the defective item
repaired
➢ If the manager or store representative
does not act on your complaint, proceed
to the agency which has jurisdiction over
your case.
➢ Bring the necessary documents like a
complaint letter and a copy of your receipt
and other documents you deem are vital
for the mediation.
➢ Be sure to attend the mediation
conference.
*To practice the right to consumer education, we
can do the following:
➢ Scan newspaper, magazines and other
reading materials for articles or news bits,
which educate consumers on how to get
the best value for their money.
➢ Involve yourself in public hearings or even
meetings conducted in your area wherein
consumer-related issues such as access
to basic goods and services, product
quality and safety, sustainable
consumption, and the like are being
discussed.
➢ Participate in seminars, conferences and
for a conducted by government agencies,
consumer groups and business/industry
sectors regarding news and regulations for
consumer welfare.
*To shows the right to healthy environment, you
must:
➢ Be aware of the kind and extent of
pollution in your locality, like air pollution,
noise/odor, etc. so that you would be able
to address the problem.

➢ Do your share in caring for our
environment by practicing the 3R’s of
environmental protection.
F. Developing Mastery Pick and Act
Divide the class into three groups. Each group
will pick an activity bag and act out the situation
indicated inside.
Group 1
Your group won first place during the dance
competition in your school. You received Php
500.00 each. What will you buy with your
money?
Group 2
You have a project in your Health class. You
and your friends went to a bookstore to buy the
necessary materials. One of your friends have
noticed that you have paid a damaged item.
What should you do?
Group 3
You and your friends went to grocery store to buy
canned for your mother’s fruit salad. You noticed
that there is a buy 1 take 1 sale. What should
you do?
G. Finding Practical Integration in Science and Health
Application of Concepts and As consumer, what practices will you do to
Skills in Daily Living help in having a healthy environment in your
locality?
How should you practice the 3Rs for
environmental protection?
Let the pupils write their answers on a paper strip

and post it on the board and explain.
H. Making Generalization and Direction:
Abstractions about the Lesson While playing a music, the teacher will throw a
crumpled paper with basic consumer right inside.
The pupil hit by the crumpled paper will tell what
he will do to practice his right as a consumer.
The pupil who got the correct answer will receive
a reward.
V. EVALUATION
I. Evaluating Learning How should you practice your basic
consumer rights in the following situations?
1. You are going to buy medicine in the
pharmacy. How should you practice your right to
information?
a. I will buy the medicine without reading the
label.

b. I will ask the sales lady about the details
before buying the medicine.
c. I will buy the medicine and will just check the
details later.
d. I will go back to his doctor to ask the details
about the medicine.
2. Your mother told you to buy bread for your
brother Ali.
Which sentence is best for you to do your right to
safety?
a. I will look for the expiration date.
b. I will buy the bread without checking the
expiration date.
c. I will just pay it and put in the bag.
d. I will just check the expiration date later.
3. Yesterday, you bought canned milk in Sari-
sari store. You have noticed that it is already
expired. Which of the following will you do to
practice her right to redress?
a. I will just keep the milk.
b. I will ask for a replacement from the store
owner.
c. I will just use the milk.
d. I will got angry with the store owner.
4. You saw a BUY 1 TAKE 1 toothpaste. What
should you do to practice your right to choose?
a. I will buy ten pieces while it is on sale.
b. I will buy the toothpaste without checking the
details.
c. I will check the expiration and compare the
price to the original product.
d. I will not buy sale items because I have much
money.
5. There is an announcement of a meeting in
your barangay about the proper use of mosquito
killer. How should you practice your right to
consumer education?
a. I will not mind the announcement because I
am not interested.
b. I will attend the meeting just for the sake of
attendance.
c. I will attend the meeting because it is one of
my rights.
d. I will not attend the meeting simply because I
don’t like to.
VI. AGREEMENT .
J. Additional Activities for Recall your good experiences in practicing your
Application or Remediation basic consumer rights and be ready to share it in
class
VII. REFLECTION

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of factors
that affect the choice of health information and
products.
A. Performance Standards The learner demonstrates critical thinking skills as a
wise consumer.
A. Learning Competency Identify consumer responsibilities H3CH-IIIh-9
II. CONTENT Consumer Responsibility

I. III. LEARNING
RESOURCES
A. A. References
1. Teacher’s Guide: MAPEH 3, pp. 436 - 437
2. Learner’s Material MAPEH 3, pp 464 - 466
from the LR Portal:
B. Other Learning
Resources
C. Materials: real objects, pictures, flashcards
IV. PROCEDURE
A. Motivation Name the different products in the pictures.
How do we use these products?

Why do we use these products?
B. Presentation of the Fill in the blank with the correct letters to form the
Lesson new words.

C__ NS___M___R
R___S___ON__IB__L__T___
Consumer is someone who buys goods or services

for his or her personal use.
Responsibility is the state or fact of being accountable
for something.
C. Discussing New We have five consumer responsibilities.

Concepts and
Practicing New Skills 1. 1. Critical Awareness – the responsibility to be more
(1) alert and questioning about the use and the price and
quality of goods and services we use.
Example: Ask the salesman to demonstrate
how the new product works before
you buy.
2. 2. Action – the responsibility to assert ourselves and

act to ensure that we get a fair deal.
Example: If you believe that the goods you
bought are faulty you can return
them and exchange for a new one.
3. 3. Social Concern – the responsibility to be aware of

the impact of our consumption on other citizens,
especially the poor, exploited, disadvantaged or
powerless groups, whether in the local, national or
international community.
Example: Groceries and department stores
must provide fast lanes for senior
citizens and people with disabilities.
Give discount for senior citizens.
4. 4. Environmental Awareness – the responsibility to

the environmental consequences of our consumption.
Example: The use of paper bags should be
implemented at all grocery stores.
Proper label of how to dispose a
certain product.
5. 5. Solidarity – the responsibility to organize together

as consumers to develop the strength and influence
to promote and protect our interest.
Example: Good traders try to keep their
customers happy so they shouldn’t
get angry at the costumers.
D. Discussing New Read the situation. Identify what kind of consumer

Concepts and responsibility is being shown.

Practicing New Skills
(2)
E. Developing Mastery Groupings:

Group 1 – Give the five consumer
responsibilities.
Group 2 – Give an example of situation
showing critical awareness
and social concern.
Group 3 – Act a situation showing consumer
responsibility in
action and environmental
awareness.
F. Finding Practical Is it important to know our responsibilities as a

Application of concepts consumer? Why?
and skills in daily living
G. Making generalizations What are the consumer’s responsibilities?

and abstractions about
the lesson
V. EVALUATION
H. Evaluating learning Write Yes if the statement tells about consumer
responsibilities and No if it is not.
____1. Good traders try to keep their customers
happy so they shouldn’t get angry at the
costumers.

____2. The use of paper bags should be
implemented at all grocery stores.
____3. If you believe that the goods you bought are
faulty you should stop using.
____4. Groceries and department stores must
provide fast lanes for senior citizens and
people with disabilities.
____5. Ask the salesman to demonstrate how the
new product works before you buy.
VI. AGREEMENT/ASSIGNMENT
I. Additional activities for Give at least one situation that you encounter when
application or you buy something in the store.
remediation
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
acquired additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encountered which my
principal can help me
solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

I. OBJECTIVES
products
consumer
C. Learning Competency Discusses consumer responsibilities H3CH-IIIi –
10
II. CONTENT • Critical Awareness
• Action
• Social Concern
• Environmental Awareness
• Solidarity

A. References
5. Teacher’s Guide Pages page 436-437
6. Learner’s Material LM pages 464 -466
Pages:
from the LR Portal:
8. Other Learning
Resources
B. Materials: video, chart, shape organizer, metacard and
video about the 5 consumers
IV. PROCEDURES
➢ Reviewing the previous Ask: What are the basic consumer rights?
lesson or presenting the
new lesson
Group work
Pupils solve the jumbled syllable to form
➢ Establishing a purpose the following words
for the lesson (Discuss the meaning of each word
through picture puzzle)
Group 1 - “Critical Awareness”.
Group 2 - “Action”
Group 3 - “Social Concern”
Group 4 - “Environmental Awareness”
Group 5 - “ Solidarity”
➢ Presenting examples / (Teacher will present a short video)
instances of the new What is the message of the video?
lesson What should you do as a consumer before
you use a product or service?

➢ Discussing New (Teacher will prepare shape organizer for
Concepts and the 5 consumer responsibilities with
Practicing New Skills corresponding situation.)
(1)
Responsibilidad
nin
Konsumidor
➢ Discussing New 1. Critical Awareness

Concepts and The responsibility to be more alert and
Practicing New Skills questioning about the use and price and
(2) quality of goods and services we use.
2. Action
The responsibility to assert ourselves and
act to ensure that we get a fair deal.
Remember that as long as we remain
passive consumers, we will continue to be
exploited.
3. Social Concern
The responsibility to be aware of the
impact of our consumption on other citizens,
especially the poor, exploited, advantaged or
powerless groups, whether in the local,
national or international community.
4. Environmental Awareness
The responsibility to the environment
consequences of our consumption. We
should recognize our individual and social
responsibility to conserve natural resources
and protect the earth for future generations.
5. Solidarity
The responsibility to organize together as
consumers to develop the strength and
influence to promote and protect interests.
(Pupils will post/ paste the consumers

responsibilities on the different shape.)

F. Developing Mastery Group Activity
Each group will be given a chart to answer and
discuss.
Present the rubric before the activity.
G. Finding Practical Pupils will raise the if the sentence tells about
Application of Concepts and the consumer responsibilities and  if not.
Skills in Daily Living 1. Ask saleslady of the details of the product.
2. Buy immediately to the store near you without
comparing its price from the other store.
3. Ask whether the product contains chemicals.
4. Even the products are not in good condition,
Mrs. Amor did not do any actions.
5. Decided to buy a product without looking to its
expiration details.
H. Making Generalization and What are the different consumer responsibilities
Abstractions about the Lesson that you must do before you use a product or a
services?
V. EVALUATION
I. Evaluating Learning Read each situation and choose the right
answer from the box below.
Critical Awareness
Environmental Awareness
Action
Social Concern
Solidarity
________1. Nena ask for the price of the

product before she bought it.
________2. Mr. Ramon segregate the
garbage from bio-degradable to
non-biodegradable.
________3. Mrs. Corazon and her friends
organized a group that will protect
every consumers rights.
________4. Dina complained about the
defective products that she
bought from the market.
________5. Mr. Cruz studied the products to
know its different effect to
people’s health.
VI. AGREEMENT Agreement:
Choose one (1) consumer responsibility
and give one (1) situation where you can apply it.
J. Additional Activities for
Application or Remediation
VII. REFLECTION

I.OBJECTIVES
A. Content The leaner demonstrates understanding of the importance of good
Standards nutrition and health.
B. Performance The learner consistently demonstrates good decision-making skills
Standards in making food choices.
C. Learning Identifies reliable sources of health information H3N-IIIj-11
Competency
II. CONTENT
Habit for a Healthy Lifestyle
III.LEARNING
RESOURCES
A. References 1. Teacher’s Guide, pp. 23-25
2. Learner’s Material
3. MAPEH in Action, pp. 467 – 472
B. Other 21st Century MAPEH in Action, p. 250
Resources Living and Learning through Music, Arts , P.E, Health pp. 458- 461
www.deped.gov.ph,dti.gov/ www.clipart.email/www.gograph.com
www.clipart-library.com,123RF.com
commons.wikepedia.com/shutterstock.com
D. Materials Pictures, charts, audio visual material
IV. PROCEDURE
A. Preliminary
Activities
1. Motivation When you are sick, where do you usually go in your
community? (some will answer doctor, “hilot”, “albularyo”et. al)
Are these people giving you good advices?
B. Presentation of Let the pupils read a short selection.
the Clare has a stomach ache! She needs an advice. Her
lesson friend Atasha,advices her to see a doctor for medication. While
her other friend, Antonette advices her also to just drink a
water.
Which advice should she follow?
When we feel sick, we usually seek advice to other people.
1. Where do you usually go?
2. Who are the persons are you going to approach?
3. Who will give you good medical advices?
Whenever you ask or need health information, be sure to ask only
reliable sources.
Who are these reliable sources?
C. Development
of the Lesson The pupils will be grouped into three. Let them paste in a manila
paper the following pictures of sources of health information
according to the group of reliable sources.
*Group 1: Government Agencies/Places

*Group 2: Health Professionals
*Group 3: Printed Materials

After the activity, discuss the reliable persons, agencies and
printed materials.
D. Generalization What are the different sources of reliable health information?

Are you going to believe in them? Why?
IV. Evaluation Show the following pictures to the pupils. Write Yes if the picture is
reliable source of health information and No if it is not. (can be
flashed using audio visual)

1. 2.
3. 4.
5 . 6.
7. 8

9. 10.
VI. AGREEMENT Cut – out pictures of reliable sources of health information. Paste it
in your notebook.
VII. REMARKS

Health 3 3rd Quarter Final

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i | Region V/Daily Lesson Plan/2019-2020

JOSE P. GAMAS, JR.

ii | Region V/Daily Lesson Plan/2019-2020

Defines a consumer (H3CH-IIIab-I) ............................................................................ 1

Explain the components of consumer health H3CH-IIIab-2 ....................................... 4

Identifies different factors that influence the choice of goods and

Demonstrates consumer skills for given simple situation H3CH-IIIde-6 ................... 22

Identifies basic consumer rights H3CH-IIIfg-7 .......................................................... 27

Practices basic consumer rights when buying H3CH-lllfg-8 .................................... 35

Identify consumer responsibilities H3CH-IIIh-9 ........................................................ 41

Discusses consumer responsibilities H3CH-IIIi – 10 ................................................ 45

Identifies reliable sources of health information H3N-IIIj-11 ..................................... 48

iii | Region V/Daily Lesson Plan/2019-2020

The children in the pictures are receiving

1. Uses health products

1 | Region V/Daily Lesson Plan/2019-2020

2. Receives health services

3. Uses health information

Ask the following questions:

Group 1- Health Products

From those commercials you have presented.

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V. EVALUATION Are you a consumer? Put a check mark ( ) on

VI. ASSIGNMENT I get or receive…

I read and use…

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4 | Region V/Daily Lesson Plan/2019-2020

Who is buying fruits and vegetables? Why she

What product is the boy using in taking a bath?

They are all part of health products, the

Do you think we need this kind of service?

How many times do you visit your

Why the boy need to cut his hair?

These services are what we get from other

The last picture show us information of the

Identify the picture that the teacher will show to

5 | Region V/Daily Lesson Plan/2019-2020

The components health are Health Product,

Health Health Health

1. A boy buying a can of milk.

VI. Agreement: Look for a health information, cut it and paste it

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www.dreamstime.com, www.pinterest.com, clipartmax.com

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Answer the following questions:

D. Presentation Ask: What affects buyers and users in choosing products

I like the small one.

2.) What buyers and users

I love these foods.

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We don’t need that.

Let’s buy that one, I

C. Development of Activity 1: “My Field Trip Baon!” (Group Activity: The

You are going to a field trip.

List your choices and their prices.

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Activity 2: For Sale!

Will you buy the Magic Notebook?