Rabies 7 To 10 Science, ESP, Health New

Grade 7 to 10
Lesson Exemplars for

Rabies Education
Department of Education • Republic of the Philippines

Lesson Exemplars for Rabies Education – Grade 7 to 10
First Edition, 2019
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
The Philippines Department of Education and the Global Alliance for Rabies Control both hold
the copyright for the lesson plans, which are licensed under a Creative Commons Attribution-
Non-Commercial- No Derivatives 4.0 International License.
Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Assistant Secretary: Alma Ruby C. Torio
Development Team of the Lesson Exemplars

Author: Soshiel S. Amparo, Ph.D., Arianne B. Nacawili, Lea-May C. Uson, Loecel G.
Garolacan, Alcar E. Saraza, Clarence D. Hacuman
Content Editor/s: Ernani O. Jaime, Kaye Mark R. Inoncillo; Elvira R. Conese, Erwin T.
Donelo, Michelle C. Mejia, Mary Jean B. Brizuela, Albert Joseph G. Ceniza, Rogelyn V.
Rogue, Janeath B. Castillon, Jeffrie F. Ditablan, Glenn U. Tadena
Language Editor/s: Maria Teresa E. Prieto, JonJon D. Garcia, Ed.D, Catherine A. Costoy,
Ph.D, Cristy M. Bautista Ph. D, Rebecca R. Viloria
Reviewers: Kaye Mark R. Inoncillo, Evelyn R. Martinez, Ph.D.
Illustrators: Jericho D. Santiago, Dennis A. Macaubos, Ruel C. Quindoy, Joseph Dolorpo
Management Team: Jocelyn D.R. Andaya, Leila P. Areola, Edel B. Carag, Rizalino Jose
T. Rosales, Ella Cecilia G. Naliponguit, Isabel A. Victorino, Rosalina J. Villaneza, Besy C.
Agamata, Daisy Asuncion O. Santos, Ma. Corazon C. Dumlao, Ernani O. Jaime, Glenne
D. Delos Trinos, Ferdinand M. Nuñez, Reyangie V. Sandoval
Printed in the Philippines by ________________________
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054; 634-1072; 631-4985
Email Address: [email protected]; [email protected]
Grade 7 to 10
(Science, Edukasyon sa Pagpapakatao, and Health)
Lesson Exemplars for

Rabies Education
This instructional material was collaboratively developed and

reviewed by educators from public schools with technical guidance from
the National Rabies Prevention and Control Committee. We encourage
teachers and other education stakeholders to email their feedback,
comments, and recommendations to the Department of Education at
[email protected].
We value your feedback and recommendations.
Department of Education • Republic of the Philippines

INTRODUCTION
Rabies is a highly fatal viral disease that usually affects dogs and can be transmitted to
humans. It is estimated that every 10 minutes, one person die of rabies in the world. Every
year, 59,000 people die of the disease wherein 40% are children less than 15 years of age. In
the Philippines, an average of 200 to 250 Filipinos die of rabies annually, 30% of which are
children. Animal bite incidence is also rapidly increasing with 699,705 animal bite victims in
2015 to 1, 130,873 in 2017 wherein almost half of the bites reported are in children.
The National Rabies Prevention and Control Committee (NRPCC) provide direction regarding
the implementation of the National Rabies Prevention and Control Program as mandated by
the Anti-Rabies Act of 2007 (Republic Act 9485). The inter-agency, intersectoral committee
is led by the Department of Agriculture (DA) in collaboration with the Department of Health
(DOH), Department of Education (DepEd), Department of Interior and Local Government
(DILG), Department of Environment and Natural Resources (DENR), professional
organizations (Philippine Veterinary Medical Association), and non-government organizations
such as the Global Alliance for Rabies Control (GARC).
Under the Anti-Rabies Act, DepEd was given the mandate to strengthen the national rabies
education program through the school health curriculum. In support to this, DepEd has been
coordinating with GARC and other member agencies/organizations of NRPCC to integrate
rabies education in the delivery curriculum since December 2016 in terms of development of
lesson exemplars.
These lesson exemplars will provide an effective delivery on rabies education for teachers. It
enables learners engage in relevant, meaningful experiences and activities that can be
connected to real life situations.
This national rabies education integration initiative is expected to benefit an estimated 21
million Kinder to Grade10 learners in more than 46,000 schools including teachers, school
health personnel and parents as well as the community as a whole. Key messages
incorporated in the 78 lesson exemplars developed include the following: rabies as a disease;
animal bite prevention; animal bite management; dog vaccination; animal welfare and
responsible pet ownership.
ii
ACKNOWLEDGEMENT
We would like to extend our greatest appreciation to the following government agencies and
non-government organizations:
A. Development of Lesson Exemplars
 Department of Education
o Bureau of Learner Support Services
o Bureau of Curriculum Development
o Bureau of Learning Delivery
o Bureau of Learning Resources
o External Partnership Services
 Department of Health
o Disease Prevention and Control Bureau
o Health Promotions and Communication Service
o Research Institute for Tropical Medicine
 Department of Agriculture
o Bureau of Animal Industry
 Global Alliance for Rabies Control
 Philippine Veterinary Medical Association

o Provincial, City, Municipal Veterinarians’ League of the Philippines
o Philippine Animal Hospital Association
B. Fund Support
 UBS Optimus Foundation

 FOUR PAWS International
C. Front Cover Illustrations
 Ms. Ramona T. Consunji, Animal Welfare Coalition
D. Printing of Lesson Exemplars
 Japan One Health Rabies Project (JAPOHR) /Japan International Cooperation

Agency
 Japan International Cooperation Agency
 Oita University
iii
TABLE OF CONTENTS
Introduction............................................................................................................................... ii
Acknowledgement .................................................................................................................. iii
Science 10 (s10lt-iiic-36) ........................................................................................................1
Edukasyon sa Pagpapakatao 7 (esp7ps-ih-4.3) ................................................................9
Edukasyon sa Pagpapakatao 8 (esp8pb-iiic-10.2) ......................................................... 18
Edukasyon sa Pagpapakatao 9 (esp9tt-iig-8.1) .............................................................. 32
Health 7 (h7ph-iiic-34) ......................................................................................................... 47
Health 7 (h7ph-iiid-e-35) ..................................................................................................... 57
Health 8 (h8dd-iiib-c-18)...................................................................................................... 66
Health 8 (h8dd-iiif-h-21)....................................................................................................... 75
Health 10 (h10hc-iia1-h10hc-iib2) ..................................................................................... 87
Health 10 (h10hc-iicd-3) .................................................................................................... 104
Health 10 (h10hc-iicd-4) .................................................................................................... 113
iv
SCIENCE 10 (s10lt-iiic-36)
I. OBJECTIVES
A. Content The learner demonstrates an understanding of organisms as

Standards having feedback mechanisms, which are coordinated by the
nervous and endocrine systems.
B. Performance
Standards
C. Learning The learner describes how the nervous system coordinates and
Competencies/ regulates these feedback mechanisms to maintain homeostasis.
Objectives
Write the LC S10LT-IIIc-36
code for each
II. CONTENT  Feedback Mechanisms of the Nervous System

 Integration of Rabies Education in Negative Feedback
Mechanism
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning 1. Kto12 Science Curriculum Guide August 2016,p.191

Resources http://lrmds.deped.gov.ph
2. http://www.highered.mheducation.com/sites/9834092339/
.../positive and_negative_feedback.html
1
3. http://www.aviva.co.uk/health-insurance/home-of-
health/medical-centre/medical-
encyclopedia/entry/function-nervous-system-
organization/& http://openclipart.org/detail/172925/angry-
dog-non-transparent-by-qubodup-172925 / August
17,2017
4. https://www.youtube.com/watch?v=Iz0Q9nTZCw4
IV. PROCEDURES
A. Reviewing Lesson Drill

previous lesson 1. What consists the central nervous system (CNS)?
or presenting
Answer: The organ of the body in the head that controls the
the new lesson
functions, movements, sensations and thought.
2. What is the role of the brain in the CNS?
Answer: The brain plays a central role in the control of most
bodily functions.
3. What connects the spinal to the brain?
Answer: The spinal is connected to a section of the brain called
brain stem.
B. Establishing a Cabbage Game

purpose for the Feedback Mechanism
lesson
The cabbage contains questions. Music shall be played as the
cabbage is passed on from one learner to another. When the
music stops, the learner holding the cabbage will unwrap it and
read the questions loudly. The learner will answer the question
by writing on the blackboard. If the learner is not able to answer
the question the other learner can help. For every correct
answer, the learner earns one point.
Questions:
1. When you heard the word homeostasis what comes first
in your mind?
2. What is the meaning of feedback?
3. What is the difference between positive and negative
feedback?
C. Presenting Note:
examples/instan The teacher must present first the guide questions to the
ces of the new students before showing the multimedia presentations.
lesson
If multimedia is available:
2
Download and present a video about positive-negative feedback
mechanism at
https://www.youtube.com/watch?v=Iz0Q9nTZCw4.
D. Discussing new If multimedia is NOT available:
concepts and
 The teachers will use the teacher handout.
practicing new
skills #1  Reading comprehension about feedback mechanism must
be integrated then they will answer the guide questions. .
E. Discussing new Guide Questions:
concepts and 1. What is a feedback mechanism?
practicing new 2. What are the two types of feedback mechanism?
skills #2
3. How does feedback mechanism work?
4. What is the difference between positive feedback mechanisms
from negative feedback mechanism?
5. How does the nervous system coordinate and regulate
feedback mechanism to maintain homeostasis?
F. Developing
mastery (leads
to Formative
Assessment 3)
G. Finding practical Group Activity

applications of Directions: Learners will arrange the proper sequence from 1-5
concepts and of negative feedback mechanism when a person is bitten by a
skills in daily rabid dog.
living
 Brain infected.
 Virus infects nerve in peripheral nervous system. Rabies
virus moves by retrograde transport.
 Virus replicates in dorsal root ganglion and travels up
spinal cord to brain.
 Virus replicates in muscles, on broken skin, and it reaches
the nerves.
 Virus enters via animal bite.
(See Teacher’s Handout for the rubric of the activity and answer
key)
H. Making Brainstorming: Ask: What is the feedback mechanism in the

generalizations nervous system?
and abstractions
about the lesson
3
I. Evaluating Note:
learning In evaluating the learners the teacher can use two options:
A. Exit Pass Activity: Learner will complete the table below and
call some learners to share their answers.
3 Things I learned today….
Possible answer:
 A feedback mechanism is a loop system wherein
the system responds to a perturbation.
 There are two types of feedback mechanism:
the positive and negative feedback mechanism.
2 Things I found interesting……
Possible answer:
 A positive feedback loop causes a self-amplifying
cycle where a physiological change leads to even
greater change in the same direction.
 A negative feedback is a process in which the
body senses a change, and activates mechanisms
to reverse that change.
1 Question I still have…….
Possible answer:
 Some clarifications if negative feedback
mechanism happens only in rabid dog.
B. Direction: Write T if the statement is true and F if the

statement is false.
1. Positive feedback mechanism happens when an output
inhibits the production of a substance which leads to the original
output.
2. Feedback mechanism regulates homeostasis or balance to

achieve certain range or level of optimal condition.
3. Dog with rabies virus or with Rabies infection can lead to

positive mechanism into human body.
4. Negative feedback mechanism is a process in which the body

senses a change and activates mechanism to reverse that
change.
4
5. One of the examples of positive feedback mechanism is
when the blood glucose levels continue to raise it may result
to diabetes.
Answer Key
1. T 2.T 3.F 4. T 5.F
J. Additional Remediation activity and enrichment activity see attachment.

activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional

activities for remediation
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?
5
HANDOUT
FEEDBACK MECHANISMS OF THE NERVOUS SYSTEM

A feedback mechanism is a loop system wherein the system responds to a perturbation.
The response may be in the same direction (as in positive feedback) or in the opposite
direction (as in negative feedback). In biological sense, a feedback mechanism involves a
biological process, a signal, or a mechanism that tends to initiate (or accelerate) or to inhibit
(or slow down) a process.
A feedback mechanism may be observed at the level of cells, organisms, ecosystems, or the
biosphere. It regulates homeostasis or balance to achieve certain range or level of optimal
condition. Deviation from homeostasis could eventually lead to effects detrimental to the
proper functionality and organization of a system.
An example of positive feedback is the onset of contractions in childbirth. When contraction
begins, the hormone oxytocin is released into the body to stimulate further contractions. As
for the negative feedback, an example is the regulation of blood glucose levels. If
blood glucose levels continue to raise it may result in diabetes. In fact, there are many biologic
processes that use negative feedback to maintain homeostasis or dynamic equilibrium.
Feedback Mechanism
In order to maintain homeostasis, the body uses feedback loops.
Two types of feedback mechanisms
1. Positive Feedback
A positive feedback loop causes a self-amplifying cycle where a physiological change leads
to even greater change in the same direction.
2. Negative Feedback
A negative feedback is a process in which the body senses a change, and activates
mechanisms to reverse that change.
Difference of Positive and Negative Feedback Mechanism
Positive Feedback
 Stimulus triggers control mechanism that amplified effect. In positive feedback, the
output enhances the original stimulus.
Examples: lactation, labor contractions, blood clotting
Negative Feedback
 Stimulus triggers control mechanism that inhibits further change. In negative feedback,
change the variable back to the original state or ideal value.
Examples: body temperature, sugar metabolism
6
G. Finding Practical Application and Skills in Daily Living
Group Activity
Learners will make a diagram of negative feedback when a person is bitten by a rabid dog.
Rubric for the Activity
Criteria 3 2 1
Content all (+)(-) feedback one (+)(-) feedback all (+)(-) feedback
mechanism mechanism mechanism
requirements are requirement is requirements are
evident missing missing
Organization the product is the product is well- the product is

extremely well- organized and neatly unorganized and
organized and very done neatly done
neatly done
Completeness the product is the product is the product is

complete, detailed, complete and detailed incomplete
and analytical
Timeliness completed on time completed on time not completed on time
Illustration
Answers: Feedback Mechanism of Rabid Dog

1. Virus enters via animal bite.
2. Virus replicate in muscles, on broken skin, and it reaches the nerves.
3. Virus infects nerve in peripheral nervous system. Rabies virus moves by retrograde
transport.
4. Virus replicates in dorsal root ganglion and travels up spinal cord to brain.
5. Brain infected.
7
H. Additional activities for application or remediation
1. Remediation: Based on the diagram, locate the positive and negative feedback
mechanism and explain your answer.
Answers:
 The left side of the diagram shows the positive feedback mechanism.
 The right side of the diagram shows the negative feedback mechanism.
2. Enrichment: Make a positive or negative feedback mechanism that happens in the school.
Possible Answer:
Positive Feedback Mechanism:
 The rooms of the school are properly ventilated resulting to learner’s regulation of body
temperature. The learners will actively participate in the activities.
Negative Feedback Mechanism:
 There is no proper ventilation inside the room that is why the body temperature of the
learners rises. The learner’s body sweats more. The learner’s body temperature drops.
8
EDUKASYON SA PAGPAPAKATAO 7 (esp7ps-ih-4.3)
I. LAYUNIN
A. Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa kanyang

Pangnilalaman gampanin bilang nagdadalaga/nagbibinata
B. Pamantayan Naisasagawa ng mag-aaral ang mga gawaing angkop sa maayos

sa Pagganap na pagtupad ng kanyang mga tungkulin sa bawat gampanin
bilang nagdadalaga/nagbibinata
C. Mga Napatutunayan na ang pag-unawa ng kabataan sa kanyang mga

Kasanayan sa tungkulin sa sarili, bilang anak, kapatid, mag-aaral, mamamayan,
Pagkatuto mananampalataya, konsyumer ng media at bilang tagapangalaga
Isulat ang code ng kalikasan ay isang paraan upang maging mapanagutan bilang
ng bawat paghahanda sa susunod na yugto ng buhay. EsP7PS-Ih-4.3
kasanayan.
II. NILALAMAN  Mga Tungkulin Bilang Nagdadalaga At Nagbibinata

 Rabies Integration: Role of the Community (local
ordinances, role of parents, authorities)
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa pp. 43-46

Gabay ng Guro
1. Mga Pahina sa pp. 103-113

2. Kagamitang
Pang mag-
aaral
3. Mga Pahina sa
Teksbuk
4. Karagdagang CG pp.96
Kagamitan
mula sa Portal
ng Learning
Resource
9
B. Iba pang
Kagamitang
Panturo
IV. PAMAMARAAN
A. Balik-aral sa GAWAIN: Ano nga ulit? (5 minuto)

nakaraang Panuto:
aralin at/o
1. Magbibigay ang guro ng tanong batay sa nakaraang tinalakay.
pagsisimula ng
2. Tumawag ng ilang mag-aaral na sasagot sa tanong.
bagong aralin
Gabay na Tanong:
Bakit kailangan nating gampanan ang ating tungkulin?
Inaasaang sagot: Ito ay mga gawain na kailangang gawin o
gampanan ng isang indibiwal.
B. Paghahabi sa GAWAIN: Pagpaparinig ng awitin (3 minuto)

layunin ng KAGAMITAN: speaker, lyrics
aralin
PANUTO:
1. Maghanda ng isang awitin. Maaaring pumili ang guro ng ibang
awitin na may kaugnayan sa paksa.
(Halimbawa: Kabataang Pinoy ng Itchyworms)
2. Ipapaawit ng guro ang kanta sa klase. Kung hindi pamilyar ang
mga mag-aaral sa kanta, marapat na iparinig muna bago ipaawit.
(Maaaring magpakita ng lyrics ang guro sa pamamagitan ng
powerpoint presentation o sa pagsulat nito sa manila paper.)
Sabihin: Mahilig ba kayong kumanta? Kung ganoon, halika at
sabayan ninyo akong awitin ang “Kabataang Pinoy” na inawit ng
Itchyworms.
C. Pag-uugnay ng GAWAIN: Suriin Natin (5 minuto)

mga  Matapos mapakinggan ang awitin, sasagutin ang mga
halimbawa sa gabay na tanong.
bagong aralin
Mga Gabay na Tanong:
1. Sa inyong palagay, para kanino ang awitin?
Inaasahang sagot: Ang awiting ito para sa mga kabataang
katulad namin.
2. Ano-anong katangian ng mga kabataan ang nabanggit sa
awitin?
Inaasahang sagot: Ang mga kabataan ay may mataas na
pangarap.Sila ay matatag at malakas na harapin ang hamon ng
buhay.
10
3. Nagtataglay ka ba ng mga nabanggit na katangian? Paano
mo nasabi?
Inaasahang sagot: Opo. Kahit na mahirap kami, buong sipag at
puno ako ng pangarap.
4. Ano ang mensaheng nais iparating ng awitin?
Inaasahang sagot: Ang nais lamang na iparating ng awitin sa
aming kabataan ay magsimula kaming mangarap at abutin ito.
Wala kaming hindi kayang gawin. Kami ang pag-asa ng mundo
kung kaya’t dapat naming pagbutihan ang aming gagawin.
Kailangan naming ihanda ang aming mga sarili sa hamon ng
buhay. Kailangang ipaglaban at gawin ang nararapat at tama.
D. Pagtatalakay PANGKATANG GAWAIN (15 minuto)

ng bagong
GAMIT: manila paper, pentel pen
konsepto at
paglalahad ng PANUTO:
bagong
kasanayan #1 1. Hatiin ang klase sa limang pangkat. Atasan ang bawat pangkat
na magkaroon ng talakayan tungkol sa mga tungkuling inaasahan
sa kanila.
2. Ilapat sa tsart sa ibaba ang mga nakuhang sagot.
TUNGKULIN INAASAHAN SA IYO

a. sa sarili
b. bilang anak
c.bilang kapatid
d.bilang mag-aaral
e. bilang mananampalataya
f. bilang konsyumer ng media
g. sa kalikasan
h. sa pamayanan
Sabihin: Sabi nga ng awitin kanina, kayo ang pag-asa ng

mundo. Totoo ba? Naniniwala ba kayo? Kung ganoon, ito na
ang simula.
Ano-ano nga ba ang mga tungkuling nakaatang sa inyo bilang
kabataan? Paano mo magagampanan ang mga tungkulin na
nabanggit?
E. Pagtatalakay
ng bagong
konsepto at
paglalahad ng
bagong
kasanayan #2
11
F. F. Paglinang Gawain: Pagbabahagi ng awtput (17 minuto)
sa Kabihasaan
 Ipabahagi at ipapaskil sa pisara ang kanilang awtput
(Tungo sa
upang makita ng kapwa mag-aaral.
Formative
Assessment)  Maaaring magpakita ng halimbawang sagot ang guro na
magagamit upang masuri ng mga mag-aaral ang kanilang
mga naging sagot.
(Sumangguni sa pahina 8 para sa pamantayan a pagmamarka.)
Sabihin:Suriin natin ang inyong mga naging kasagutan. Tingnan

natin kung tumugma ba ito sa mga inaasahang tungkulin ninyo
bilang kabataan.
(Sa bahaging “tungkulin sa pamayanan, talakayin ng guro ang

nilalaman ng RA No. 9482, “Anti-Rabies Act of 2007”. Tingnan
ang teacher’s handout sa pahina 10)
G. Paglalapat ng Gawain: Paglalapat (5 minuto)

aralin sa pang-
Ano ang maaaring mangyari kung hindi mo tutuparin ang iyong
araw-araw na
mga tungkulin bilang mag-aaral?
buhay
Inaaahang sagot: Kung hindi ko tutuparin ang aking mga
tungkulin ay maaaring maapektuhan hindi lang ang aking sarili,
maging ang aking kapwa at pamayanan. Hindi ako magiging
responsable sa lahat ng aking gagawin.
H. Paglalahat ng Gawain: “Dugtungan Tayo” (5 minuto)

Aralin
 May mga inihandang salita na kailangang dugtungan ng
mga mag-aaral upang malaman kung lubusan ba nilang
naunawaan ang paksa. (Halimbawa: kabataan, tungkulin,
mapanagutan at buhay)
Sabihin: May mga salita akong inihanda. Ang kailangan nyo

lamang gawin ay gamitin ito upang makabuo ng isang
makabuluhang pangungusap na may kaugnayan sa ating
paksa.
Inaasahang sagot:
Ang pag-unawa ng KABATAAN sa kanyang mga TUNGKULIN

ay isang paraan upang maging MAPANAGUTAN bilang
paghahanda sa susunod na yugto ng BUHAY.
I. Pagtataya ng Gawain: Pagsulat ng Sanaysay (5 minuto)

Aralin
12
Panuto: Sumulat ng sanaysay na binubuo ng hindi bababa sa 5
pangungusap tungkol sa tungkulin ng isang kabataan. Maaaring
pumili mula sa sumusunod na paksa:
1. Tungkulin ng kabataan na magtapos ng pag-aaral.
2. Tungkulin ng kabataan bilang responsableng tagapag-alaga ng

hayop/ aso
3. Tungkulin ng kabataan bilang responsableng tagapangalaga ng

kalikasan.
(Sumangguni sa pahina 9 para sa pamantayan sa pagmamarka.)
J. Karagdagang Optional
gawain para sa
 Remediation: Magtala ng mga tungkuling nagagawa na
takdang-aralin
at remediation ninyo bilang kabataan.
 Enrichment: Gumawa ng Sariling Plano sa Pagtupad ng

Tungkulin bilang Kabataan.
TUNGKULIN INAASAHAN SA PLANO

IYO
a. sa sarili
b. bilang anak
c. bilang kapatid
d. bilang mag-aaral
e. bilang
mananampalataya
f. bilang konsyumer
ng media
g. sa kalikasan
h. sa pamayanan
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng 80% sa

pagtataya.
13
B. Bilang ng mga-aaral na nangangailangan ng iba
pang gawain para sa remediation
C. Nakatulong ba ang remediation? Bilang ng mag-

aaral na nakaunawa sa aralin.
D. Bilang ng mag-aaral na magpapatuloy sa

remediation
E. Alin sa mga istratehiya ng pagtuturo ang

nakatulong nang lubos? Paano ito nakatulong?
F. Anong suliranin ang aking naranasan na

nasolusyonan sa tulong ng aking prinsipal /
punong-guro at superbisor?
G. Anong kagamitan ang aking nadibuho na nais

kong ibahagi sa mga kapuwa ko guro?
14
GAWAIN 1: Ano nga ulit?
Tanong: Ano ang tungkulin?
Inaasahang sagot: Ito ay mga gawain na kailangang gawin o gampanan ng isang indibiwal.
GAWAIN: Pagpaparinig ng isang awitin
1. Maghanda ng isang awitin. Maaaring pumili ang guro ng ibang awitin na may
kaugnayan sa paksa.
Pamagat: Kabataang Pinoy ng Itchyworms
2. Iparinig ito sa klase.
3. Matapos nito, suriin ang nilalaman ng awitin at iugnay ito sa paksang tatalakayin.
a. Sa inyong palagay, para kanino ang awitin?

Inaasahang sagot: Ang awiting ito ay para sa mga kabataang katulad namin.
b. Ano ang mensaheng nais iparating ng awitin?
Inaasahang sagot: Ang nais lamang na iparating ng awitin sa aming kabataan ay

magsimula kaming mangarap at abutin ito. Wala kaming hindi kayang gawin. Kami
ang pag-asa ng mundo kung kaya’t dapat naming pagbutihan ang aming gagawin.
Kailangan naming ihanda ang aming mga sarili sa hamon ng buhay. Kailangang
ipaglaban at gawin ang nararapat at tama.
Kabataang Pinoy
ng Itchyworms
Ang barkada namin may pangarap

Na nais abutin
Pangarap namin magtagumpay
Sa lahat ng gagawin
Iba na tayo ngayon

Walang di nagagawa
Sabihin mo, sabihin nyo
Kaya natin to
Kabataang pinoy pagbutihan mo

Pag-asa ka ng buong mundo
Kabataang pinoy kayang kaya mo
Pinoy ako, pinoy tayo!
15
Hamon sa buhay handang daanan
Kaya namin 'yan
Ipaglalaban namin ang nararapat
At tamang gagawin
Iba na tayo ngayon

Matibay ang loob
Sabihin mo, sabihin nyo
Kaya natin to
Kabataang pinoy pagbutihan mo

Pag-asa ka ng buong mundo
Kabataang pinoy kayang kaya mo
Pinoy ako, pinoy tayo
PAMANTAYAN SA PAGBIBIGAY NG MARKA SA PANGKATANG GAWAIN
PAMANTAYAN (5 Puntos) (4 puntos) (3 puntos) (2 puntos) (1 puntos)
Nilalaman Nasagot Nasagot Nasagot ang Nasagot ang Nasagot ang

nang nang lahat ng halos lahat ilang
mahusay mahusay katanungan ng katanungan
ang lahat ang halos katanungan
ng lahat ng
katanunga katanungan
n
Presentasyon Buong Naipaliwana Naipaliwana Naipaliwana Naipaliwanag

husay na g ang mga g ang sagot g ang halos ang iilang
naipaliwan kasagutan sa klase lahat ng kasagutan sa
ag ang nang mabuti kasagutan klase.
kasagutan sa klase
sa klase
Takdang Oras Natapos Natapos ang Natapos ang Natapos ang Hindi natapos
ang gawain nang gawain gawain ang gawain.
gawain buong husay ngunit ngunit
nang ngunit lumagpas ng lumagpas ng
buong lumagpas ng 3 minuto sa 5 minuto sa
husay sa 2 minuto sa itinakdang itinakdang
loob ng itinakdang oras. oras
itinakdang oras.
oras.
16
PAMANTAYAN SA PAGMAMARKA NG SANAYSAY
Kraytirya Deskripsiyon Puntos

Nilalaman Malinaw na nailahad ang 5
saloobin ng mag-aaral ukol
sa paksa.
Organisasyon Organisado, malinaw at 3
simple ang pagkakalahad ng
ideya. Magkakaugnay ang
mga pangungusap.
Mekaniks Nasunod ang mga 2
panuntunan sa pagsulat ng
sanaysay tulad ng tamang
bantas at baybay ng salita.
Kabuuan 10
GAWAIN 2: Dugtungan Tayo!
1. Maghanda ng mga salita na ilalagay sa flashcards. (Halimbawa: tungkulin, mapanagutan,

buhay).
2. Ipagamit ito sa mga mag-aaral upang makabuo ng kaisipan na maglalahat ng aralin.

Inaasahang sagot:
Ang pag-unawa ng kabataan sa kanyang mga tungkulin ay isang paraan upang maging
mapanagutan biang paghahanda sa susunod na yugto ng buhay.
Republic Act No. 9482- Anti-Rabies Act of 2007, Republic Act 8485-Animal Welfare Act
as Amended by Republic Act No. 10631)
Ang RA 9482 “Anti-Rabies Act of 2007” ay nagsasaad ng ilan sa mga tungkulin natin sa
pamayanan at ang kaukulang parusa ng hindi pagtupad sa mga ito.
1. Hindi pagpaparehistro at pagbabakuna ng alagang aso laban sa rabies, multa ng

Dalawang Libong Piso (P2,000.00)
2. Ang may ari ng asong hindi nabakunahan laban sa rabies ang mananagot at
magbabayad sa pagbabakuna sa taong kinagat ng kanilang alagang aso.
3. Hindi pagpayag na paobserbahan ang kanilang alagang aso na nakakagat ng tao,
multa ng Sampung Libong Piso (P10,000.00)
4. Hindi pagpayag na paobserbahan ang kanillang alaga at bayaran ang pagbabakuna
sa taong nakagat ng kanilang aso, multa ng Dalawampu’t Limang Libong Piso
(P25,000.00).
5. Hindi pagtatali ng alagang aso habang nasa pampublikong lugar, multa ng Limang
Daang Piso (P500.00)
(Accessed October 11, 2018. https://rabiesalliance.org/resource/ang-regalo-kay-bibo-comic )
17
EDUKASYON SA PAGPAPAKATAO 8 (esp8pb-iiic-10.2)
I. LAYUNIN
A. Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa pagsunod at
Pangnilalaman paggalang sa magulang, nakatatanda at may awtoridad.
B. Pamantayan sa Naisasagawa ng mag-aaral ang mga angkop na kilos ng
Pagganap pagsunod at paggalang sa magulang, nakatatanda at may
awtoridad at nakaiimpluwensiya sa kapwa kabataan na
maipamalas ang mga ito.
C. Mga Kasanayan
sa Pagkatuto
Isulat ang code ng Nasusuri ang mga umiiral na paglabag sa magulang,
bawat kasanayan. nakatatanda at may awtoridad. EsP8PB-IIIc-10.2
II. NILALAMAN  Pagsunod at Paggalang sa mga Magulang, Nakatatanda

at may Awtoridad
 Rabies Integration: Role of the Community (local
ordinances, role of parents, authorities)
III.KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa
Gabay ng Grade 8 EsP TG, pp. 144-153
Guro
2. Mga Pahina sa
Kagamitang Grade 8 EsP LM, pp. 271-291
Pang-mag-
aaral
3. Mga Pahina sa
Teksbuk
4. Karagdagang
kagamitan CG pp. 116
mula sa Portal
ng Learning
Resource
B. Iba pang
Kagamitang mga larawan, sipi ng kwentong “Ang Regalo kay Bibo”
Panturo
18
IV. PAMAMARAAN
A. Balik-aral sa GAWAIN: Tanong ko, Sagutin mo (5 minuto)
nakaraang Panuto:
aralin at/o
1. Magbibigay ang guro ng mga katanungan na sasagutin ng
pagsisimula
mga mag-aaral.
ng bagong
2. Tumawag ng ilang mag-aaral na sasagot sa bawat
aralin
katanungan.
Mga Gabay naTanong:
 May pagkakataon ba na hindi ka sumunod sa utos o
patakaran ng inyong mga magulang/ nakatatanda,
awtoridad sa paaralan, at awtoridad sa pamayanan?
 Ano ang naging dahilan ng hindi mo pagsunod sa mga
magulang, nakatatanda, awtoridad sa pamayanan?
 Ano ang naging kinahinatnan ng hindi mo pagsunod?
B. Paghahabi sa Gawain: Like Mo, Share Mo (10 minuto)
layunin ng Panuto:
aralin
1. Magpapakita ng mga larawan ang guro na nagpapahayag
ng pagsunod at paglabag. Halimbawa: Paglabag sa Republic
Act 8485
(Tingnan ang teacher’s handout sa pahina 5-9 para sa mga
larawan. Maaaring gumamit ng ibang larawan ang guro.)
2. Bibigyan ng reaksyon at komento ng mga mag-aaral ang
larawan. (Halimbawa: Paglabag sa Republic Act 8485.
Tingnan ang teacher’s handout sa pahina 10.)
Sabihin:
 Sino ang madalas na nagbubukas ng kanilang account sa
facebook?
 Ano ang karaniwang ginagawa ninyo kapag nagbubukas
ng facebook?
 Sa facebook, may kalayaan tayo na maglike at
magkomento sa mga larawan. Ngayon, may mga inihanda
akong mga larawan, bibigyan ninyo lamang ito ng
reaksyon at komento.
C. Pag-uugnay Gawain: Suriin Natin (5 minuto)

ng mga Panuto: Balikan ang mga larawan sa naunang gawain.
halimbawa sa
Mga Tanong:
bagong aralin
1. Ano ang napansin ninyo sa mga larawan?
2. Ano ang naging reaksyon ninyo sa mga larawan na
nagpapakita ng pagsunod? Bakit?
19
3. Ano ang naging reaksyon ninyo sa mga larawan na
nagpapakita ng paglabag? Bakit?
D. Pagtatalakay Gawain: Pagsusuri ng Kwento (10 minuto)

ng bagong  Basahin at unawain ang mensahe ng maikling kuwentong
konsepto at “Ang Regalo kay Bibo”.
paglalahad ng
(Tingnan ang teacher’s handout sa pahina 11-13. Maaaring
bagong
gumamit ang guro ng ibang kwento na may kaugnayan sa
kasanayan #1
paksa.)

1. Sino ang pangunahing tauhan sa kuwento?
2. Ano ang katangian ni Bibo batay sa kuwentong binasa?
3. Ano ang natanggap na regalo ni Bibo mula sa kanyang
mga magulang para sa kanyang kaarawan?
4. Ano ang naging reaksyon ni Bibo sa regalong natanggap?
5. Paano pinakitunguhan ni Bibo ang kanyang alagang aso?
6. Kung ikaw si Bibo, ano ang iyong gagawin sa alaga mong
aso?
7. Anong aral ang natutunan mo sa kuwento?
E. Pagtatalakay
ng bagong
konsepto at
paglalahad ng
bagong
kasanayan #2
F. Paglinang sa Gawain: Balikan natin (10 minuto)
Kabihasaan Panuto:
a. (Tungo 1. Balikan ang kuwento.
sa
2. Ipaguhit ang tsart sa kwaderno. Ipasulat ang mga paglabag
Format
at pagsunod na nagawa ni Bibo at ang naging epekto nito.
ive
Assess Paglabag Epekto Pagsunod Epekto
ment)
G. Paglalapat ng Gawain: Ano kaya kung.. (10 minuto)

aralin sa
pang-araw-
Sabihin: Naunawaan natin na sa bawat pagsunod at paglabag na
araw na buhay
ating gagawin ay may epekto.
20
Bilang mag-aaral, ano ang maaaring maging epekto kung
gagawin mo ang mga sumusunod na sitwasyon? Pangatwiranan
ang iyong sagot.
Sitwasyon:
1. Pag-uwi nang gabi na hindi nagpapaalam sa magulang kung
saan tutungo.
2. Pagpasok sa paaralan sa itinakdang oras.
3. Pananakit sa hayop.
4. Pagpitas ng halaman o pagputol ng puno.
5. Pagtatapon ng basura sa tamang basurahan.
H. Paglalahat ng Gawain: Dugtungan natin (5 minuto)

Aralin  Dugtungan ang parirala upang makabuo ng
makabuluhang pangungusap na may kaugnayan sa
paksa.
Ang pagsunod at paggalang ay mahalaga sa ____________.
Inaasahang sagot: Ang pagsunod at paggalang ay mahalaga sa
pagpapanatili ng kaayusan at kapayapaan. Ito rin ay tanda ng
pakikiisa sa magandang layunin ng isang pamayanan.
(Maaari pang humingi ng karagdagang sagot ang guro mula sa
mga mag-aaral)
I. Pagtataya ng Panuto: Isulat ang salitang TAMA kung ang pangungusap ay
Aralin nagpapahayag ng pagsunod at MALI kung ito ay
paglabag. (5 minuto)
____1. Pagbibigay ng karampatang parusa sa hindi pagtatali ng
alagang aso o pusa.
____2. Ugaliing pabakunahan ang alagang aso taon-taon.
____3. Paninira ng mga pampublikong o pribadong ari-arian.
____4. Pagtawid sa tamang tawiran.
____5. Pagbibigay ng madaliang paghuhusga sa kapwa.
J. Karagdagang (Opsyonal)
gawain para sa  Remediation: Paano mo maipakikita ang paggalang sa
takdang-aralin at mga magulang, nakatatanda at may awtoridad?
remediation
 Enrichment:
1. Gamit ang iyong Facebook account, magsulat ng
maikling Facebook status (araw-araw) tungkol sa iyong
mga nagawang kilos na nagpakita ng paggalang at
pagsunod sa mga magulang, mga nakatatanda at mga
taong may awtoridad.
2. Sa mga walang Facebook account, gumawa ng
PAGGALANG at PAGSUNOD LOGBOOK (Maaaring
21
gawa sa mga tinipong recycled na papel). Pipili ka ng
kaklase na magsisilbing kapareha mo, upang
magpaalalahanan kayo sa isa’t isa.
Ang iyong mga nagawang kilos ay isusulat sa logbook ng
iyong kapareha at ganoon din naman siya sa iyong
logbook.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng
80% sa pagtataya.
B. Bilang ng mga-aaral na
nangangailangan ng iba pang gawain
para sa remediation
C. Nakatulong ba ang remediation? Bilang
ng mag-aaral na nakaunawa sa aralin.
D. Bilang ng mga mag-aaral na
magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo ang
nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking naranasan
na nasolusyunan sa tulong ng aking
punungguro at superbisor?
G. Anong kagamitan ang aking nadibuho
na nais kong ibahagi sa mga kapwa ko
guro?
22
Republic Act No. 8485
AN ACT TO PROMOTE ANIMAL WELFARE IN THE PHILIPPINES, OTHERWISE KNOWN
AS “THE ANIMAL WELFARE ACT OF 1998”
Ang RA 8485, na mas kilala bilang Animal Welfare Act, ang unang batas na komprehensibong
nagtadhana sa tama at makataong pangangalaga ng mga mamamayan sa lahat ng hayop sa
Pilipinas. Binuo ng batas na ito ang Committee on Animal Welfare na siyang mamumuno sa
pagpapatupad ng batas.
Sinasabi ng batas na dapat mabigyan ang lahat ng hayop ng wastong pangangalaga, at

maaaring maparusahan ang sinumang mapatunayang lumalabag dito.
Sa Sec. 6 ng batas, ipinagbabawal ang pagmaltrato at pag-torture sa mga hayop. Ipinasa rin
sa bahaging ito ng batas na hindi maaaring pumatay ng hayop, maliban sa mga hayop na
kinakain tulad ng baka, baboy, kambing, tupa, manok at iba pang poultry, kuneho, kalabaw,
kabayo, usa at buwaya.
Isang paglabag sa batas ang pagpatay sa mga hayop na hindi nabanggit liban na lamang
kung ito ay dahil sa ritwal ng isang relihiyon, malubhang sakit ng hayop, at animal control kung
saan nasa bingit ng panganib ang hayop o mga taong malapit dito.
(www.gmanetwork.com/news/publicaffairs/imbestigador/334614/mga-batas-na-
nangangalaga-sa-kapakanan-ng-mga-hayop/story/. Accessed October 10, 2018.)
KAARAWAN NI BIBO
Nanay: Maligayang kaarawan, anak!
Bibo: Salamat, Inay! Nasaan na po ang regalo ko?
Tatay: Anak, ito oh.
Bibo: Huh? Aso?
Nagmukmok si Bibo nang malamang hindi bisikleta ang natanggap niyang regalo mula
sa magulang. Ayaw niya sa alagang aso.
Nanay: Bibo, anak, makakabuti sa’yo ang magkaroon ng alagang aso. Wala ka kasing
masyadong kalaro dito sa atin kaya aso ang niregalo namin sa’yo.
Bibo: Ayaw ko ng aso! Mabaho at malikot yan! At hindi ko kailangan ng kalaro! Bisikleta ang
gusto ko!
23
Kinabukasan.
aso: Aw! Aw! Aw!
Bibo: Hoy! Tumahimik ka nga!
aso: Aw! Aw! Aw!
Bibo: Ano ba? Ayaw mo ba talagang tumahimik? Labas!
Makalipas ang isang oras…
Nanay: Bibo! Nasaan na ang aso mo?
Bibo: Ang ingay po kasi niya eh! Pinalabas ko po muna saglit.
Nanay: Ano?! Baka mawala yung aso! Fidel! Fidel! Pakihanap nga nung aso ni Bibo!
Nang mahanap na ni Mang Fidel ang aso…
Tatay: Bibo, sa susunod, huwag mo nang pakawalan ang aso mo sa labas. Baka kung
mapaano pa ito.
Bibo: Tay, wala po akong pakialam diyan. Ayaw ko nga po sa asong iyan!
Pagkaraan ng ilang araw…
Bibo: Inay, nasaan na po yung tsinelas ko? (Nakita niya na kagat-kagat ito ng aso.) Ano ka
bang aso ka? Nasa’yo pala ang tsinelas ko! Bitawan mo nga yan! (Sinipa niya ito.) Aray!!!
Inay!! Kinagat po ako nung aso!
Lumabas si Nanay.
Bibo: Nginangatngat po kasi ng aso yung tsinelas ko eh! Kaya po sinipa ko siya.
Nanay: Dali! Hugasan natin ‘yang sugat mo!
Habang hinuhugasan ang sugat ng anak, naalala ni Aling Stella ang nalaman niya sa
TV tungkol sa rabies.
Nanay: Naku, anak! Mukhang malubha ang sugat mo. Halika’t dadalhin na kita sa doktor.
Agad na dinala ni Aling Stella at Mang Fidel si Bibo sa Animal Bite Treatment Center
(ABTC) sa kanilang lugar.
Nanay: Dok! Nakagat po ng aso ang anak ko. Ano po bang dapat naming gawin? Hinugasan
ko na po ang sugat niya ng sabon sa dumadaloy na tubig.
24
Dok: Tama po ang ginawa nyo misis. Tama din na dinala nyo siya agad dito para masuri natin
ang kagat ng aso at matingnan kung kailangang mapabakunahan si Bibo laban sa rabies.
Bibo: Rabies? Ano po yun, Dok?
Dok: Ang rabies ay isang nakamamatay na sakit sanhi ng virus. Ito ay puwedeng malipat sa
tao sa pamamagitan ng laway ng kagat ng aso o pusa na may rabies. Kadalasan, nakukuha
din ito kapag nalagyan ng laway ng hayop na may rabies ang sariwang sugat, gasgas at
maging ibang parte ng katawan ng tao tulad ng mata, ilong at bibig.
Nalaman din ni Dok na pinakawalan ni Bibo ang kanyang alagang aso.
Dok: Kaya, Bibo, dapat mong alagaan nang mabuti ang iyong aso. Huwag mo itong
hahayaang gumala sa kalye. Dapat din na maayos ang kanyang tirahan at siyempre dapat
binibigyan mo siya ng maayos na pagkain at inumin.
Bibo: Opo, Dok.
Dok: Misis, dapat din po ay pinaturukan ninyo ang inyong aso laban sa rabies. Alam nyo ba
na may batas na tayo tungkol dito?
Nanay: Talaga po, Dok? Hindi namin alam na may ganoon.
Dok: Meron tayong Republic Act 9482 o ang Anti-Rabies Act of 2007. Layon nito na pigilan
ang pagkalat ng sakit na rabies. Nakasaad din sa batas na kailangang iparehistro at
mapabakunahan ang inyong alagang hayop laban sa rabies taon-taon.
Tatay: Salamat po sa impormasyon, Dok. Ano pala ang dapat naming gawin sa nakakagat
na aso?
Dok: Dalhin niyo agad ang aso sa Veterinary Office para maobserbahan ng mabuti.
Kailangang maobserbahan ang aso sa loob ng 14 na araw kung magpapakita ito ng mga
sintomas ng rabies: kung biglang magbago ang kanyang ugali, magkasakit, o biglang
mamatay.
Pagkagaling sa ABTC, dinala na ni Tatay Fidel ang aso sa Veterinary Office.
Makalipas ang tatlong araw, ipinaalam ng tagapamahala ng Dog Pound sa pamilya ni

Bibo ang hindi inaasahang balita.
Veterinary Office: Mang Fidel, ikinalulungkot po naming ibalita na namatay na ang aso.
Pinadala na namin sa laboratory ang kanyang ulo para maeksamin. Nakumpirma nga na ito
ay may rabies. Maaaring nahawa siya sa mga gumagalang aso noong makalabas ito ng
bahay.
Tatay: Dok, ibinalita sa amin ng taga-Dog Pound na namatay na ang aming aso. Nakumpirma
pong ito’y may rabies.
25
Doktor: Mabuti na lang at dinala nyo agad si Bibo dahil mahalaga na makumpleto niya ang
pagpapabakuna para maagapan ang pagkalat ng virus sa kanyang katawan.
Nanay: Naku, salamat po kung ganoon, Dok.
Bibo: Kung hindi po ako naging pabaya sa regalo niyong aso sa’kin, hindi po siya
magkakarabies at hindi rin po ako magkakaganito. Patawad po. Nalulungkot po ako sa sinapit
ng aking aso. Pangako ko po, hindi ko na uulitin ang ginawa ko. Magiging mabuting tagapag-
alaga na po ako.
Ilang buwan din ang lumipas at nawala na rin ang lungkot sa puso ni Bibo. Araw ng
Pasko noon.
Nanay: Maligayang Pasko, anak!
Tatay: Anak, may regalo kami sa’yo!
Bibo: Wow! Isang tuta! Maraming salamat, Nay at Tay! Pangako, aalagaan kong mabuti ang
aso na ito!
Kinabukasan, masaya at agad na dinala ni Bibo ang kanyang bagong alagang aso sa
beterinaryo.
Bibo: Dok, papabakunahan ko po sana ang aking alagang aso. Ayaw ko na pong magka-
rabies ang aking bagong alaga.
Doktor: Sige, halika na at tuturukan natin siya. Sandali lang ito. Ano pala ang pangalan niya?
Ilagay natin sa Vaccination Card para mamonitor natin ang kanyang bakuna.
Bibo: Choko po ang pangalan niya, Dok.
At mula noon, hindi lamang naging isang huwarang tagapag-alaga ng aso si Bibo,
naging supporter din siya ng mga kampanya laban sa rabies sa kanilang lugar.
(Accessed October 11, 2018. https://rabiesalliance.org/resource/ang-regalo-kay-bibo-comic.)
26
GAWAIN 1:
Gawain: Like Mo, Share Mo
Panuto: Lagyan ng reaksyon ang bawat larawan sa pamamagitan ng pagguhit ng emoji

katulad ng . Lagyan din ito ng komento batay sa mensaheng ipinahahayag nito.
Compose Post Photo/Video Album Live Video
What’s on your mind, Ennaira?
Photo/ Video Feeling/Activity …
Ennaira added a new photo.

Dito nila
ilalagay ang
kanilang
reaksyon
gamit ang
emoji
Larawan
Write a comment...
Pagbibigay ng komento batay

sa larawan
27
What’s on your mind, __________?
Photo/ Video Feeling / Activity …
___________ added a new photo.
COMMENT SHARE
Write a comment…
28
COMMENT SHARE
Write a comment…
29
COMMENT SHARE
Write a comment…
30
COMMENT
SHARE
Write a comment…
31
EDUKASYON SA PAGPAPAKATAO 9 (esp9tt-iig-8.1)
I. LAYUNIN
A. Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa kahalagahan

Pangnilalaman ng pakikilahok at bolunterismo sa pag-unlad ng mamamayan at
lipunan.
B. Pamantayan Nakalalahok ang mag-aaral ng isang proyekto o gawain para

sa Pagganap sa barangay o mga sektor na may partikular na
pangangailangan. Halimbawa: mga batang may kapansanan o
mga matatandang walang kumakalinga.
C. Mga Naiuugnay ang kahalagahan ng pakikilahok at bolunterismo sa

Kasanayan sa pag-unlad ng mamamayan at lipunan.
Pagkatuto EsP9TT-IIg-8.1
Isulat ang code
ng bawat
kasanayan.
II. NILALAMAN  Pakikilahok at Bolunterismo

 Rabies Integration: Rabies Awareness
III. KAGAMITANG
PANTURO
A. Sanggunian
1. Mga Pahina sa
Gabay ng Guro
2. Mga Pahina
sa Kagamitang
Pang-mag-aaral
3. Mga Pahina sa
Teksbuk
4. Karagdagang CG pp. 130

Kagamitan mula
sa Portal ng
Learning
Resource
B. Iba pang
Kagamitang Panturo mga larawan
32
IV. PAMAMARAAN
A. Balik-aral sa GAWAIN: Hula-Pic (5 minuto)

nakaraang PANUTO:
aralin at/o
1. Magpapakita ng mga logo ang guro at huhulaan ng mga
pagsisimula ng
mag-aaral kung anong organisasyon ito. Halimbawa: Phil. Red
bagong aralin
Cross, PCSO, GARC
(Tingnan ang teacher’s handout sa pahina 7-9. Maaaring
gumamit ang guro ng iba pang logo ng iba’t ibang
organisasyon ngunit kinakailangan na kabilang pa rin ang
GARC logo)
2. Upang mas madaling maunawaan ng mga mag-aaral,
magbibigay ang guro ng maikling paglalarawan sa bawat
organisasyon.
(Digital image. Accessed September 6, 2018.

https://www.redcross.org.ph/component/search/?searchword=L
ogo&searchphrase=all&Itemid=101.)
Digital image. Accessed September 6, 2018.
https://rabiesalliance.org.)
Digital image. Accessed September
6,2018.nyc.gov.ph/sangguniangkabataan/.
Unang Logo
Paglalarawan: Ito ang organisasyon na nangunguna sa
pagtugon sa anumang uri ng sakuna sa bansa.
Ikalawang Logo
Paglalarawan: Ito ay isang non-profit organization na
nangunguna sa larangan ng rabies control sa mundo.
Ikatlong Logo
Paglalarawan: Ito ay halal na kinatawan ng mga kabataan
sa bawat barangay. Layunin nito na bigyang boses ang
mga kabataan sa usaping pampamahalaan at panlipunan.
Gabay na Tanong:
33
 Pamilyar ba kayo sa mga organisasyong ito?
 Ano ang layunin ng bawat organisasyong nabanggit?
B. Paghahabi sa GAWAIN: Tanong ko, Sagutin mo (5 minuto)

layunin ng  Magbigay pa ng ilang halimbawa ng organisasyon na
aralin aktibo sa pagtulong katulad ng mga nasa larawan.
 Naranasan mo na bang lumahok sa organisasyong
katulad ng mga nasa larawan?
C. Pag-uugnay ng GAWAIN: Pagsusuri ng larawan (5 minuto)

mga  Suriin ang mga sumusunod na larawan.
halimbawa sa
bagong aralin
Iginuhit ni: Dennis A. Macaubos

Gabay na Tanong:
 Ano ang iyong napansin sa larawan? Ano ang tawag sa
ganitong gawain? Ipaliwanag.
 Paano naipakita ang pakikilahok at bolunterismo sa
iba’t ibang sitwasyon sa larawan?
D. Pagtatalakay GAWAIN: Malayang Talakayan (20 minuto)

ng bagong 1. Ano ang pakikilahok at bolunterismo?
konsepto at
paglalahad ng
Inaasahang sagot: Ang pakikilahok at bolunterismo ay dapat
bagong
na isakatuparan o gawin ng tao. Ito ay pagbibigay ng tulong sa
kasanayan #1
kapwa nang walang hinihinging kapalit.
(Gagamiting halimbawa ng guro ang mga larawan sa unang
gawain upang maiugnay ang pakikilahok at bolunterismo.)
Ang Philippine Red Cross ay inilunsad noong
1947.Layunin nito na magbigay ng tulong sa mga tao sa
anumang uri ng sakuna. Kabilang sa mga programa nito ang:
Blood Services, Disaster Management, Safety Services at iba
pa. (Accessed September 6, 2018.
https://www.redcross.org.ph/about-the-philippine-red-cross.)
34
Ang Global Alliance for Rabies Control ay ang
nangungunang non-profit organization sa larangan ng rabies
control. Ito ay nabuo noong 2007. Ito ay naglalayong dagdagan
ang kamalayan ng patuloy na banta ng rabies sa mundo.
Itinataguyod nito ang edukasyon tungkol sa rabies,
sinusuportahan ang mga proyekto ng pagkontrol ng rabies
upang maipakita kung paano maaaring mabawasan ang
epekto ng sakit na ito at mga tagapagtaguyod sa internasyunal
na antas para sa mas mataas na mapagkukunan para sa pag-
iwas at pagkontrol ng rabies. (Accessed September 6, 2018.
https://rabiesalliance.org/.Accessed September 6, 2018.)
Ang Sangguniang Kabataan ay halal na kinatawan ng mga

kabataan sa bawat barangay. Layunin nito na bigyang boses
ang mga kabataan sa usaping pampolitika at panlipunan.
(Accessed September 6, 2018.
nyc.gov.ph/sangguniangkabataan/.)
2. Sa iyong palagay, bakit mahalaga ang pakikilahok at

bolunterismo?
Inaasahang sagot: Mahalaga ang pakikilahok at bolunterismo
sapagkat natututo tayong makitungo sa ibang tao at maging sa
lipunan. Itinuturo din nito ang kahalagahan ng pagkakaisa at
pagtutulungan sa isang lipunan.
E. Pagtatalakay
ng bagong
konsepto at
paglalahad ng
bagong
kasanayan #2
F. Paglinang sa Gawain: “SKL- Share ko Lang” (10 minuto)

Kabihasaan Panuto:
(Tungo sa
Tumawag ng mag-aaral na maaaring magbahagi ng
Formative
kanilang ideya
Assessment)
at opinyon sa pamamagitan ng pagsagot sa tanong sa
ibaba.
Mga Tanong:
 Bilang mag-aaral, kung bibigyan ka ng pagkakataon na
lumahok sa isa sa mga kilalang organisasyon sa bansa,
ano ito at bakit?
 Paano kaya ito nakatutulong sa pag-unlad ng lipunan?
35
G. Paglalapat ng  Bilang mag-aaral, mahalaga ba ang pakikilahok sa mga
aralin sa pang- gawaing ito? Bakit? Magbigay ng tiyak na sitwasyon.
araw-araw na (Halimbawa: Kung hindi ako makikilahok sa
buhay pagsusulong ng Rabies Awareness, maaaring
_____________________.)
Inaasahang sagot:
 Kung hindi ako makikilahok sa pagsulong ng Rabies
Awareness, maaaring marami ang mamatay dahil sa
kagat ng rabid na hayop. Maaari ring hindi maiwasan
ang pagbabalewala sa kagat ng hayop.
 Kung hindi ako makikilahok sa pagsulong sa
pangangalaga ng kalikasan, maaaring tuluyan nang
maubos ang ating mga likas na yaman. Maaaring hindi
na rin mapipigilan ang mga kalamidad.
 Kung hindi ako makikilahok sa pagtulong sa kapwa,
maaaring maging makasarili ako at mawalan ng
malasakit sa iba.
H. Paglalahat ng Gawain: Dugtungan Mo (5 minuto)

Aralin Ang pakikilahok at bolunterismo ay ___________________.
Inaasahang sagot:
 Ang pakikilahok at bolunterismo ay nakatutulong upang
magkaroon ng pagkakaisa, pagtutulungan,
pagmamahalan at maayos na pakikitungo sa bawat
kasapi ng lipunan.
 Ang pakikilahok ay nagpapaunlad ng tamang
kamalayan sa mga gawaing panlipunan.
 Ang bolunterismo ay naglilinang ng iyong kakayahan sa
pagsilbi sa kapwa na walang hinihinging kapalit.
I. Pagtataya ng GAWAIN: Pagsulat ng sanaysay (10 minuto)

Aralin  Sagutin ang tanong. Bumuo ng 5 o higit pang
pangungusap sa pagpapaliwanag.
1. Bakit mahalaga sa kabataan o mag-aaral na katulad
mo ang pakikilahok at bolunterismo sa isang
organisasyon?
(Sumangguni sa pahina 16 para sa pamantayan sa
pagmamarka.)
J. Karagdagang Optional
gawain para sa  Remediation: Ano-ano ang mga benepisyo ng
pakikilahok at bolunterismo?
36
takdang-aralin  Enrichment: Gumawa ng survey sa tatlong
at remediation pangunahing problema sa iyong pamayanan at umisip
ng paraan kung paano ka makalalahok upang
matugunan ang mga ito.
V. MGA TALA
VI. PAGNINILAY
A. Bilang ng mag-aaral na nakakuha ng

80% sa pagtataya.
B. Bilang ng mga-aaral na
nangangailangan ng iba pang
gawain para sa remediation
C. Nakatulong ba ang remediation?

Bilang ng mag-aaral na nakaunawa
sa aralin.
D. Bilang ng mga mag-aaral na

magpapatuloy sa remediation
E. Alin sa mga istratehiyang pagtuturo

ang nakatulong ng lubos? Paano ito
nakatulong?
F. Anong suliranin ang aking

naranasan na nasolusyunan sa
tulong ng aking punungguro at
superbisor?
G. Anong kagamitan ang aking

nadibuho na nais kong ibahagi sa
mga kapwa ko guro?
37
HANDOUT
GAWAIN 1: Hula-Pic
1. Maghanda ng mga larawan ng logo ng ilang mga kilalang organisasyon na

nagsasagawa ng bolunterismo.
Halimbawa: Philippine Red Cross, GARC, PCSO (Maaaring gumamit ng ibang logo
ang guro ngunit kinakailangan pa ring gamitin ang logo ng GARC.)
2. Gamitin ito upang mailahad ang konsepto ng Pakikilahok at Bolunterismo.
38
https://www.redcross.org.ph/component/search/?searchword=Logo&searchphrase=all&Itemi
d=101)
39
https://www.redcross.org.ph/component/search/?searchword=Logo&searchphrase=all&Itemi
d=101
40
(Digital image. Accessed September 6, 2018. https://rabiesalliance.org.)
41
(Digital image. Accessed September 6, 2018. https://rabiesalliance.org.)

1. Pamilyar ba kayo sa mga organisasyong ito?
2. Ano ang layunin ng bawat organisasyong nabanggit?
42
GAWAIN 2: Pagsusuri ng larawan
Iginuhit ni : DENNIS A. MACAUBOS
43
44
45
Mga Gabay na Tanong
1. Ano ang iyong napansin sa larawan?

2. Ano ang tawag sa ganitong gawain? Ipaliwanag.
3. Paano naipakita ang pakikilahok at bolunterismo sa iba’t ibang sitwasyon sa bansa?
Gawain 3: Pagsulat ng sanaysay

Rubrik para sa Pagmamarka ng Sanaysay
Kraytirya Deskripsiyon Puntos

Nilalaman Malinaw na nailahad ang 5
saloobin ng mag-aaral ukol
sa paksa.
Organisasyon Organisado, malinaw at 3
simple ang pagkakalahad ng
ideya. Magkakaugnay ang
mga pangungusap.
Mekaniks Nasunod ang mga 2
panuntunan sa pagsulat ng
sanaysay tulad ng tamang
bantas at baybay ng salita.
Kabuuan 10
46
HEALTH 7 (h7ph-iiic-34)
I. OBJECTIVES
A. Content The learner demonstrates understanding of mental health as a

Standards dimension of holistic health for a healthy life.
B. Performance The learner consistently demonstrates skills that promote mental

Standards health.
C. Learning 1. Identifies people who can provide support in stressful

Competencies/ situations
Objectives
Write the LC H7PH-IIIc-34
code for each
II. CONTENT Coping with Stress

Integration of Rabies Education (Animal Bite Management)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s LM Grade 7 page 32

Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Violence Prevention. Centers for Disease Control and Prevention.
Resources October 2, 2015
https://www.cdc.gov/violence
prevention/pub/coping_with_stress_tips.html. (August 17, 2017)
GARC flyers. Animal Bite Management
Coping with Stress. Healthline. August 18, 2014.
47
http://www.healthline.com/health/stress-help#overview1. (August
18, 2017)
III. PROCEDURES
A. Reviewing What are the different stressors?

previous lesson -Family - Home - School
or presenting
-Friends/Peers - Community
the new lesson
B. Establishing a Activity: Describe how you feel to a given situation. Draw if

purpose for the
lesson you feel happy and if it gives stress then identify the stressors
involved.
Example:
__________ a. A family that prays together
_____friend b. Your friend teases you
_______1. A friend who makes gossip about you

_______2. Heavy traffic
_______3. Watching movie with siblings
_______4. Community with stray dogs
_______5. Living in a noisy community
_______6. Good relationship with family
C. Presenting Ask the following questions to the students.

examples/instances 1. What are the stressors you have mentioned in the activity?
of the new lesson 2. Why do you consider those as stressors?
3. Do you think those stressors can also provide support when
you are in a stressful situation? Explain.
D. Discussing new Activity

concepts and Look at the pictures, identify the person/s you will ask for support
practicing new on the following stressful situations.
skills #1
Home and Community
48
1._____________________ 2. __________________
3. ______________________ 4._____________________
5.________________________
Guide Questions:
1. Based on the activity, who are the people who can provide
help on a stressful situation?
2. Can you give your own experience which you think is
stressful? With whom did you ask for a support?
49
E. Discussing new School
concepts and
practicing new
skills #2
1.____________________ 2.____________________
3._____________________ 4._____________________
5.______________________
Guide Questions:
1. Based on the activity, who are the people who can provide
help on a stressful situation?
2. Can you give your own experience which you think is
stressful? With whom did you ask for a support?
F. Developing In coping with stress we need somebody/someone to support us

mastery (leads to and these are the following:
Formative a. Family- seek advice from responsible family member.
Assessment 3)
b. Friend- talk to a friend who can do something about it.
50
c. Significant Others- talk/look for someone who could offer you
healthy tips in coping with stress. Seek professional help.
G. Finding Answer the given situation:

practical 1. You are walking outside the classroom then you saw two
applications of students fighting. What will you do? To whom will you ask for
concepts and help?
skills in daily
living
2. Your brother is playing with the dog, and it seems they are
enjoying. When your brother runs, the dog will go after him.
Afterwards, the dog bit your brother’s leg. What will you do? To
whom will you tell that your brother has been bitten by the dog?
The teacher should explain that when bitten by the dog, they
must tell it to their parents, guardian, teachers or any responsible
family members present. And immediately, consult a doctor or go
to the nearest Animal Bite Treatment Center (ABTC) for Post-
Exposure Prophylaxis.
The teacher will also give the first aid treatment information for
dog bites:
a. Wash the wound with soap under running water for at least
15 minutes.
b. Disinfect the wound with povidone solution.
c. Seek medical help or go to nearest Animal Bite Center.
H. Making Ask the learners.

generalizations Who are the people who can provide support in stressful
and situations?
abstractions
about the
lesson
I. Evaluating Give three stressful experiences you have encountered and with
learning whom did you ask support? Why?
J. Additional Remedial:
activities for My Stress Survival Kit: List down three things that you consider
application or your stress reliever.
remediation
Enrichment:
List down other ways in coping stress.
IV. REMARKS
51
V. REFLECTION
A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require

additional activities for remediation
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?
A. 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?
52
Coping Stress
Some people have a hard time coping with stressful events that others handle easily. For
example, the average person might feel slightly anxious prior to riding in an airplane, but if that
anxiety is debilitating and keeps them from getting near an airport, they will likely be able to
overcome this stressor without the help of a professional.
There are things you can do to cope with the presence of stress on your own, and there are
things that a professional can do to assist you.
Take a Break
Mounting stress and pressure may begin to weigh down on your shoulders like a load of bricks.
Before you let it get the best of you, take a break. Feeling drained? Don’t reach for a cup of
coffee or soda for energy. Take a walk, go outside, and get some fresh air. While you are
there, empty your mind and breathe deeply.
Get Support
Your support system — friends, family, and co-workers — may be your best asset in the fight
against stress. They can help you identify stressful situations before they’ve become more
than you can handle. They can also help you organize your schedule or let you control
frustrations about stressful situations.
Support-Seeking:
People who can provide support in stressful situations:
a. Family- seek advice from responsible family member.
b. Friend- talks to a friend who can do something about it.
c. Significant Others- talk/look for someone who could offer you healthy tips in coping with
stress. Seek professional help.
Get Regular Exercise

An integral part of nurturing your health, physical activity can boost your feel-good endorphins,
counteract the damage stress is doing to your body, and get your mind off what stressing you.
Can’t squeeze in a full 30 minutes each day? Three short 10-minute sessions are just as
beneficial.
Relaxation Techniques
Relaxation techniques such as deep breathing, meditation, yoga, stretching, visualization, and
massage are all great ways to work out the physical and mental effects of chronic stress.
53
Healthy Ways to Cope with Stress
Feeling emotional and nervous or having trouble sleeping and eating can all be normal
reactions to stress. Engaging in healthy activities and getting the right care and support can
put problems in perspective and help stressful feelings subside in a few days or weeks. Some
tips for beginning to feel better are:
1. Take care of yourself.

- Eat healthy, well-balanced meals
- Exercise on a regular basis
- Get plenty of sleep.
- Give yourself a break if you feel stressed out
2. Talk to others. Share your problems and how you are feeling and coping with a parent,
friend, counselor, doctor, or pastor.
3. Avoid drugs and alcohol. Drugs and alcohol may seem to help with the stress but in the
long run, they create additional problems and increase the stress you have.
4. Take a break. If your stress is caused by a national or local event, take breaks from
listening to the news stories, which can lessen/eradicate your stress.
5. Recognize when you need more help. If problems continue or you are thinking about
suicide, talk to a psychologist/psychiatrist, social worker, or professional counselor.
Animal Bite Management

a. What to do when bitten:
1. Encourage children to tell their parents/ guardians/ teachers when they are bitten by
an animal.
2. Immediately wash the wound well with soap under running water for at least 15
minutes.
3. Disinfect the wound with alcohol or iodine solution.
4. Immediately consult a doctor or go to the nearest Animal Bite Treatment Center
(ABTC) for vaccination.
b. Proper medical help or seek licensed professional to help animal bite treatment.
54
ACTIVITY SHEET
Direction: Identify the person/s you will ask for support on the following stressful situations.
Home and Community
1.____________________ 2. _____________________
3. _____________________ 4._____________________
5. _____________________
55
School
1. ___________________ 2.___________________
3. _____________________ 4._____________________
5. ______________________
56
HEALTH 7 (h7ph-iiid-e-35)
I. OBJECTIVES
A. Content The learner demonstrates understanding of mental health as a

Standards dimension of holistic health for healthy life.
B. Performance The learner consistently demonstrates skills that promote mental

Standards health.
C. Learning LC.8. Differentiates healthful from unhealthful strategies in coping

Competencies/ with stress.
Objectives
Write the LC H7PH-IIId-e-35
code for each
II. CONTENT Coping with Stress
LEARNING
RESOURCES
A. References
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning https://www.uptodate.com/contents/animal-bites-beyond-the-

Resources basics
http://www.webmd.com/first-aid/tc/animal-and-human-bites-
prevention#1
https://www.youtube.com/watch?v=3n5UFhLXcjoiba’t-ibangparaan
para mababawasanangstress
III. PROCEDURES
A. Reviewing Activity 1: Cabbage Game. Identify the person in the following

previous lesson stressful situations.
or presenting
the new lesson
57
a. Write statements in stressful life situation on pieces of paper,
and then utilize it like a cabbage.
b. Pass the cabbage while playing the musicor they may sing a
song.
c. When the teacher says stop, the learner who is holding the
cabbage will unwrap it thenanswer the statement aloud.
d. One point will be given to the learner who got the correct
answer. If the learner cannot answer it, anybody in the class
has a chance to answer and the point will be given to him/her.
Identify the person who can provide support in the following
stressful situations:
1. Stay up late night to study
2. Failing grade
3. Infected by a virus
4. Living in a noisy community
5. Community with so many stray animals like dogs
6, Broken family
7. Pollution in your area
8. Heavy traffic
Guide questions:
1. Whatdo you feel when people around you support you?
2. What do you feel when people around you do not support you?
B. Establishing a What do you feel when you are in stressful situations?

purpose for the Activity 2: Which of the following do you consider a stressful
lesson
situation?
Direction: Put a check on the blank.
________ 1. Choosing a gift for a friend
________ 2. Arguing with a classmate
________ 3. Going to a new place
________ 4. Having a newborn sibling
________ 5. Getting a failing mark
________ 6. Losing your money
________ 7. Getting a birthday surprise
________ 8. Attending a party
________ 9. Bitten by a dog
________10. Got an illness
The teacher ask, how many got 5 and above in a given situation?
How about below 4?
Scale Descriptive Rating
Difficulty in handling stressful
8 - 10
situation
58
Can moderately handle
5–7
stressful situation
4 and below Can handle stressful situation
C.Presenting Activity 3: Act Out!

examples/instances Learners will be grouped into 4.Each group will be given a
of the new lesson particular situation, and act out through newscasting, skit/drama
or reporting.
1. You suffer from illness and short of budget to see the
physician.
2. You see your brother bitten a dog.
3. You are informed that your friend has critical illness
4. You met accident using the expensive motorbike of your best
friend.
See the attached rubrics on page 6.
Guide questions:
1. Did you already experience the same situation/s mentioned in
the activity?
2. How did you handle stressful situations?
3. Do you make unhealthy choices as a result of feeling rushed or
overwhelmed? Explained your answer.
D. Discussing new Activity 4: Ask the learners to watch a video clip.

concepts and https://www.youtube.com/watch?v=3n5UFhLXcjoiba’t-ibangparaan
practicing new para mababawasanangstress
skills #1
Guide questions:
1. What is the video all about?
2. Based on the video, what are the sources of stress?
3. What are the strategies we can do to cope with stress?
4. Why is it important for us to know the healthful strategies in
coping with stress?
E. Discussing new
concepts and
practicing new
skills #2
F. Developing Ask the following questions:

mastery (leads 1. What are the healthful ways of managing stress?
to Formative
Assessment 3) 2. What are the unhealthy ways of managing stress?
G. Finding
practical
applications of
concepts and
skills in daily
living
59
H. Making Why you should be aware in coping with stress?
generalizations
and
abstractions
about the
lesson
I. Evaluating Fill in the table. Write the healthful and unhealthful ways in coping
learning with stress.
Healthful ways to manage Unhealthful ways to manage
stress stress
Ex. Talking things out with Over/under eating
friends or family
See attached sheet on page 7.
J. Additional Make a diary.

activities for Write down three most stressful situations in your life.
application or
remediation
IV. REMARKS
V. REFLECTION

evaluation


lesson

remediation


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?
60
HANDOUT
HEALTHY WAYS TO COPE WITH STRESS

1.Understand how you stress. Stress is experienced and managed differently by each
individual. Some things that may be stressful for some may serve as a trigger for others to
become productive. It is important for you to know what types of situations make you feel
different than you do most of the time. For example, stress may be related to your children,
family, health, financial decisions, work, relationships or something else.
2. Find healthy ways to manage stress. The ways in which you cope with stress are unique
to your personality. Consider healthy, stress-reducing activities that work best for you such as
exercising or talking things out with friends or family, listening to music, writing, or spending
time with a friend or relative. Keep in mind that unhealthy behaviors develop over time and
can be difficult to change. Don't take too much at once. Focus on changing only one behavior
at a time.
3.Take care of yourself. We generally do a good job of attending to our own needs. However,
at times we can take on more than we can manage. No matter how hectic life gets, make time
for yourself — even if it's just simple things like reading a good book or listening to your favorite
music. Eat right, get enough sleep, drink plenty of water and engage in regular physical
activity. Take regular vacations or other breaks from work.
4.Reach out for support. Although it can be difficult to open up to others about your life and
problems, sometimes not holding things inside can help with decreasing your stress.
Accepting help from supportive friends and family can improve your ability to manage stress.
If you continue to feel overwhelmed by stress, you may want to talk to a psychologist, who can
help you better manage stress and change unhealthy behaviors.
TYPES OF COPING STRATEGIES
Active Coping Strategies Passive Coping Strategies

 Accepting  Ignoring
 Re-appraising  Escaping
 Praying  Confronting
 Problem solving  Relaxing
 Controlling  Exercising
 Seeking social support  Seeking social support
61
UNHEALTHY WAYS OF COPING WITH STRESS
These coping strategies may temporarily reduce stress, but they cause more damage in the
long run:
1. Using pills or drugs to relax
2. Drinking too much
3. Sleeping too much
4. Smoking
5. Procrastinating
6. Zoning out for hours in front of the TV or computer
7. Filling up every minute of the day to avoid facing problems
8. Withdrawing from friends, family, and activities
9. Taking out your stress on others (lashing out, angry outburst, physical violence)
ACTIVITY SHEET 3
HEALTHFUL AND UNHEALTHFUL STRATEGIES IN COPING WITH STRESS
I. Objective/s: Differentiates healthful from unhealthful strategies in coping with stress.
II. Materials: paper, ball pen
III. Procedure:
Act out a particular situation through newscasting, skit/drama or reporting.
1. You suffer from illness and budget shortage to see the physician.
2. You see your brother bitten a dog.
3. You are informed that your friend has critical illness
4. You met accident using the expensive motorbike of your bestfriend.
IV. Analysis:
Does each situation cause stress in our life?
Do you know how to handle stress?
Do you make unhealthy choices as a result of feeling rushed or overwhelmed?
62
RUBRICS FOR SKIT OR ROLE-PLAY
Exceptional Admirable Acceptable Attempted
4 points 3 points 2 points 1 point
Understanding Factual Factual Factual Information is

of topic information is information is information is inaccurate;
accurate; and mostly accurate; somewhat presentation is
indicates a good accurate; and off topic
clear understanding fair
understanding of topic understanding
of topic of topic
Accuracy and Point-of-view, Point-of-view, Point-of-view, Point-of-view,

believability of arguments, arguments, and arguments, and arguments, and
role and solutions solutions solutions solutions
proposed were proposed were proposed were proposed were
always realistic usually realistic often realistic rarely realistic
and constantly and in character and in character and in character
in character
Presentation Shows Shows some Unsure of Portrayal stalls;

confidence; confidence; responsibility; lacks
informative; presents some somewhat information;
entertaining; information; informative; audience bored;
engages engages engages mumbles; body
audience; audience; audience language is
intermittently; lacking;
speaks loudly can be heard;
hard to hear; inappropriate
and clearly; some use of
appropriate some
body language
use of body movement
language
63
ACTIVITY 5
Fill in the table below. Write the healthful and unhealthful ways in coping with stress. Select
your answer inside the box.
Healthful ways to manage stress. Unhealthful ways to manage stress
Enough deep sleep. Using illegal drugs.

Over/under eating. Healthy nutrition.
Know when to take a break. Slow down. Slow deep breathing.
Smoking cigarettes. Excessive internet surfing.
Drinking alcohol. Remember good memories.
Focusing on previous failures. Complaining.
Listening. Reading.
Arguments about unimportant things. Gambling.
Overwork to exhaustion. Biofeedback.
Calming, mental imagery/visualization. Social isolation.
Alternate tensing and stretching muscles. Stretching/Yoga.
Unnecessary shopping or spending. Meditation.
Yelling, screaming explosion .Exercise, sports, dance.
Over protection/overcontrol of others. Take a walk.
ANSWER KEY FOR ACTIVITY SHEET 5
Gossip. Keeping track of others.
64
Fill in the table. Write the healthful and unhealthful ways in coping with stress.
Healthful ways to manage stress. Unhealthful ways to manage stress
Talking things out with friends or family. Over/under eating.

Enough deep sleep. Smoking cigarettes.
Healthy nutrition. Drinking alcohol.
Know when to take a break. Slow down. Using illegal drugs.
Slow deep breathing. Excessive internet surfing.
Stretching/Yoga. Unnecessary shopping or spending.
Meditation. Gambling.
Exercise, sports, dance. Overwork to exhaustion.
Take a walk. Social isolation.
Alternate tensing and stretching muscles. Arguments about unimportant things.
Calming, mental imagery/visualization. Overprotection/overcontrol of others.
Biofeedback. Gossip. Keeping track of others.
Reading. Yelling, screaming explosion.
Listening. Complaining.
Remember good memories. Focusing on previous failures.
65
HEALTH 8 (h8dd-iiib-c-18)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of principles in

prevention and control of communicable diseases for the
attainment of individual wellness.
B. Performance The learner consistently demonstrates personal responsibility

Standards and healthful practices in the prevention and control of
communicable diseases.
C. Learning LC.4. Corrects misconceptions, myths, and beliefs about

Competencies/ common communicable diseases
Objectives
Write the LC code for H8DD-IIIb-c-18
each
II. CONTENT Development of Personal Life Skills
III. LEARNING
RESOURCES
A.References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B.Other Learning
Resources
FAO 2015 www.fao.org bb015
Marcia Carteret, Culturally-based Beliefs about Illness
Causation Copyright 2011
66
IV. PROCEDURES
A. Reviewing previous Group activity: Post It

lesson or presenting
the new lesson
The teacher will prepare two (2) sets of chart following
the format on page 5. Then, he/she prepare also two (2) sets
of meta strips of paper, written the signs, symptoms and
effects of communicable diseases and it will be given to
learners during the activity.
The learners are tasked to match the appropriate signs,

symptoms and effects to the communicable disease on the
chart. The group who has most number of correct answer will
be declared the winner.
Communicable Diseases Signs, symptoms and

 Rabies effects of Communicable
Diseases
 Dengue
 Excessive saliva
 Pneumonia
production
 Flu (influenza)
 Cough and
sneezes
 Fever
 Diarrhea
 Swelling
 Nausea
B. Establishing a Why we need to correct myths and misconception about

purpose for the communicable diseases?
lesson
C. Presenting The teacher will prepare an envelope containing letters of the

examples/instances word like FACT, MYTH, and BELIEF and its meaning inside it.
of the new lesson Let the learners formed it, and post it on the board. After that,
let the representative of the group read their answers, explain
it and may give some examples.
FACT - a piece of information used as evidence or as part of a
report or news article.
MYTH – is a well-known story which was made up in the past

to explain natural events or to justify religions belief or social
customs.
67
BELIEF – an acceptance that a statement is true or that
something exists.
D. Discussing new Direction: Mark the following statements with A if they are
concepts and Facts or B if they are Myths or Beliefs.
practicing new skills
#1 1. Disease emergence is inevitable, and we can’t do
anything about it. Myth
2. Dog vaccines prevent your dog from getting rabies for only
a few months. Myth
3. Human-to-human transmission of rabies not possible. Myth
4. A communicable disease is an illness caused by a specific
infections agent or its toxic products. Fact
5. Immediate and thorough washing and cleaning of a bite
wound is essential. Fact
6. All dogs have rabies. Myth
E. Discussing new Power-point presentation: Discussion about facts,

concepts and misconceptions, myths, and beliefs on rabies infections and
practicing new skills other communicable diseases (see details on page 7 and 9)
#2
F. Developing mastery
(leads to Formative What are the reasons why people live with misconceptions,
Assessment 3) myth and beliefs?
G. Finding practical What are the misconceptions that you want to correct in your
applications of family and community? Why?
concepts and skills
in daily living
H. Making
generalizations and What new learnings did you get from the lesson?
abstractions about
the lesson
I. Evaluating learning 1. Rank the following items from 1 to 6. 1- as the most

influential source in forming the misconception about
communicable diseases and 6 - as the least influential.
_______ media (TV, news, movies, etc.)
68
_______ people telling other people wrong information about
communicable diseases
_______ lack of education
_______ culture/ lifestyle you grow up with
_______ denial (don’t want to know if you have disease)
_______ superstitious belief
2. Which of the following items ranks first, second and third?

3. What is the effect of embracing misconception, myths, and
beliefs about communicable diseases?
(see attached activity sheet on page 6)
J. Additional activities Remediation: Read more about facts and practices in

for application or prevention and control of other diseases.
remediation Enrichment: Cut-out pictures or advertisement in the
magazines, and newspaper about healthful practices in the
prevention of serious diseases.
V. REMARKS
VI. REFLECTION

evaluation


lesson

require remediation

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?
69
HANDOUT
Posted by Marcia Carteret, M. Ed. on Feb 21, 2011 in Cultural Health Beliefs
Behaviors comments Patients’ health beliefs can have a profound impact on clinical care.
They can impede preventive efforts, delay or complicate medical care and result in the use
of folk remedies that can be beneficial or toxic. Culturally-based attitudes about seeking
treatment and trusting traditional medicines and folk remedies are rooted in core belief
systems about illness causation, i.e., naturalistic and biomedical.
The range of understandings people have around what causes of illness is considerable –
from witchcraft and soul loss to germs and weak immunity. In the Western world, the body
is often thought of as an intricate machine which must be kept “tuned-up,” and illness is
viewed as a breakdown of the machine. This contrasts with eastern philosophies in which
health is seen as a state of balance between the physical, social, and super-natural
environment.
Personalistic
In a personalistic system of belief, illness is believed to be caused by the intervention of a
supernatural being or a human being with special powers. A supernatural being might be a
deity or a dead ancestor. A human being with special powers might be a witch or a sorcerer.
Evil forces cause illness in retaliation for moral and spiritual failings.
Myth: Disease emergence is inevitable, and we can’t do anything about it.

And now for some (partially) good news. While spontaneous viral mutations/reassortment
can and do occur (such as with the new H7N9 influenza), the root causes and spread of
novel diseases isn’t so spontaneous. These diseases don’t just appear out of the blue
without an opportunity existing for them to do so.
Myth: Our doctors already know all the infectious diseases. No one knows all of the infectious
diseases our planet harbors. While medical science has named 1,400 infectious disease-
causing agents, this is only the tip of the iceberg. Over 60 percent of known infectious human
diseases are shared with animals so there’s potential for many more to be lurking in the wild.
Encouragingly, our colleagues’ work assessing viral diseases suggests there’s not an infinite
number of undiscovered viruses lurking in mammals... but we still have long way to go before
we have a handle on what’s out there.
MYTH vs FACT about rabies

MYTH: Responsible dog ownership means you just feed your dog only.
Fact: Responsible dog ownership means that you register your dog with the local authorities,
you annually vaccinate your dog for rabies, you keep your dogs from roaming the streets,
and you feed and care for your dog in an ethically responsible manner.
70
MYTH: Rabies is transmitted only by the bite of an animal.
Fact: Transmission by the bite of a rabid animal is the most common way. Rabies can also
be transmitted through a scratch inflicted by a dog or an animal if saliva is on the nail that
causes the scratch; lick on an open wound; splattering of saliva on mucous membranes such
as eyes, and mouth.
MYTH: Dog vaccines prevent your dog from getting rabies for only a few months.
Fact: If your dogs are vaccinated against rabies, they are protected for at least one year with
each vaccine.
MYTH: Dog owners can choose whether or not to vaccinate their dogs against rabies.
Fact: According to RA 9482 Anti-Rabies Act 2007, as a dog owner, you are required to
vaccinate your dogs against rabies every year. This protects you, your family and friends,
your community and your dogs.
MYTH: If a dog bites a person, it is only important to care for the person.
Fact: Actually, if a dog bites a person it is necessary to catch the dog and keep it in a room
or cage, isolated from other animals and people for 14 days, to observe it for abnormal or
rabies like behavior, in addition to making sure the person who was bitten receives proper
treatment.
MYTH: Rabies is not life-threatening or fatal to humans.
Fact: Rabies is ALWAYS life-threatening and can result in death if the bite wound is not
washed immediately and the post-exposure vaccination is not given as scheduled by the
Animal Bite Treatment Center.
MYTH: First aid is not necessary to help to a person who has been bitten or scratched by a
dog or an animal suspected to be rabid.
Fact: Immediate and thorough washing and cleaning of a bite wound is ESSENTIAL. Wash
the wound with soap and flowing or running water for 10 to 15 minutes. Wash well. Next,
apply a disinfectant to the wound and surrounding tissue. Immediately afterwards, take the
person to the hospital or nearest health center or Animal Bite Treatment Center.
MYTH: If a traditional healer treats a bite wound, there is no need to see a doctor or go to a
health centre or hospital.
71
Fact: People with bite wounds that are only treated with traditional medicine are at greater
risk of death from rabies, once a person shows clinical symptoms, death is unpreventable.
Bite victims should go to nearest Health Center or hospital.
MYTH: Rabies virus can be detected and treated by traditional medicine.
Fact: To date, there is no traditional medicine that is proven effective against the rabies virus.
Therefore, even if a traditional healer treats your bite wound, you should still proceed to
anAnimal Bite Treatment center or hospital to act proper treatment and Post Exposure
Prophylaxis (PEP) vaccines.
MYTH: If I were bitten by a vaccinated dog, I do not need to go the nearest Animal Bite
Treatment Center or hospital for consultation and further treatment.
Fact: Even if the dog is vaccinated against rabies, you should still go to the doctor for
consultation. The doctor will categorize the bite wound and advise on whether a post-
exposure prophylaxis vaccine or anti-rabies vaccine is necessary. If you do not seek medical
care, you are risking your life.
MYTH: Human-to-human transmission of rabies not possible.
Fact: Humans are mammals. Therefore, theoretically, human-to-human rabies transmission

is possible. However, there are no laboratory-tested cases to confirm that this has actually
happened.
Based on studies, no human transmission yet detected.
MYTH: The only thing I can do about the rabies problem is to make sure my pets are
vaccinated annually.
Fact. Be a responsible pet owner is the best way. To eradicate rabies it includes:
*Anti-rabies vaccination yearly.
*Not letting dog roam on the streets.
*Give clean food, water and shelter.
72
ACTIVITY SHEET
I. OBJECTIVE/S: To rank the most influential sources of misconceptions about

communicable disease.
II. MATERIALS: printed activity sheet
III. PROCEDURES:
Rank the following items from 1 to 6. 1- as the most influential source in forming the
misconception about communicable diseases and 6 - as the least influential.
_______ Media (TV, news, movies, etc.)

_______ People telling other people wrong information about communicable diseases
_______ Lack of education
_______ Culture/ lifestyle you grow up with
_______ Denial (don’t want to know if you have disease)
_______ Superstitious belief
IV. ANALYSIS:
Guide questions:
1. Which of the following items ranks first, second and third?
2. What is the effect of embracing misconception, myths and beliefs about communicable
diseases?
73
Group activity: Post It
The teacher will prepare two (2) sets of chart following the format below. Then, he/she prepare
also two (2) sets of meta strips of paper, written the signs, symptoms and effects of
communicable diseases and it will be given to learners during the activity.
The learners are tasked to match the appropriate signs, symptoms and effects to the
communicable disease on the chart. The group who has most number of correct answer will
be declared the winner.
Communicable Diseases Signs, symptoms and effects of Communicable Diseases
 Rabies
 Dengue
 Pneumonia
 Flu (influenza)
74
HEALTH 8 (h8dd-iiif-h-21)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of principles in

prevention and control of communicable diseases for the
attainment of individual wellness.
B. Performance The learner consistently demonstrates personal responsibility

Standards and healthful practices in the prevention and control of
C. Learning LC.7. Demonstrates self-monitoring skills to prevent

Competencies/ communicable diseases
Objectives
H8DD-IIIf-h-21
Write the LC
code for each
II. CONTENT Development of Personal Life Skills
III. LEARNING
RESOURCES
A.References
1.Teacher’s Guide
pages
2.Learner’s Materials
pages
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous The teacher will guide the students to recall the times when they
lesson or presenting were sick or when members of their family were sick.
the new lesson  What did you do when you were sick?
 What were your illnesses?
75
Let the students share their ideas/opinions.
Expected answers: I just stayed in the house and do self-

medication (or answers may vary) cold, allergies, flu, asthma,
sore throat, ear infection, rabies, pneumonia, etc.
Are those diseases contagious/communicable?
B.Establishing a The teacher will posed the following questions to the learners:
purpose for the 1. How arecommunicable diseases passed/transmitted?
lesson
2. How can you prevent the transmission of communicable
diseases?
C.Presenting Group activity: Brainstorming Activity

1. examples/instances 1. Group the class into 4 and each group shall select a
of the new lesson facilitator and recorder.
2.
3. 2. The assigned facilitator will then facilitate the
brainstorming of ideas on HOW COMMUNICABLE
DISEASESTRANSMITTED AND PREVENTED.
4.
5. 3. The group then will prepare the group output in a ¼
cartolina.
For the learners: Each group brainstorms and answers the
question written in the activity sheet. (See attached activity sheet
on page 5).
Process the activity:

*The teacher will call the students to give their answers,and then
the class will give their reactions by posing a thumbs up sign or
thumbs down sign.
*The teacher will read the answers of each group then, let the
learners do the “Thumbs up” if the students practice the
statement, while “Thumbs down” if they don’t.
Ask the students, to assess themselves based on the following

categories:
Scale Descriptive rating
8 to 10 Thumbs up Low Risk
5 to 7 Thumbs up Medium Risk
4 and below Thumbs up High Risk
Ask the student about their realization from the activity?
76
D.Discussing new Power –point presentation about the personal
concepts and responsibility and healthful practices in the prevention and
practicing new skills control of communicable diseases.
#1
E.Discussing new Present a 7-minute video clip in the prevention of communicable

concepts and disease. (Source GARC: Families the human cost of rabies).
practicing new skills Guide questions:
#2
1. What is the message of the video?

2. Is rabies preventable or not? How about other diseases?
What have you learned from the video presentation?
F.Developing mastery In your journal copy the table below. Place a check mark
(leads to Formative (⁄) in column B if you are practicing the statement in
Assessment 3) column A and (X) mark if not.
Column A Column B
1. Have your dogs and cats vaccinated
against rabies at 3 months of age and every
year after.
2. Provide your pets with proper nutrition,
enough care, exercise and attention.
3. Take your pets regularly to a veterinarian
for other required vaccinations and if the
animal gets sick or injured.
4. Be sure to keep your pet surroundings
and shelter clean and comfortable.
5. Do not let your pets roam freely in the
streets.
6. Vaccinate pneumococcal vaccine
(PCV13)
7. Have a complete vaccine in some
8. Eat vegetables and sleep well.
9. Have a healthy lifestyle.
10. Call/see your doctor if you have fever,
rash or any type of disease.
(see attached activity sheet on page 16)
77
Ask the students to assess themselves based on the following
categories:
Scale Descriptive rating
8 to 10 Thumbs up Low Risk
5 to 7 Thumbs up Medium Risk
4 and below Thumbs up High Risk
G.Finding practical As a student, what is your personal responsibility to prevent and

applications of control the communicable diseases? Cite at least 3 ways.
concepts and skills in
daily living
H.Making Are there healthful practices that need to be adapted to prevent

generalizations and and control cases of communicable diseases?
abstractions about
the lesson
What learning did you get from the lesson?
Multiple choice:
I.Evaluating learning Direction: Read the question carefully and write the letter of the
correct answer on your answer sheet.
1. How are infectious diseases, such as colds and influenza,
most commonly spread?
a. Eating anywhere c. Breathing viruses in air
b. Hand to face contact d. Drinking potable water
2. Which is the most important hygiene habit to teach young
children?
a. Use a handkerchief to cover a sneeze.
b. Take a bath daily.
c. Wash hands always.
d. Share glass or eating utensils.
3. What is the best way to protect against the flu?
a. Getting flu vaccine c. Eat plenty of
vegetables
b. Getting enough sleep d. Drink more fluids
4. If you have been bitten or scratched by a wild animal,
what should you do?
a. Clean the wound with soap and water to remove
saliva.
b. Have a complete vaccine.
c. Bring the wild animal to Animal Bite Treatment Center
d. All of the above
78
J.Additional activities Get a copy of Poster Campaign to prevent the outbreak of
for application or communicable diseases from Health Centers/ Offices and place
remediation it on your bulletin board.
V. REMARKS
VI. REFLECTION

evaluation
lesson
remediation
solve?
did I use/discover which I wish to share
with other teachers?
79
Additional reading for students:
Immunization has an enormous impact in improving health statistics in any country.
Vaccination plays a vital role to prevent infants, children and teens from 14 potentially harmful
diseases. Vaccine- preventable diseases can be serious if left untreated and may require
hospitalization. You may wish to know how vaccines work to your health and immune system.
How do Vaccines help in preventing diseases?

Vaccines reduce the risk of infection by working with the body's natural defenses to help it
safely develop immunity to diseases. When germs, like bacteria/viruses invade body, they
attack and multiply. The immune system then has to fight the infection. Vaccines caus e the
immune system to develop the same response as it does to a real infection so the body can
recognize and fight the vaccine-preventable disease in the future. Sometimes after getting a
vaccine, there are minor symptoms, like redness or swelling, indicating the body building
immunity.
Additional Readings of communicable diseases:
1. POLIO
Polio is a contagious disease. It spreads through contact with stool of an infected person or
droplets from a sneeze or cough. An infected person may spread the virus to others
immediately before and usually 1 to 2 weeks after, developing symptoms. It can contaminate
food and water when people do not wash their hands. The best way to protect against polio is
to get the Polio vaccine called IPV or inactivated poliovirus. Polio vaccine protects your child
from polio and developing lifelong paralysis from polio.
2. TETANUS
Tetanus is non-contagious but serious disease caused by bacteria called clostridium tetani
which produce a toxin (poison) that causes painful muscle stiffness and can be deadly.
Tetanus is very dangerous. It can cause breathing problems, muscle spasms, and paralysis.
Muscle spasms can be strong enough to break a child’s spine or bones. The tetanus bacteria
are found in soil. They get into the body through puncture, cut, or sore skin. A person can also
be infected after a burn or an animal bite. The safest way to protect against tetanus is by
getting the diphtheria-tetanus-pertussis (DTap shot). It protects your child from tetanus and
painful muscle stiffness from tetanus.
3. FLU (Influenza)
The flu (influenza) is caused by influenza viruses, infecting nose, throat and lungs. Flu spreads
easily causing serious problems, especially for very young children, older adults, pregnant
women, and people with asthma and diabetes through talks, cough, or sneeze, and drops of
saliva with virus in the mouths or noses of people nearby. You may also get the flu by touching
your eyes, nose, or mouth after touching flu infected object. The best way to protect against
the flu is by getting the flu vaccine. It protects your child from flu and its spread including babies
younger than 6 months who are too young to get the vaccine.
80
4. HEPATITIS B
Hepatitis B is a contagious liver disease caused by the hepatitis B virus with developing an
acute infection leading to hospitalization. Some people suffer from chronic hepatitis B infection
even after 6 months leading to serious health problems like liver cancer.
The best way to stay protected of hepatitis B is getting hepatitis vaccine and boosters. It not
only protects the spread but also prevents developing liver disease and cancer from hepatitis
B.
5. HEPATITIS A
Hepatitis A is a serious liver disease caused by the hepatitis A virus. Children with the virus
often don’t have symptoms, but they can pass the disease to others, including their
unvaccinated parents or caregivers. These individuals can get very sick leading to
hospitalization. Getting Hepatitis A vaccine is the best way to prevent hepatitis A vaccine. It
not only protects from the deadly spread of hepatitis infection but also prevents your child from
getting sick from hepatitis A as he or she gets older, when the disease is more serious.
6. RUBELLA
Rubella, also called “German measles,” is a disease caused by virus. The infection is usually
mild with fever & rashes. But, if a pregnant woman gets infected, this dangerous virus can
cause either miscarriage or serious birth defects. The best protection against Rubella is getting
measles-mumps-rubella vaccine (MMR shot). It is vitally recommended by doctors for children
and pregnant women.
7. MEASLES
Measles is a contagious disease affecting the respiratory system causing fever and rashes. It
is very dangerous for babies and young children where it can lead to pneumonia or deafness.
The best protection against Measles is getting measles-mumps-rubella vaccine (MMR shot).
Doctors recommend 2 timely doses of MMR for children. It protects not only from measles but
also the uncomfortable rashes & fever.
8. WHOOPING COUGH (PERTUSSIS)

Whooping cough or Pertussis is a serious respiratory infection of the Pertussis bacteria. It
causes violent unstoppable coughing, being most harmful for young babies. It spreads easily
through the air when a person with whooping cough breathes, coughs, or sneezes. The best
protection against whooping cough is getting diphtheria-tetanus-pertussis vaccine (DTaP
shot). Doctors recommend 5 timely doses for children.
9. MUMPS
Mumps is a contagious virus infected disease that spreads easily through sneezing and
coughing causing long term health problems. It can spread before swollen glands appear or 5
days afterward. If symptoms are not mild, it may lead to meningitis, encephalitis or deafness.
The best protection from Mumps is to get MMR vaccine. It protects your child from getting
fever and swollen glands under the ears or jaw from mumps.
81
10. DIPHTHERIA
Diphtheria is a contagious disease caused by bacteria made toxin (poison) coating the back
of nose or throat which can often get so thick that it blocks the airway to breathe. Diphtheria
toxin can affect heart, causing abnormal heart rhythms & even heart failure. It can also affect
nerves leading to paralysis. The best protection against diphtheria is getting the DTaP vaccine.
Although DTap does not offer lifetime protection from diphtheria, boosters called Td vaccine
are needed to keep up the protection. It can protect your child from developing thick coating
in the nose or throat which makes breathing or swallowing difficult.
11. HIB (Haemophilusinfluenzae)

Hib disease is a serious illness caused by the bacteria Haemophilusinfluenzae-B. Babies and
children younger than 5 years old are most prone to Hib disease, causing lifelong disability.
Symptoms differ depending on affected body part. The best protection against Hib disease is
by getting Hib vaccine. This vaccine not only Hib casing lifetime disability but also protects
your child from Meningitis (infection of the covering of brain and spinal cord).
12. CHICKEN POX

Chickenpox is a disease causing fever and itchy rashes of blisters spreading over whole body.
It can be serious and even life-threatening, especially in babies, adults with weak immune
systems. It spreads easily through cough/sneezes and also by touching the infected blisters.
Chickenpox (varicella) vaccine protects your child from getting chickenpox and facing the
uncomfortable itchy blisters. Doctors recommend 2 doses of Chickenpox vaccine.
13. PNEUMOCOCCAL DISEASE

Pneumococcal disease is caused by the pneumococcus bacteria. It is often mild but can cause
serious symptoms, lifelong disability, or death, especially children younger than 2 years. The
best protection against pneumococcal disease is getting pneumococcal vaccine
(PCV13).Doctors recommend 4 doses of PCV13 for younger children. It prevents your child
from developing pneumococcal meningitis and pneumonia.
14. ROTAVIRUS
Rotavirus is a virus causing severe diarrhea and vomiting, leading to serious dehydration (loss
of body fluid). The rotavirus virus spreads easily in families and hospitals through stool,
diapers, hands etc. The best protection against rotavirus is by getting the Rotavirus vaccine.
Doctors recommend 2-3 doses of this vaccine. It protects your child from Rotavirus and
developing diarrhea, vomiting, and stomach pain from rotavirus.
Immunization is every child’s basic childhood rights and one should make enough efforts to
keep them protected from these deadly contagious diseases. Vaccines are always safe to
prevent the spread of diseases and effective in eradication of a certain health issue from
society.
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Getting timely Vaccinations can save lives and societies!!
The following tips may help prevent bite injuries.
Animals
 Do not disturb animals, even your family pets, while they are eating, sleeping, or nursing.
Animal mothers can be very aggressive when protecting their young.
 Never leave a young child or baby alone with a pet.
 Do not approach or play with unfamiliar or stray pets.
 Teach children to ask permission from a pet owner before getting/owning the animal. Do
not pet an animal without first letting it sniff you.
 Many animals give warning signs before they attack. If you have animals in your house,
know their warning signs and teach them to your children.
 Do not try to separate aggressive animals. If available, water sprayed from a hose will
often break up the fight.
 If you see a threatening dog:
o Stay still. Do not run when you see dogs.
o Avoid direct eye contact with the dog. Staring at a dog may be interpreted by the
dog as a threat and aggression.
o Don't scream. If you say anything, speak calmly and firmly.
o If you fall or are knocked to the ground, curl into a ball with your hands over your
head and neck. Protect your face.
o Notify animal control and, if possible, speak with the dog owners.
 Tell children to report an animal bite to an adult immediately.

 Do not keep wild animals as pets.
 Do not touch or tease wild animals.
 Do not handle sick or injured animals or animals that are acting strangely.
 Get help from animal control personnel if you need to rescue a trapped or injured animal.
If no one wear the thickest gloves and clothing you have. Do not move quickly when
approaching the animal, and talk in a low, gentle voice to reassure the animal.

Choose and care for your pets wisely
 Do not buy a pet on impulse. Do some research and learn how different types of pets act
and what their needs are. Ask a veterinarian or concerned officials for more information.
 Keep your animals healthy. Regular examinations and vaccinations are important for their
health and for yours. Vaccinate pets against rabies and other diseases.
 Promote positive attitudes towards animals. Treat them properly. Do not tolerate any form
of animal abuse or cruelty.
 Obedience-train your dogs. If you have children, involve/teach them the proper way of
taking good care of pets.
 Do not allow your pets to roam freely.
83
 Contact your local humane society or shelter about workshops for your school or service
group that teach about animal care.
Treatment and Prevention

People should seek immediate prevention from a doctor after a bite or contact with an infected
animal. The sooner treatment is started, the more likely a person will avoid developing the
disease. Once symptoms appear, the rabies vaccine and immunoglobulin are not effective
and death is almost certain. Rabies is a disease that must be reported to the authorities by
law in Philippines.
The most common treatment of rabies is with post exposure prophylaxis. The first step in
treating rabies and to reduce the likelihood of developing symptoms is to wash the wound with
soap and water.
The next critical step to prevent rabies includes a dose of immunoglobulin against the rabies
virus followed by a strict schedule of injections of the rabies vaccine. The immunoglobulin
provides immediate protection against the virus to "bridge the gap" until the vaccine starts
working. The vaccine helps the person's immune system produce antibodies against the
potentially lethal virus. The vaccine protects individuals for approximately 2 years.
People such as veterinarians or cattle farmers who work with potentially infected animals or
humans need to be vaccinated against rabies. (Pre-exposure prophylaxic-Prep), they will also
have periodic blood tests to see whether they need booster shots of the rabies vaccine.
You can prevent being infected with the rabies virus by remembering these tips:
1. Do not feed wild animals and stay at a distance when observing them.
2. Supervise children and teach them not to approach or touch animals especially those
unvaccinated.
3. Do not bring home wild animals.
4. If you suspect an animal is rabid, stay away from it and contact the local authorities.
5. If you have pets make sure to vaccinate them against rabies.
6. Be a responsible pet owner.
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ACTIVITY SHEET 1
I. OBJECTIVE/S: Demonstrates self-monitoring skills to prevent communicable diseases

(LC.7.)
II. MATERIALS: Manila paper, pentel
III. PROCEDURES:
Group activity: Brainstorming Activity
1. Group the class into 4 and each group shall select a facilitator and recorder.
2. The assigned facilitator will then facilitate the brainstorming of ideas on HOW
COMMUNICABLE DISEASES RE- TRANSMITTED AND PREVENTED.
3. The group then will prepare the group output in a ¼ cartolina following the diagram below:
DISEASE COMMUNICABL PREVENTION

TRANSMISSIO E
N DISEASES
IV. ANALYSIS:
Process the activity:
 The teacher will ask the students to give their answers on DISEASE TRANSMISSION;
the learners will give their reactions by posing a thumbs up sign or thumbs down sign.
 The teacher will read the answers of DISEASE PREVENTION, let the learners do the
“Thumbs up” if they practice the statement, while “Thumbs down” if they don’t.
 Ask the students, to assess themselves based on the following categories:
 Ask the student about their realization from the activity.
85
9 to 10 Thumbs up Low Risks
8 to 7 Thumbs up Medium Risks
4 and below Thumbs up High Risks
ACTIVITY 2
Instructions: In your journal copy the table below. Place a check mark (⁄) in column B if you
are practicing the statement in column A and (X) mark if not.
Column A Column B
1. Have your dogs and cats vaccinated against rabies at 3
months of age and every year after.
2. Provide your pets with proper nutrition, enough care,
exercise and attention.
3. Take your pets regularly to a veterinarian for other
required vaccinations and if the animal gets sick or injured.
4. Be sure to keep your pet surroundings and shelter clean
and comfortable.
5. Do not let your pets roam freely in the streets.
6. Vaccinatepneumococcal vaccine (PCV13)
7. Have a complete vaccine in some communicable
disease
8. Eat vegetables and sleep well.
9. Have a healthy lifestyle.
10. Call/see your doctor if you get fever, rash or any type
of disease.
Ask the students, to assess themselves based on the following categories:

9 to 10 Checks Low Risks
8 to 7 Checks Medium Risks
4 and below Checks High Risks
86
HEALTH 10 (h10hc-iia1-h10hc-iib2)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of current health trends,

issues and concerns in the local, regional, and national levels.
B. Performance The learner consistently demonstrates critical thinking skills in

Standards exploring local, regional and national health trends, issues, and
concerns.
C. Learning 11. Discusses the existing health-related laws

Competencies/ 12. Explains the significance of the existing health-related laws in
Objectives safeguarding people’s health
Write the LC code
for each H10HC-IIa1
H10HC-IIb2
II. CONTENT Existing National Laws Related to Health Trends, Issues, and
Concerns
 Safety in the Environment
 Pollution (Clean Air Act of 1999 & Clean Water Act of
2004)
 Road Safety (Seat Belts Use Act of 1999 & Anti-Drunk and
Drugged Driving Law)
 RA 9482 and RA 8485
III. LEARNING
RESOURCES
A. References
pages
2. Learner’s Health 10 Learning Module pp. 247 – 248

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
87
B.Other Learning  Asia-Pacific Information Platform on Agricultural Policy.
Resources Republic Act No. 9275: The Philippine Clean Water Act
of2004.http://ap.fftc.agnet.org/ap_db.php?id=281.(accesse
d August 18, 2017)
 GOVPH. Air Quality Management Section.
(-http://air.emb.gov.ph/?page_id=39. (accessed August
18, 2017)
 Anti Rabies Act Republic Act 9482. The Philippine Animal
Welfare Society. http://www.paws.org.ph/anti-rabies-act-
ra-9482.html (accessed August 17, 2017)
 Republic Act 8485 Animal Welfare Act of 1998. The
Philippine Animal Welfare Society.
http://www.paws.org.ph/animal-welfare-act-ra-8485.html
(accessed August 17, 2017)
 BAI (Anti-Rabies Act and Its Implementing Rules and
Regulations)
IV. PROCEDURES
A. Reviewing
previous lesson or Ask: “What are the most common safety issues that concern you,
presenting the new as a student and as a member of your community?”
lesson
B. Establishing a PARADE OF PICTURES:

purpose for the If you are to make a caption to each of the following pictures,
lesson what would it be?
1. 2.
3. 4.
88
5. 6.
C. Presenting Ask volunteer students to indicate the presented pictures with the
examples/instance existing National Laws appropriate to it.
s of the new lesson  National Environmental Awareness and Education Act of
2008
 Clean Air Act of 1999
 Clean Water Act of 2004
 Anti-Drunk and Drugged Driving Law
 Animal Welfare Act of 1998
 Anti-Rabies Act of 2007
D. Discussing new A power point presentation on the existing health-related laws will
concepts and be used by the teacher.
practicing new
skills #1
E. Discussing new Discuss the significant features of the following laws in

concepts and safeguarding people’s health:
practicing new  National Environmental Awareness and Education Act of
skills #2 2008 (Clean Air Act of 1999 & Clean Water Act of 2004)
 Seat Belts Use Act of 1999
 Anti-Drunk and Drugged Driving Law
 Anti-Rabies Act of 2007
 Animal Welfare Act of 1998
F. Developing Ask:
mastery (leads to 1. Which among the given safety-related laws are well-
Formative implemented in your locality? Why?
Assessment 3)
2. Why do we need to follow these laws?
3. Which safety-related laws are difficult to implement? Why?
G. Finding practical Ask:

applications of As a student, what can you do to support the safety-related laws
concepts and skills in your community? Cite five (5) ways.
in daily living
89
H. Making 1. What are the existing national laws related to health and
generalizations safety?
and abstractions 2. Do you think these are important? Why?
about the lesson
I. Evaluating learning Identification: Identify the following based on the given

statements.
Dog
Rabies
Rabies Vaccination
Animal Welfare Act
Clean Air Act of 1999
Clean Water Act of 2004
Anti-Rabies Act of 2007
Seat Belts Use Act of 1999
Anti-Drunk and Drugged Driving Law
National Environmental Awareness and Education Act
1. An Act providing for the control and elimination of human and

animal rabies.
2. Refers to a common quadruped domestic animals belonging to
the order carnivora (male or female), scientifically known as canis
familiaris.
3. A comprehensive air quality management policy and program
which aims to achieve and maintain healthy air for all Filipinos.
4. Aims to protect the country’s water bodies from pollution from
land-based sources.
5. An Act that promotes environmental awareness through
environmental education.
6. Aims to secure and safeguard passengers and drivers of motor

vehicles from injuries and other effects of vehicular accidents.
7. An Act that penalizes those who will be caught driving under
the influence of alcohol, drugs, and other similar substances.
8. Refers to a highly fatal disease caused by a lyssa virus,
transmitted mainly through the bite of an infected animal.
9. Aims to protect and promote the welfare of all animals in the
Philippines by supervising and regulating the establishment and
operations of all facilities utilized for breeding, maintaining,
keeping, treating or training of all animals either as objects of
trade or as household pets.
90
10. Refers to the inoculation of a dog/human with a rabies vaccine
by a licensed government or private veterinarian/doctor or nurse
under the direct supervision of a licensed veterinarian/qualified
medical practitioner.
J. Additional activities  Remediation:

for application or 1.Identify the advantages and disadvantages of the given laws:
remediation
 environmental awareness
 animal welfare
 use of seat belts
 driving under the influence of alcohol and drugs
 rabies awareness
 Enrichment: A video presentation from GARC can be
viewed.
1. What learning did you get from the video?
IV. REMARKS
V. REFLECTION

evaluation
lesson
require remediation
solve?
did I use/discover which I wish to
share with other teachers?
91
HANDOUT
REPUBLIC ACT NO. 9482 “Anti-Rabies Act of 2007”

AN ACT PROVIDING FOR THE CONTROL AND ELIMINATION OF HUMAN AND
ANIMAL RABIES, PRESCRIBING PENALTIES FOR VIOLATION THEREOF AND
APPROPRIATING FUNDS THEREFOR
Begun and held in Metro Manila, on Monday, the Nineteenth day of February, Two Thousand
Seven.
Be it enacted by the Senate and the House of Representatives of the Philippines in Congress
assembled:
Section 1. Title. - This Act shall be known as the “Anti-Rabies Act of 2007”.
Sec. 2. Declaration of Policy. - It is the declared policy of the State to protect and promote
the right to health of the people. Towards this end, a system for the control, prevention of the
spread, and eventual eradication of human and animal rabies shall be provided and the need
for responsible pet ownership established.
Sec. 3. Definition of Terms. - For the purpose of this Act, the following terms shall mean:
(a) Bitten refers to an act by which a dog seizes, cuts or grips with its teeth so that the
skin of a person has been wounded, pierced or scratched.
(b) Concerned Officials refers to barangay officials, health workers, police officers or
government veterinarians.
(c) (Direct Supervision refers to range supervision where physical presence of the
veterinarian within the barangay is necessary.
(d) Dog refers to a common quadruped domestic animal belonging to the order carnivora
(male or female), scientifically known as canis familiaris.
(e) Euthanasia refers to the process of painless death to dogs and other animals.
(f) Impound refers to seize and hold in the custody of the law.
(g) Owner refers to any person keeping, harboring or having charge, care or control of a
dog including his/her representative.
(h) Pound refers to a public enclosure for stray animals.
(i) Public Place refers to any place open to the public like parks, malls, markets, streets,
etc.
(j) Rabies refers to a highly fatal disease caused by a lyssa virus, transmitted mainly
through the bite of an infected animal and is characterized by muscle paralysis,
hydrophobia and aerophobia, and other neurological manifestations.
(k) Rabies transmission refers to the transmission or passage of the rabies virus through
a bite by an infected animal, or through contamination with virus-laden saliva on breaks
in the skin and of mucous membranes such as the eyes, the lips, the mouth, or the
genital organs.
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(l) Rabies Vaccination/Immunoprophylaxis of Humans refers to the inoculation of
humans, with modern day rabies vaccines or rabies immunoglobulin by a trained
doctor or nurse under the supervision of a qualified medical practitioner.
(m) Rabies Vaccination of Dogs refers to the inoculation of a dog with a rabies vaccine
by a licensed government or private veterinarian or trained individual under the direct
supervision of a licensed veterinarian. The services of the said trained individual shall
be limited only to rabies vaccination injection in dogs and only during government mass
vaccination campaigns.
(n) Post-exposure Treatment (P.E.T) refers to an anti-rabies treatment administered
after an exposure to rabies, which include local wound care, rabies vaccine, with or
without anti-rabies immunizing agent.
(o) Pre-exposure Prophylaxis (P.E.P.) refers to rabies vaccination administered before
an exposure to rabies to those who are at high risk of getting rabies.
(p) Stray Dog refers to any dog leaving its owner’s place or premise and no longer under
the effective control of the owner.
(q) Veterinary or Human Barbiturates refer to drugs that depress the function of the
central nervous system.
Sec. 4. National Rabies Prevention and Control Program. - It is hereby mandated that
there shall be a National Rabies Prevention and Control Program to be implemented by a
multi-agency/multi-sectoral committee chaired by the Bureau of Animal Industry of the
Department of Agriculture. The program shall be a multi-agency effort in controlling and
eliminating rabies in the country. Among its component activities include:
(a) mass vaccination of dogs;

(b) establishment of a central database system for registered and vaccinated dogs;
(c) impounding, field control and disposition of unregistered, stray and unvaccinated dogs;
(d) conduct of information and education campaign on the prevention and control of
rabies;
(e) provision on pre-exposure treatment to high risk personnel and Post Exposure
Treatment to animal bite victims;
(f) provision of free routine immunization or Pre-Exposure Prophylaxis (P.E.P.) of
schoolchildren aged five to fourteen in areas where there is high incidence of rabies
as well as the encouragement of the practice of responsible pet ownership;
(g) The program shall be implemented by the Department of Agriculture (DA), Department
of Health (DOH), Department of the Interior and Local Government (DILG) and
Department of Education (DepEd), as well as Local Government Units (LGUs) with the
assistance of the Department of Environment and Natural Resources (DENR), Non-
Governmental Organizations (NGOs) and People’s Organizations (POs).
93
Sec. 5. Responsibilities of Pet Owner. - All pet owners shall be required to:
(a) Have their dog regularly vaccinated against rabies and maintain a registration card
which shall contain all vaccinations conducted on their dog, for accurate record
purposes.
(b) Submit their dogs for mandatory registration.
(c) Maintain control over their dog and not allow it to roam the streets or any public place
without a leash. (d) Be a responsible owner by providing their dog with proper
grooming, adequate food and clean shelter. (e) Within twenty-four (24) hours, report
immediately any dog biting incident to the concerned officials for investigation or for
any appropriate action and place such dog under observation by a government or
private veterinarian.
(d) Assist the dog bite victim immediately and shoulder the medical expenses incurred
and other incidental expenses relative to the victim’s injuries.
Sec. 6. Responsibilities of Government Agencies. - The following government agencies,

which shall jointly implement the National Rabies Prevention and Control Program, shall be
tasked to:
A. Department of Agriculture
1) Improve and upgrade existing animal rabies laboratory diagnostic capabilities to
ensure better services to the people.
2) Ensure the availability and adequate supply of animal anti-rabies vaccine at all times.
3) Undertake free anti-rabies vaccination of dogs giving priority to high risk depressed
areas.
4) Maintain and improve animal rabies surveillance system.
5) Establish and maintain rabies free zone in coordination with the LGUs.
6) Immediately facilitate for the approval of the sale and use of Veterinary and Human
Barbiturate drugs and veterinary euthanasia drugs by the DOH and the Philippine Drug
Enforcement Agency (PDEA).
7) Strengthen the training of field personnel and the Information Education and
Communication (IEC) activities on rabies prevention and control and responsible pet
ownership.
8) Conduct research on rabies and its control in coordination with other agencies.
9) Formulate minimum standards and monitor the effective implementation of this Act.
10) Encourage collaborative activities with the DOH, DepEd, DILG, DENR, NGOs, POs
and other concerned sectors.
B. Department of Health
1) Ensure the availability and adequate supply of DOH pre-qualified human anti-rabies
vaccine in animal bite treatment centers at all times and shall coordinate with other
implementing agencies and concerned NGOs for this purpose.
94
2) Provide Post-Exposure Treatment at the minimum expense to individuals bitten by
animals suspected of being rabid which will consist of the initial vaccine and
immunoglobulin dose.
3) Provide Pre-Exposure Treatment to high-risk personnel, such as, but not limited to,
laboratory staff, veterinarians, animal handlers, vaccinators and other persons working
with rabies virus for free.
4) Coordinate with the DA in the development of appropriate health education strategy to
inform the public on rabies prevention and control and responsible pet ownership.
5) Develop and maintain a human rabies surveillance system.
6) Encourage collaborative activities with the DA, DepEd, DILG, DENR, NGOs, POs and
other concerned sectors.
7) Immediately approve the registration of Veterinary and Human Barbiturate drugs and
veterinary euthanasia drugs in coordination with the PDEA.
C. Department of Education
1) Strengthen rabies education program through school health teaching/ curriculum.
2) Assist in the dog mass immunization campaigns in the community.
3) Encourage collaborative activities with the DA, DOH, DILG, DENR, NGOs, POs and
other concerned sectors.
4) Integrate proper information and education on responsible pet ownership in the
relevant subjects in the Elementary and High School levels.
Sec. 7. Responsibilities of the LGUs. - LGUs, in their respective localities, shall:

1) Ensure that all dogs are properly immunized, registered and issued a corresponding
dog tag for every immunized and registered dog.
2) Strictly enforce dog Impounding activities and field control to eliminate stray dogs.
3) Ensure that dogs are leashed or confined within the premises of the owner’s house or
owner’s fenced surroundings.
4) Allocate funds to augment the implementation of the National Rabies Prevention and
Control Program, particularly on the financing of supplies and human and dog vaccines
needed for immunization.
5) Ensure the enforcement of Section 6 of Republic Act No. 8485 or “The Animal Welfare
Act of 1998”.
6) Enact additional local ordinances that will support the National Rabies Prevention and
Control Program that should include the regulation of treatment locally known as
“tandok.”
7) Prohibit the trade of dogs for meat.
8) With respect to cities and first class municipalities, establish and maintain a Dog Pound
where impounded dogs shall be kept, in accordance with Section 9 herein: Provided,
That the other municipalities, shall, on their own, establish a Dog Pound or opt to share
the expense of establishing and maintaining a Dog Pound with other adjoining
municipalities and/or with private animal shelters and control facilities.
9) Prohibit the use of electrocution as a euthanasia procedure.
95
10) Appoint a veterinarian and establish a veterinary office in every province, city and first-
class municipality: Provided, that the other municipalities shall, on their own, opt to
share the expense of having a veterinary office.
11) Require pet shops to post information regarding rabies and responsible pet ownership.
12) For purposes of ensuring the administrative feasibility of implementing the provisions
of this Act and subject to paragraph 8 of this Section, the LGU shall collect the fines
imposed under Section 11 subparagraphs (1). (3), (4), (5) and (6) hereof.Any and all
fines collected pursuant to this Act shall be used for the enhancement of the National
Rabies Prevention and Control Program within the locality concerned, as well as the
achievement of the objectives envisioned in this Act.The DILG shall ensure compliance
of these responsibilities by the LGUs.
Sec. 8. Assistance of NGOs and the Academe. - The agencies tasked to implement the
anti-rabies program shall seek the assistance and participation of NGOs in any of the following
activities:
1) Community mobilization
2) Health education/information dissemination on rabies and responsible pet ownership
3) Mass anti-rabies campaign
4) Promotion of the anti-rabies campaign during pet or any animal shows
5) Surveillance/reporting of rabies cases in animals and humans
6) Any other activities geared towards the prevention and complete eradication of rabies.
Sec. 9. Impounding Field Control and Disposition of Unregistered, Stray and

Unvaccinated Dogs. - Unregistered, stray or unvaccinated dogs shall be put in Dog Pounds
and disposed of, taking into consideration the following guidelines:
1) Unregistered, stray or unvaccinated dogs shall be impounded and kept in the LGU’s
designated Dog Pound.
2) Impounded dogs not claimed after three days from the Dog Pound shall be placed for
adoption to qualified persons, with the assistance of an animal welfare NGO, when
feasible, or otherwise disposed of in any manner authorized, subject to the pertinent
provisions of Republic Act No. 8485, otherwise known as the “Animal Welfare Act of
1998”.
3) A fee shall be paid by owners of impounded dogs to the LGU concerned, pursuant to
Section 7 hereof.
Sec. 10. Dog Population Control. - In furtherance of the policy of this Act to eradicate rabies,
there is the need to control the dog population and minimize the number of unwanted stray
dogs. As such, it is hereby mandated:
1) That the DA, DOH, DILG, DepEd, LGUs, with the assistance of NGOs and POs shall
undertake an educational and promotional campaign on responsible pet ownership,
including the option of spaying or neutering their dogs.
96
2) That the LGUs shall provide an incentive system whereby owners of dogs which have
been spayed or neutered will be given a subsidized or discounted pet registration fee.
3) That dogs which have been impounded three times shall only be released after having
been spayed or neutered, at the expense of the pet’s owner.
Sec. 11. Penalties.

1) Pet owners who fail or refuse to have their dog registered and immunized against
rabies shall be punished by a fine of two thousand pesos (P2,000.00).
2) Pet owners who refuse to have their dog vaccinated against rabies shall be liable to
pay for the vaccination of both the dog and the individuals bitten by their dog.
3) Pet owners who refuse to have their dog put under observation after said dog has
bitten an individual shall be meted a fine of ten thousand pesos (P10,000.00).
4) Pet owners who refuse to have their dog put under observation and do not shoulder
the medical expenses of the person bitten by their dog shall be meted a fine of twenty-
five thousand pesos (P25,000.00).
5) Pet owners who refuse to put leash on their dogs when they are brought outside the
house shall be meted a fine of five hundred pesos (P500.00) for each incident.
6) An impounded dog shall be released to its owner upon payment of a fine of not less
than five hundred pesos (P500.00) but not more than one thousand pesos (P1,000.00).
7) Any person found guilty of trading dog for meat shall be fined not less than five
thousand pesos (P5,000.00) per dog and subjected to imprisonment for one to four
years.
8) Any person found guilty of using electrocution as a method of euthanasia shall be fined
not less than five thousand pesos (P5,000.00) per act and subject to imprisonment for
one to four years.
9) If the violation is committed by an alien, he or she shall be immediately deported after
service of sentence without any further proceedings.
Sec. 12. Implementing Rules and Regulations. - The DA, in coordination with the DOH,
DILG, DepEd, DENR, NGOs and POs shall issue the necessary rules and regulations within
sixty (60) days from the effectivity of this Act.
Sec. 13. Appropriations. - The amount of one hundred million pesos (P100,000,000.00)
necessary to implement the provisions of this Act shall be initially charged against the
appropriations of the DOH, DA, DILG and DepEd under the General Appropriations Act. For
the LGUs, the requirements shall be taken from their Internal Revenue Allotment and other
local funds. Thereafter, such sums as may be necessary for its continued implementation shall
be included in the annual General Appropriations Act.
Sec. 14. Separability Clause. - In case any provision of this Act is declared unconstitutional,
the other provisions shall remain in full force and effect.
Sec. 15. Effectivity. - This Act shall take effect fifteen (15) days after its publication in the
Official Gazette or in at least two newspapers of general circulation, whichever comes earlier.
97
Approved:
(Sgd.) MANNY VILLAR
President of the Senate
(Sgd.) JOSE DE VENECIA, JR.
Speaker of the House of Representatives
This Act which is a consolidation of Senate Bill No. 2541 and House Bill No. 4654 was finally
passed by the Senate and the House of Representatives on February 7, 2007 and February
20, 2007 respectively.
(Sgd.) OSCAR G. YABES
Secretary of the Senate
(Sgd.) ROBERTO P. NAZARENO
Secretary General House of Representatives
Approved: May 25, 2007
(Sgd.) GLORIA MACAPAGAL – ARROYO
President of the Philippines
Anti Rabies Act Republic Act 9482. The Philippine Animal Welfare Society.
http://www.paws.org.ph/anti-rabies-act-ra-9482.html (accessed August 17, 2017)
98
REPUBLIC ACT NO. 8485
AN ACT TO PROMOTE ANIMAL WELFARE IN THE PHILIPPINES, OTHERWISE KNOWN
AS “THE ANIMAL WELFARE ACT OF 1998”
Be it enacted by the Senate and House of Representatives of the Philippines in Congress
assembled.
SECTION 1. It is the purpose of this Act to protect and promote the welfare of all animals in
the Philippines by supervising and regulating the establishment and operations of all facilities
utilized for breeding, maintaining, keeping, treating or training of all animals either as objects
of trade or as household pets. For purposes of this Act, pet animals shall include birds.
SECTION 2. No person, association, partnership, corporation, cooperative or any government

agency or instrumentality including slaughter houses shall establish, maintain and operate any
pet shop, kennel, veterinary clinic, veterinary hospital, stockyard, corral, stud farm or zoo for
the breeding, treatment, sale or trading, or training of animals without first securing from the
Bureau of Animal Industry a certificate of registration therefore.
The certificate shall be issued upon proof that the facilities of such establishment for animals
are adequate, clean end sanitary and will not be used for nor cause pain and/or suffering to
the animals. The certificate shall be valid for a period of one (I) year unless earlier cancelled
for just cause before the expiration of its term by the Director of the Bureau of Animal Industry
and may be renewed from year to year upon compliance with the conditions imposed
hereunder. The Bureau shall charge reasonable fees for the issuance or renewal of such
certificate.
The condition that such facilities be adequate, clean and sanitary, and that they will not be
used for nor cause pain and/or suffering to the animals is a continuing requirement for the
operation of these establishments. The Bureau may revoke or cancel such certificate of
registration for failure to observe these conditions and other just cause.
SECTION 3. The Director of the Bureau of Animal Industry shall supervise and regulate the
establishment, operation and maintenance of pet shops, kennels, veterinary clinics, veterinary
hospitals, stockyards, corrals, stud farms and zoos and any other form or structure for the
confinement of animals where they are bred, treated, maintained, or kept either for sale or
trade or for training purposes as well as the transport of such animals in any form of public or
private transportation facility, in order to provide maximum comfort while in transit and
minimized, if not totally eradicate, incidence of sickness and death and prevent any cruelty
from being inflicted upon the animals.
The Director may call upon any government agency for assistance consistent with its powers,
duties and responsibilities for the purpose of ensuring the effective and efficient
implementation of this Act and the rules and regulations promulgated thereunder.
It shall be the duty of such government agency to assist said Director when called upon for
assistance using any available fund in it budget for the purpose.
SECTION 4. It shall be the duty of any owner or operator of any land, air or water public utility
transporting pet, wildlife and all other animals to provide in all cases adequate, dean and
sanitary facilities for sale conveyance and delivery thereof to their consignee at the place of
99
consignment. They shall provide sufficient food and water for such animals while in transit for
more than twelve (12) hours or whenever necessary.
No public utility shall transport any such animals without a written permit from the Director of
the Bureau of Animal Industry or his/ her authorized representative. No cruel confinement or
restraint shall be made on such animals while being transported.
Any form of cruelty shall be penalized even if the transporter has obtained a permit from the
Director of the Bureau of Animal Industry. Cruelty in transporting includes overcrowding,
placing of animals in the trunks or under the hood trunks of vehicles.
SECTION 5. There is hereby created a Committee on Animal Welfare attached to the

Department of Agriculture which shall subject to the approval of the Secretary of the
Department of Agriculture, issue the necessary rules and regulation for the strict
implementation of the provisions of this Act, including the setting of safety and sanitary
standards, within thirty (30) calendar days following its approval. Such guidelines shall be
reviewed by the Committee every three years from its implementation or whenever necessary.
The Committee shall be composed of the official representatives of the following:

1. The Department of Interior and Local Government (DILG);
2. Department of Education, Culture and Sports (DECS)
3. Bureau of Animal Industry (BAI) of the Department of Agriculture (DA)
4. Protected Areas and Wildlife Bureau (PAWB) of the Department of Environment and
Natural Resources (DENR)
5. National Meat Inspection Commission (NMIC) of the DA
6. Agriculture Training Institute (ATI) of DA
7. Philippine Veterinary Medical Association
8. Veterinary Practitioners Association of the Philippines (VPAP)
9. Philippine Animal Hospital Association (PAHA)
10. Philippine Animal Welfare Society (PAWS)
11. Philippine Society for the Prevention of Cruelty to Animals (PSPCA)
12. Philippine Society of Swine Practitioners (PSSP)
13. Philippine College of Canine Practitioners (PCCP)
14. Philippine Society of Animal Science (PSAS)
The Committee shall be chaired by a representative coming from the private sector and shall
have two (2) vice-chairpersons composed of the representative of BAI and another from the
private sector.
The Committee shall meet quarterly or as often as the need arises. The Committee members
shall not receive any compensation but may receive reasonable honoraria from time to time.
100
SECTION 6. It shall be unlawful for any person to torture any animal, to neglect to provide
adequate care, sustenance or shelter, or maltreat any animal or to subject any dog or horse
to dogfights or horse fights, kill or cause or procure to be tortured or deprived of adequate care
sustenance or shelter, or maltreat or use the same in research or experiments not expressly
authorized by the Committee on Animal Welfare.
The killing of any animal other than cattle, pigs, goats, sheep, poultry, rabbits, carabao, horse,
deer and crocodiles is likewise hereby declared unlawful except in the following instances:
1) When it is done as part of the religious rituals of an established religion or sect or ritual
required by ethnic custom of indigenous cultural communities: however, leaders shall
keep records in cooperation with the Committee on Animal Welfare;
2) When the pet animal is afflicted with an incurable communicable disease as
determined and certified by a duly licensed veterinarians;
3) When the killing is deemed necessary to put an end to the misery suffered by the
animal as determined and certified by a duly licensed veterinarian;
4) When it is done to prevent an imminent danger to the life or limb of a human being;
and
5) When done for the purpose of animal population control;
6) When animal is killed after it has been used in authorized research or experiments;
and
7) Any other ground analogous to the foregoing as determined and certified by a licensed
veterinarian. In all the above mentioned cases, including those of cattle, pigs, goats,
sheep, poultry, rabbits, carabao, hones, deer and crocodiles, the killing of the animals
shall be done through humane procedures at all times.
For this purpose, humane procedures shall mean the use of the most scientific methods
available as may be determined and approved by the Committee. Only those procedures
approved by the Committee shall be used in killing of animals.
SECTION 7. It shall be the duty of every person to protect the natural habitat of the wildlife.
The destruction of said habitat shall be considered as a form of cruelty to animals and its
preservation is a way of protecting the animals.
SECTION 8. Any person who violates, any of the provisions of this Act shall, upon conviction
by final judgment, be punished by imprisonment of not less than six (6) months nor more than
two (2) years or a fine of not less than One thousand pesos (P1,000) nor more than Five
thousand pesos (P5,000) or both at the discretion of the court. If the violation is committed by
a juridical person, the officer responsible therefore shall serve the imprisonment when
imposed. If violation is committed by an alien, he or she shall be immediately deported after
serviced sentence without any further proceedings.
SECTION 9. All laws, acts, decrees, executive orders, rules, and regulations inconsistent with
the provisions of this Act are hereby repealed or modified accordingly.
SECTION 10. This Act shall take effect fifteen (15) days after its publication in at least two (2)
newspapers of general circulation.
101
Approved:
JOSE DE VENECIA, JR.
Speaker of the House of Representatives
NEPTALI A. GONZALES
President of the, Senate
This Act, which is a consolidation of Senate Bill no. 2120 and House Bill No. 9274 was finally
passed by the Senate and the House of Representatives on February 3, 1998 and February
2, 1998, respectively.
ROBERTO P. NAZARENO
Secretary General, House of Representatives
HEZEL P. GACUTAN
Secretary of the Senate
Approved: February 11, 1998
FIDEL V. RAMOS
President of the Philippines
THE PRECEDING ARTICLE WAS COPIED FROM THE ORIGINAL REPUBLIC ACT 8485
Republic Act 8485 Animal welfare Act of 1998. The Philippine Animal Welfare Society.
http://www.paws.org.ph/animal-welfare-act-ra-8485.html (accessed August 17, 2017)
102
ACTIVITY SHEET
Identification: Identify the following based on the given statements.
Anti-Rabies Act of 2007 1. An Act providing for the control and elimination of human and
animal rabies.
Dog 2. Refers to a common quadruped domestic animal belonging to the order carnivora (male
or female), scientifically known as canis familiaris.
Clean Air Act of 1999 3. A comprehensive air quality management policy and program which
aims to achieve and maintain healthy air for all Filipinos.
Clean Water Act of 2004 4. Aims to protect the country’s water bodies from pollution from
land-based sources
National Environmental Awareness and Education Act 5. An Act that promotes environmental
awareness through environmental education.
Seat Belts Use Act of 1999 6. Aims to secure and safeguard passengers and drivers of motor
vehicles from injuries and other effects of vehicular accidents.
Anti-Drunk and Drugged Driving Law 7. An Act that penalizes those who will be caught driving
under the influence of alcohol, drugs, and other similar substances.
Rabies 8. Refers to a highly fatal disease caused by a lyssa virus, transmitted mainly through
the bite of an infected animal.
Animal Welfare Act 9. Aims to protect and promote the welfare of all animals in the Philippines
by supervising and regulating the establishment and operations of all facilities utilized for
breeding, maintaining, keeping, treating or training of all animals either as objects of trade or
as household pets.
Rabies Vaccination 10. Refers to the inoculation of a dog/human with a rabies vaccine by a
licensed government or private veterinarian/doctor or nurse under the direct supervision of a
licensed veterinarian/qualified medical practitioner.
Dog
Rabies
Rabies Vaccination
Animal Welfare Act
Clean Air Act of 1999
Clean Water Act of 2004
Anti-Rabies Act of 2007
Seat Belts Use Act of 1999
Anti-Drunk and Drugged Driving Law
National Environmental Awareness and Education Act
103
HEALTH 10 (h10hc-iicd-3)
I. OBJECTIVES
A.Content The learner demonstrates understanding of current health trends,

Standards issues and concerns in the local, regional, and national levels.
B.Performance The learner consistently demonstrates critical thinking skills in

concerns.
C.Learning 13. follows existing health-related laws

Competencies/
Objectives H10HC-IIcd-3
Write the LC code
for each
Concerns
 Safety in the Environment
a. Pollution (Clean Air Act of 1999 --- RA 8749 & Clean Water
Act of 2004 --- RA 9275)
b. Road Safety --- RA 8750 (Seat Belts Use Act of 1999 &
Anti- Drunk and Drugged Driving Law
c. Anti Rabies Act --- RA 9482
d. Animal Welfare Act --- RA 8485
III.LEARNING
RESOURCES
B. References
1. Teacher’s
Guide pages
2. Learner’s Health 10 Learning Module pp. 247 – 248

Materials pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
104
A. Other  Asia-Pacific Information Platform on Agricultural Policy.
Learning Republic Act No. 9275: The Philippine Clean Water Act of
Resources 2004. http://ap.fftc.agnet.org/ap_db.php?id=281. (accessed
August 18, 2017)
 GOVPH. Air Quality Management Section.
http://air.emb.gov.ph/?page_id=39. (accessed August 18,
2017)
 Anti Rabies Act Republic Act 9482. The Philippine Animal
Welfare Society. http://www.paws.org.ph/anti-rabies-act-ra-
9482.html (accessed August 17, 2017)
 Republic Act 8485 Animal Welfare Act of 1998. The
Philippine Animal Welfare Society.
http://www.paws.org.ph/animal-welfare-act-ra-8485.html
(accessed August 17, 2017)
 BAI (Anti-Rabies Act and Its Implementing Rules and
Regulations)
IV. PROCEDURES
A.Reviewing Directions:
previous lesson The teacher will show pictures and students will identify the concept
or presenting the each picture conveys. Let the student choose from the terms found
new lesson on the textbox.
1. 2.
3. 4.
105
5.
B.Establishing a COMPLETE ME:

purpose for the 1. The class will be divided into groups of 4 – 6 students.
lesson
2. They will be given an envelope containing the pieces of the puzzle.
(NOTE: Each group will be given a statement.)
3. Each group must work together to complete the puzzle as quickly
as possible.
4. The first team to complete the puzzle will say out loud the
statement.
* To protect and promote the right to health of the people… a system

for the control, prevention of the spread, and eventual eradication of
human and animal rabies shall be provided and the need for
responsible pet ownership established.
--- Anti-Rabies Act of 2007
To protect and promote the welfare of all animals in the

operations of all facilities utilized for breeding, maintaining, keeping,
treating or training of all animals either as objects of trade or as
household pets. For purposes of this Act, pet animals shall include
birds.
--- The Animal Welfare Act of 1998

To protect and advance the right of the people to a balanced
and healthful ecology in accord with the rhythm and harmony of
nature…to promote and protect the global environment to attain
sustainable development while recognizing the primary
responsibility of local government units to deal with environmental
problems.
--- Philippine Clean Air Act of 1999

The State shall pursue a policy of economic growth in a
manner consistent with the protection, preservation and revival of
the quality of our fresh, brackish and marine waters.
--- Philippine Clean Water Act of 2004
106
To secure and safeguard its citizenry, particularly the
passengers and drivers of private and public motor vehicles, from
the ruinous and extremely injurious effects of vehicular accidents.
--- Seat Belts Use Act of 1999
C.Presenting A video clip will be presented to the class with an emphasis on

examples/instanc following the existing law on The Animal Welfare Act of 1998.
es of the new
lesson
Guide Questions:
1. What is the video clip all about?
2. Did you like the video clip? Why?
3. What did you learn in the video clip?
D.Discussing new The class will be divided into four (4) groups. Each group will have a
concepts and short discussion on how to follow the existing laws on:
practicing new  Anti-Rabies Act of 2007
skills #1
 Philippine Clean Air Act of 1999
 Philippine Clean Water Act of 2004
 Seat Belts Use Act of 1999
Guide Questions:
1. Do you follow these laws? Why or why not?
2. What do you think will happen if you did not follow these laws?
E. Discussing new
concepts and
practicing new
skills #2
F.Developing
mastery (leads to
Formative
Assessment 3)
G.Finding practical Using the same group they have, the students will make a skit on
applications of how to follow certain existing law. Their topic to be performed is the
concepts and one that they have during the “Complete Me Activity”. Each group
skills in daily will be given at least 10 minutes for their conceptualization and about
living 1 – 2 days for their practice. (See attached rubric for the basis of
giving points to the students.)
107
H.Making Based on the group activity, students will give what they have
generalizations learned from the presentation of each group.
and abstractions
about the lesson
I.Evaluating Directions:
learning Identify what existing law is being followed on the statements written
below.
1. An Act that penalizes those who will be caught driving under the
influence of alcohol, drugs, and other similar substances
2. An Act providing for the control and elimination of human and
animal rabies
3. An Act that promotes environmental awareness through
environmental education
4. Aims to protect and promote the welfare of all animals in the
operations of all facilities utilized for breeding, maintaining, keeping,
treating or training of all animals either as objects of trade or as
household pets
5. Aims to secure and safeguard passengers and drivers of motor
vehicles from injuries and other effects of vehicular accidents
J.Additional Enrichment:
activities for The teacher will ask the students to make a signage to be posted on
application or appropriate areas regarding the strict implementation of the laws
remediation discussed.
IV. REMARKS
V. REFLECTION

evaluation
lesson
remediation
108
solve?
TEAC
SKIT RUBRIC
GROUP NAME:
CATEGORY 4 3 2 1
CONTENT All contents are Most of the The content is The content is
accurate and content are accurate but it is not clear and
clearly made. accurate and not clearly confusing. It
There are no clearly made but connected to the does not support
factual errors. there is a piece of topic. topic in any way.
information that
might be
inaccurate.
PROPS AND Students use Students use 1 or Students use a Students use no
COSTUME several props 2 props/costume prop/costume that props/costume
and costume that that fit/s with the somehow makes or the props
fit with the situation that the presentation being used
situation, show make the better. detract from the
creativity that presentation presentation.
makes the better.
presentation
appealing to the
audience.
PREPAREDNESS Students are Students seem Students are Students do not

completely pretty prepared somewhat seem prepared
prepared and but still needed to prepared but it is at all.
have obviously have a couple of pretty obvious that
rehearsed. rehearsals. they lack
rehearsals.
ACTING AND The students use The students The students try The students tell
DIALOGUE clear voices, often use clear to use clear the story but do
facial voices, facial voices, facial not use clear
expressions and expressions and expressions and voices, facial
movements/ movements/body movements/body expressions or
body language to language to make language to make movement/body
make the the characters the characters language to
characters more more believable more believable make the
believable and and the story and the story storytelling more
the story more more easily more easily interesting or
easily understood. understood. clear.
understood.
109
ACTIVITY SHEET NO. 1
I. OBJECTIVE/S:
To gauge the knowledge of the learners regarding the previous topic
II. MATERIALS:
Activity Sheet
III. PROCEDURES:
Directions:
The teacher will show pictures and students will identify the concept each picture
conveys. Let the student choose from the terms found on the textbox.
1. 2. 3.
4. 5.
110
I. OBJECTIVE/S:
To assemble the pieces of puzzle as quickly as possible for the students to know the
message behind it
II. MATERIALS:
Bond paper/colored paper (for the pieces of puzzle), envelope
III. PROCEDURES:
1. The class will be divided into groups of 4 – 6 students.
2. They will be given an envelope containing the pieces of the puzzle. (NOTE: Each
group will be given a statement.)
3. Each group must work together to complete the puzzle as quickly as possible.
4. The first team to complete the puzzle will say out loud the statement.
IV. ANALYSIS:
To protect and promote the right to health of the people… a system for the control,
prevention of the spread, and eventual eradication of human and animal rabies shall be
provided and the need for responsible pet ownership established.
--- Anti-Rabies Act of 2007
To protect and promote the welfare of all animals in the Philippines by supervising and
regulating the establishment and operations of all facilities utilized for breeding, maintaining,
keeping, treating or training of all animals either as objects of trade or as household pets. For
purposes of this Act, pet animals shall include birds.
---The Animal Welfare Act of 1998
To protect and advance the right of the people to a balanced and healthful ecology in
accord with the rhythm and harmony of nature…to promote and protect the global environment
to attain sustainable development while recognizing the primary responsibility of local
government units to deal with environmental problems.
--- Philippine Clean Air Act of 1999
The State shall pursue a policy of economic growth in a manner consistent with the
protection, preservation and revival of the quality of our fresh, brackish and marine waters.
--- Philippine Clean Water Act of 2004
111
To secure and safeguard its citizenry, particularly the passengers and drivers of private
and public motor vehicles, from the ruinous and extremely injurious effects of vehicular
accidents.
--- Seat Belts Use Act of 1999
To ensure road safety through the observance of the citizenry of responsible and
ethical driving standards…the State shall penalize the acts of driving under the influence of
alcohol, dangerous drugs and other intoxicating substances…
--- Anti-Drunk and Drugged Driving Law

Direction:
Identify what existing law is being followed on the statements written below.
1. It is an Act that penalizes those who will be caught driving under the influence of alcohol,
drugs, and other similar substances.
2. It is an Act providing for the control and elimination of human and animal rabies.
3. It is an Act that promotes environmental awareness through environmental education.
4. It aims to protect and promote the welfare of all animals in the Philippines by supervising
and regulating the establishment and operations of all facilities utilized for breeding,
maintaining, keeping, treating or training of all animals either as objects of trade or as
household pets.
5. It aims to secure and safeguard passengers and drivers of motor vehicles from injuries and
other effects of vehicular accidents.
Answers:
1. Anti-Drunk and Drugged Driving Law
2. Anti-Rabies Act of 2007
3. National Environmental Awareness and Education Act of 2008
4. Animal Welfare Act of 1998
5. Seat Belts Use Act of 1999
112
HEALTH 10 (h10hc-iicd-4)
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of current health

trends, issues and concerns in the local, regional, and national
levels.
B. Performance The learner consistently demonstrates critical thinking skills in

concerns.
C. Learning 14. critically analyzes the impact of current health trends, issues,
Competencies/ and concerns
Objectives
Write the LC code H10HC-IIcd-4
for each
Concerns
 Safety in the Environment
 Pollution (Clean Air Act of 1999 & Clean Water Act of
2004)
 Road Safety (Seat Belts Use Act of 1999 & Anti-Drunk
and Drugged Driving Law)
 Rabies Awareness, Prevention and Control, RA 9482
and RA 8485
III.LEARNING
RESOURCES
A. References
pages
2. Learner’s Materials Health 10 Learning Module pp. 247 – 252

pages
3. Textbook
pages
113
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning PowerPoint Presentation:

Resources  Rabies in Animals (presentation of Emelinda A. Lopez
DVM, MSc, Bureau of Animal Industry)
 Republic Act No. 9482 (presentation of Emelinda A.
Lopez DVM, MSc, Bureau of Animal Industry)
IV. PROCEDURES
A. Reviewing previous As a student, how do you practice the policies regarding:

lesson or presenting  Pollution (Clean Air Act of 1999 & Clean Water Act of
the new lesson 2004)
 Road safety (Seat Belts Use Act of 1999 & Anti-Drunk
and Drugged Driving Law)
 Animal welfare (RA 8485)
 Anti-rabies (RA 9482)?
B. Establishing a Ask the students to analyze the following pictures:

purpose for the
lesson
1. 2.
3. 4.
Guide Questions:
1. What do you see in the picture?
2. What do you think is the message of the picture?
114
C. Presenting CONCEPT MAPPING:
examples/instances Based on the presented picture, the teacher will demonstrate a
of the new lesson sample of concept mapping.
Impact of Clean Air
Phil. Clean Air Act of 1999
To promote and protect Places are congested

global environment. and that exhaustion
produces toxic in the air.
D. Discussing new Teacher will post the other picture and let the students do
concepts and concept mapping on the board utilizing the pictures used in
practicing new skills procedure B.
#1
Concept shown in the
image
What is the existing law that governs the issue?
Give a short description of What is the current

the law? condition of the situation?
 After the activity, ask the students to present the concept

map in class.
115
 Then, process student’s answers by asking the following:
1. What is the issue all about?
2. What do you think are the existing laws that govern this
issue?
3. What do you think will be the strongest effect of this law
in our current situation?
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery JIGSAW:

(leads to Formative 1. Group the class into 3: Group A, Group B and Group C.
Assessment 3)
2. Each group shall reflect on the question:How do health
policies affect and protect the citizenry? (Pollution, Road
Safety and Animal Welfare/Anti-Rabies)
3. Each member of the group is assigned to focus on one concept.

 Student A: Impact to students
 Student B: Impact to parents based on the student’s
observation at home
 Student C: Impact to the community/environment
4. All students A should sit together and discuss the concept
assigned to them. Students B and C will do the same.
5. The group will be given 10 minutes to discuss.
6. When the time is up, all students should go back to their original
groups (with Students A, B, and C in each group).
7. Each group will then be given another 10 minutes to share to

the class the result of their group discussion.
G. Finding practical Is there really a need to implement and follow the existing
applications of National Laws;
concepts and skills  Pollution (Clean Air Act of 1999 & Clean Water Act of
in daily living 2004)
 Road safety (Seat Belts Use Act of 1999 & Anti-Drunk and
Drugged Driving Law)
 Animal welfare (RA 8485)
 Anti-rabies (RA 9482),
in our locality? Why?
116
H. Making What is the impact of pollution, road safety, animal welfare and
generalizations and anti-rabies to the community? Explain.
abstractions about
the lesson
I. Evaluating learning Using the same group, make a slogan showing the impact of
impact of pollution, road safety, animal welfare and anti-rabies to
the community.
J. Additional activities Remediation:

for application or Get a pair and discuss:
remediation
1. Do pollution, road safety and animal welfare/rabies
awareness concern the public? Why?
2. What are the causes of these issues?
3. How will you be able to manage these issues?
Enrichment:
1. Look for a news clip about pollution, road safety and
animal welfare/rabies awareness (in the past 2-3
months).
2. Read and analyze it.
3. Identify the policy which is concerned with the issue.
4. Write a short commentary on the news item.
V. REMARKS This activity can be done in two sessions especially if the students
or the class has a lot of things to share.
VI. REFLECTION

evaluation
lesson
remediation
solve?
117
HANDOUT
SLOGAN RUBRIC
Name:
ADVANCED PROFICIENT DEVELOPING BEGINNING

CRITERIA (4 pts.) (3 pts.) (2 pts.) (1 point)
The message
is
The message The message
exceptionally The message
CONTENT is catchy and is stated
catchy and is vague.
stated clear. clear.
stated very
clear.
The slogan is
The slogan is
exceptionally The slogan is The slogan
creative and
creative. A lot creative and a does not
some
CREATIVITY of thought and good amount reflect any
thoughts
effort was of thought was degree of
were put into
used to make put into it. creativity.
it.
it.
The slogan is The slogan

The slogan is The slogan is
exceptionally has no
RELEVANCE relevant to the less relevant
relevant to the relevance at
topic. to the topic.
topic. all.
The slogan is
The slogan is The slogan is
exceptionally
attractive in acceptably
attractive in The slogan is
terms of attractive
CRAFTMANSHIP terms of distractingly
neatness and though it may
neatness and messy.
has a good be a bit
well-
construction. messy.
constructed.
118
I. OBJECTIVE/S:
To critically analyze the impact of current health trends, issues, and concerns.
II. MATERIALS:
Pictures showing the impact of pollution, road safety and animal welfare/anti-rabies.
III. PROCEDURES:
Teacher will post the pictures and the students will do concept mapping on the board utilizing
the pictures used in procedure B.
Concept shown in
the image
What is the existing law that governs the issue?
Give a short description of What is the current

the law? condition of the situation?
119
I. OBJECTIVE/S:
To critically analyze the impact of current health trends, issues, and concerns
II. MATERIALS:
Manila paper/cartolina, marker (NOTE: paper and pen can be used as well if the said materials
are not available)
III. PROCEDURES:
JIGSAW
1. Group the class into 3: Group A, Group B and Group C.
2. Each group shall reflect on the question: (How do health policies affect and protect the
citizenry)
3. Each member of the group is assigned to focus on one concept.

 Student A: Impact to students
 Student B: Impact to parents based on the student’s observation at home
 Student C: Impact to the community/environment
4. All students A should sit together and discuss the concept assigned to them. Students B
and C will do the same.
5. The group will be given 10 minutes to discuss.
6. When the time is up, all students should go back to their original groups (with Students A,
B, and C in each group).
7. Each group will be given another 10 minutes to share to the class the result of their group
discussion.
8. Assign a speaker for each group to report the reflection in class.
IV. ANALYSIS:
Each group shall reflect on the question: (How do health policies affect and protect the
citizenry?)
120
For inquiries or feedback, please write or call:
Department of Education – Bureau of Learning Resources (DepEd-BLR)
Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1054; 634-1072; 631-4985
Email Address: [email protected]; [email protected]
121

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Lesson Exemplars for

Department of Education • Republic of the Philippines

Published by the Department of Education

Development Team of the Lesson Exemplars

Department of Education – Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor, Bonifacio Bldg., DepEd Complex

Lesson Exemplars for

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Department of Education • Republic of the Philippines

A. Development of Lesson Exemplars

 Global Alliance for Rabies Control

 Philippine Veterinary Medical Association

 UBS Optimus Foundation

C. Front Cover Illustrations

 Ms. Ramona T. Consunji, Animal Welfare Coalition

D. Printing of Lesson Exemplars

 Japan One Health Rabies Project (JAPOHR) /Japan International Cooperation

A. Content The learner demonstrates an understanding of organisms as

II. CONTENT  Feedback Mechanisms of the Nervous System

B. Other Learning 1. Kto12 Science Curriculum Guide August 2016,p.191

A. Reviewing Lesson Drill

B. Establishing a Cabbage Game

G. Finding practical Group Activity

H. Making Brainstorming: Ask: What is the feedback mechanism in the

B. Direction: Write T if the statement is true and F if the

2. Feedback mechanism regulates homeostasis or balance to

3. Dog with rabies virus or with Rabies infection can lead to

4. Negative feedback mechanism is a process in which the body

J. Additional Remediation activity and enrichment activity see attachment.

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

B. No. of learners who require additional

C. Did the remedial lessons work? No. of

D. No. of learners who continue to require

E. Which of my teaching strategies worked

F. What difficulties did I encounter which my

G. What innovation or localized materials did

FEEDBACK MECHANISMS OF THE NERVOUS SYSTEM

Two types of feedback mechanisms

Difference of Positive and Negative Feedback Mechanism

Rubric for the Activity

Organization the product is the product is well- the product is

Completeness the product is the product is the product is

Answers: Feedback Mechanism of Rabid Dog

Positive Feedback Mechanism:

Negative Feedback Mechanism:

A. Pamantayang Naipamamalas ng mag-aaral ang pag-unawa sa kanyang

B. Pamantayan Naisasagawa ng mag-aaral ang mga gawaing angkop sa maayos

C. Mga Napatutunayan na ang pag-unawa ng kabataan sa kanyang mga

II. NILALAMAN  Mga Tungkulin Bilang Nagdadalaga At Nagbibinata

1. Mga Pahina sa pp. 43-46

1. Mga Pahina sa pp. 103-113

A. Balik-aral sa GAWAIN: Ano nga ulit? (5 minuto)

B. Paghahabi sa GAWAIN: Pagpaparinig ng awitin (3 minuto)

C. Pag-uugnay ng GAWAIN: Suriin Natin (5 minuto)

D. Pagtatalakay PANGKATANG GAWAIN (15 minuto)

2. Ilapat sa tsart sa ibaba ang mga nakuhang sagot.

TUNGKULIN INAASAHAN SA IYO