SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 1 Learning Area: Grade Level: 10 Quarter: 1 st

Duration:
HEALTH 60 mins
Learning Competency/ Differentiates reliable from unreliable health information, Code:
ies: products and services
H10CH-Ia-b-
19
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Identify reliable sources of information about different health information,
products and services
Skills Distinguish reliable from unreliable Heath information, products and services
Attitudes Describe qualities from reliable and unreliable health information, products
and services
Values Appreciate reliable health information, products and services.
Content/ Topic Reliable and Unreliable HEALTH information, products and services.
Learning Resources/ Learner’s material pp.201-204
Materials/ Equipment
Manila paper, marker/pentel pen, PowerPoint presentation, Laptop,
projector/TV
Procedures
Introductory Activity Prayer
Attendance
10 mins. Review of the previous lesson

MOTIVATION
The teacher will instruct to the students on what to do with the activity.
1. Read the questions on pp.201 (SURVEY SAYS)
2. Choose only 1 question from A-E
3. Go around the classroom and ask a classmate to answer 1 question
4. Then record the response.
Activity (Pair And Share)
1. Find a partner and discuss the following questions.
10 mins
a. Which of your classmates’ answers do you agree with? Which do
you disagree with? Why?
b. What kind of information is being asked?
c. Who can accurately answer these questions?
2. Write a short reflection about the discussion.
Analysis The teacher will ask volunteer to share their reflection with their chosen
partner about the topic.
10 mins.
Guide questions:
1. Which of your classmates’ answers do you agree with? Which do you
disagree with? Why?
2.What kind of information is being asked?
3. Who can accurately answer these questions?
 Abstraction After the group presentation, the teacher will give a brief discussion
about Health Information as a very important component of consumer
10 mins. health.
Application The teacher will show (STOP or GO)
Read the Health Information below. Draw a cross on the GO COLUMN if it is
15 mins. scientifically true and proven and draw a cross on the STOP COLUMN If it is
not.

GO STOP
Warts are contagious
Chocolates cause acne and pimples
Cracking your knuckles cause arthritis.
Healthy people who eats balanced diet do not need
supplements
Sleeping with wet hair causes mental disorders
Jumping from the third step of the stairs on the first day of
menstruation reduces the number of bleeding days.
Circumcision is done for hygienic purposes only.
Touching hands of people with HIv may infect you with
such.
Putting toothpaste on burns causes irritation.
Sleep varies depending on the individual.
Assessment Answer the questions:
1.Why are there misleading information? Who spreads them?
10 mins.
2. Who are the source of health information?
Assignment 1. What are OTHER examples of myths (superstitions) and or
misconceptions that you hear in your community?
2 mins. 2. Write them in your notebook and search for a scientific proof to
counter them.
Concluding Activity: In your social media account “ Like, Share and Comment Health information,
products and Services for better Health!!”
2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

MAPEH Teacher HT- IV/MAPEH/SPA
 SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 2 Learning Area: Grade Level: Quarter: 1 st

Duration:
HEALTH 10 60 mins
Learning Competency/ Explains the guidelines and criteria in the selection and Code:
ies: evaluation of health information, products and services
H10CH-Ia-
b-20
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Discuss the guidelines on the purchase of health products and services.
Skills Distinguish the different health products from health services.
Attitudes Share the advantage of knowing the proper guidelines in purchasing health
products and services.
Values Appreciate awareness about the guidelines and criteria in the selection and
evaluation of health information, products and services
Content/ Topic Reliable and Unreliable Consumer Health Products and Services
Learning Resources/ Health 10 Learner’s Material pp. 203-204
Materials/ Equipment
Cartolina/ manila paper, pentel pens, laptop
Procedures
Introductory Activity The teacher will ask:
1. How did you spend your allowance for today? (answers may vary)
10 mins.
2. Are you satisfied with what you buy? Let’s check it out.

Activity The teacher will present a concept map to be filled out by the students.
This is done by group.
10 mins
1. List 4 products and services that people buy and consume
2. Enumerate the answers with your group.
3. How does Health products differ from health services?
4. How do these products services affect the overall well- being of an
individual?
Analysis Base on the concept map, the group will choose a reporter to present
their work.
10 mins. 1. Name of the products they choose.
2. Are these products important to them?
3. How these products help them in search for health?
4. Identify reliable and unreliable sources of health products, and services
5. What guidelines they should follow in buying health products and
availing of health services.
Abstraction The teacher will ask the students to complete the table below:
The teacher will give further discussion on reliable and unreliable health
10 mins. products and health services.
And explain to the learners the proper guidelines and criteria in buying
health products and availing of Health Services.
Application The class will be divided into two groups. They will choose a
representative to play “Pinoy Henyo”. The partners will pick and guess what
15 mins.
 the product is all about.
Suggested example: Products that can be found inside the classroom (paper,
chalk, ballpen etc..)
1. In 5 mins. Identify reliable and unreliable health products.
2. Write your answer in a manila paper.
3. Choose 1 representative to explain your answer.
Assessment Picture Analysis:
Flash pictures of the ff:
10 mins.
1. Cigarettes
2. Gadgets (like cellphones etc.)
3. Clothes
4. Foot Spa
5. Face powder

Ask the students why they consider reliable or unreliable health products
the above mentioned items.
Assignment What benefits can you get from being a wise consumer?

2 mins.
Concluding Activity: How important is the awareness of guidelines and criteria in the selection and
evaluation of health information, products and services?
2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

MAPEH Teacher HT- IV/MAPEH/SPA
 SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 3 Learning Area: Grade Level: 10 Quarter: 1 st

Duration:
HEALTH 60 mins
Learning Competency/ ies: Discusses the various forms of health service providers Code:
and healthcare plans H10CH-Ia-b-
21

Key Concepts/ The learner understands the guidelines and criteria in the selection
Understandings to be and evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Identify the various forms of health service providers and health care plans
Skills List the various types of health care providers
Attitudes Recognize the crucial responsibility of the healthcare providers.
Values Awareness of the various forms of health service providers and health
care plans
Content/ Topic Health Service Providers; Health Professionals
Learning Resources/ Health 10 Learner’s Material page 204
Materials/ Equipment
Laptop/any available pictures
Procedures
Introductory Activity Show a picture of a hospital
Ask:
10 mins.
a. What health information products and services can we acquire from a
hospital?
b. What else can we avail from a hospital, a clinic or a health center?
Activity 1. The class will be divided into three groups. Students will be instructed
to be in their group in 10 seconds.
10 mins 2. The teacher will instruct the learners to open their books on page 205.
Activity 6 (Doctor Who).

Let the learners answer in 3 minutes. Then post their answers on the
board
Analysis The teacher will ask:
1. Based on the pictures presented, what is/are the general
10 mins. characteristic/s of these professionals/ Healthcare Providers?
2. Can you cite some of the functions and responsibilities of these health
providers?
3. Are physicians the only ones considered health professionals? What
about nurses, therapists etc?
Abstraction Group Activity: Elaborate on the concept of allied health professionals on
LM page 206
10 mins.
Again, the class will be divided into 3 groups. Let them read the
information on page 206-207 for 5mins.
1 - Health Professionals
2 - Health Care Facilities
3 - Health Insurance
Instruct the learners to close their modules and ask:
 a. What are the different types of healthcare facilities?
b. How would you describe each?
c. How about Health insurance? Is it considered a type of health service
as well?
d. Where do we avail of health insurance?
e. What are the benefits of having one?
Application Instruct the learners to arrange the scrambled words below.

15 mins. After forming a word, the learners will describe each healthcare provider
and the services they perform.

1. TRIDIAPECIAN –
2. GISTROLONEU –
3. DIOCARGISTLO –
4. COLOGYNEGIST –
5. SERUN –
Assessment In 1 whole sheet of paper, answer the following questions:

10 mins. 1. Are physicians the only ones considered health professionals? What
about nurses, therapists etc.?
2. Have you experienced availing their services? Are you satisfied?
Assignment The teacher will give the instructions to the students.

2 mins. With your group mates, make a short jingle on “Being a Wise Consumer”
Concluding Activity: Reflect the benefits of the health service and healthcare plans in our lives.

2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

MAPEH Teacher HT- IV/MAPEH/SPA
 SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 4 Learning Area: Grade Level: 10 Quarter: 1 st

Duration:
HEALTH 60 mins
Learning Competency/ Selects health professionals, specialists and health care Code:
ies: services wisely. H10CH-Ic-22
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Identify the various forms of health service providers and health care plans.
Skills List the various types of health care providers
Attitudes Recognize the crucial responsibility of the healthcare providers.
Values Applies selection of health profession, specialist and health care services
wisely
Content/ Topic Health Services (Professionals, Facilities and Insurance)
Learning Resources/ Health 10 Learner’s Material page 204
Materials/ Equipment
Laptop/any available pictures
Procedures
Introductory Activity Prayer
Checking of attendance
10 mins.
Review of the previous lesson
Motivation
Show a picture of a hospital

a. What health information products and services can we acquire from a

hospital?
b. What else can we avail from a hospital, a clinic or a health center?
Activity The class will be divided into three groups. Students will be instructed to be
in their group in 10 seconds.
10 mins The teacher will instruct the learners to open their books on page 205.
Activity 6 (Doctor Who).
Let the learners answer in 3 minutes. Then post their answers on the
board.

Presentation of Group Output

A group representative will explain and share the group’s answer to the
activity. He/she will discuss the message of their output.
(Each group will rate the work of other groups following a set of criteria.
Please refer to Assessment for the list of criteria and corresponding points).
Analysis The learners will perform their composed jingle following the suggested set
of criteria or from the criteria agreed upon by the learners and teacher.
10 mins.
“Wise Consumer”
Suggested criteria:

Creativity & Originality - 20%

 Choreography - 25%
Content - 20%
Presentation - 25%
Over-all Impression - 10%
Total - 100%

Abstraction Group Activity: Elaborate on the concept of allied health professionals on

LM page 206.
10 mins.
Again the class will be divided into 3 groups.. Let them read the
information on page 206-207 for 5mins.
1 - Health Professionals
2 - Health Care Facilities
3 - Health Insurance
Instruct the learners to close their modules and ask:
a. What are the different types of healthcare facilities?
b. How would you describe each?
c. How about Health insurance? Is it considered a type of health service as
well?
d. Where do we avail of health insurance?
e. What are the benefits of having one?

Application Group Task

15 mins. In a long bond paper. Make a slogan promoting Better health through
the use of different products and services.
Assessment

10 mins.
Assignment Group Task

2 mins. Using digital media promote better health through your slogan.
Concluding Activity: What is the significance of the awareness of health professionals, specialists and
health care services?
2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

 MAPEH Teacher HT- IV/MAPEH/SPA

SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 5 Learning Area: Grade Level: 10 Quarter: 1 st

Duration:
HEALTH 60 mins
Learning Competency/ Explains the nature and dangers of quackery Code:
ies: H10CH-Ic-23
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Discuss what quackery is all about.
Skills Report the possible effects of following medical quackery and health fads.
Attitudes Compare traditional medicine from quackery.
Values Consider the dangers of quackery in decision making
Content/ Topic Quackery
Learning Resources/ Paper Strips, Manila paper
Materials/ Equipment
Procedures
Introductory Activity Prayer
Attendance
10 mins.
Review of the past lesson

Motivation
Motivation (Word Association)

Present to the class the following words and ask the students what they
associate with these words:
Quacks
Health fads
Medical quackery
Device Quackery

Activity Let the learners group themselves into four. Tell them to discuss the
topic focusing on:
10 mins a. Definition or clarification of the term
b. Possible effects of practicing or using it.
c. Group comments on the assigned topic.
Group 1- Quacks
Group 2- Health Fads
Group 3- Medical Quackery
Group 4- Device Quackery

Ask:
Have you ever been a victim of quack?
 Why do people fall for quackery?
Analysis Let the learners stay in their group. Use activity 13 on LM page 218. After
this, the teacher will elaborate on the possible causes of quackery
10 mins.
Points for discussion
1. What makes you vulnerable to quackery?
2. How can you be resistant to quackery?
Abstraction Ask the learners to list the responses of the class in activity 14 on LM
p.219
10 mins.
Application Let the learners focus on LM p 221 and answer activity 17.

15 mins. Note: How can you protect yourself and your family from quacker?

Assessment Direction: Complete the table below by writing other examples of quackery

10 mins. Medical Device Nutrition

Assignment The teacher will let the students to list down possible dangers of
quackery to a person’s physical and psychological well being.
2 mins.
Concluding Activity: There are two kinds of truth; The truth that lights the way and the truth that
warms the heart. The fist of these is science and the second is art.
2 minutes -Raymond Chandler

Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL

Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

 LUCILLE JOY V. DADULLA MARILYN M. MANALOTO
MAPEH Teacher HT- IV/MAPEH/SPA

SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 6 Learning Area: HEALTH Grade Level: 10 Quarter: 1st Duration:
60 mins
Learning Competency/ ies: Reports Fraudulent Health Services Code:
H10CH-Ic-24
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services.
Developed:
Objectives
Knowledge Evaluate fraudulent health services
Skills Construct a letter of complaint on the purchase of a fraudulent product.
Attitudes Honest in making judgement on the purchase of a fraudulent product.
Values Realize the importance of awareness of fraudulent health services
Content/ Topic Fraudulent Health Services
Learning Resources/ Manila paper, pentel pens, bond papers
Materials/ Equipment
Procedures
Introductory Activity The teacher will instruct the students to get their assignment and at the same
time recall the past lesson.
10 mins.
Have you ever purchased product that is already expired?
Activity Group Activity:
Present Activity 22 on LM pp. 227 I Assert!
10 mins
Read the letter silently then Ask:
1. What is the content of the letter?
2. What it is all about?
Analysis The teacher will evaluate the quality of their work.
After evaluating their output, the teacher will announce the rating and will give
10 mins. feedback.
Abstraction Have the students study pages 210-211 on their module alternative and
complementary Medicine
10 mins.
Application Group Activity
Group the learners into 4 groups then assigned topic/ issues for each group,
15 mins. for them to make a letter of complaint.
1. Expired canned goods
Assessment
2. Malfunctioning of cellphone
10 mins. 3. Sour tasting milk in a cartoon
4. Bread that has bad odor
Assignment Individual Activity: Reflection
The teacher will instruct. Make an individual letter of complaint, which
 2 mins. happened in a real life situation.
How do you feel expressing your sentiment as a consumer?
Concluding Activity:
2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

MAPEH Teacher HT- IV/MAPEH/SPA
SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 7 Learning Area: Grade Level: 10 Quarter: 1 st

Duration:
HEALTH 60 mins
Learning Competency/ ies: Explains the different kinds of complementary and Code:
alternative health care medicines. H10CH-Id-
25
Key Concepts/ The learner understands the guidelines and criteria in the selection and
Understandings to be evaluation of health information, products, and services
Developed:
Objectives
Knowledge Identify different kinds of complementary and alternative health care
medicines.
Skills Apply alternative health care medicines in some emergency cases.
Attitudes Appreciate the contribution of alternative medicine in the community
Values Benefit from the different kinds of complementary and alternative health
care medicines.

Content/ Topic Alternative Health Care Medicines

Learning Resources/ HEALTH 10 Learner’s Material pages 210-211, HEALTH 10 Teacher’s
Materials/ Equipment Guide page 223.
Pictures
Procedures
Introductory Activity The teacher will instruct the learners to get their assignment and exchange
this with their classmates.
10 mins.
- What do you do to relieve dry cough?
- What medicines do you take?

The teacher will then explain that this particular session will focus on the
above concepts.
Activity Picture Parade:
1. Lagundi
10 mins
2. Bawang
3. Luya/ginger
4. Ampalaya
5. Guava
Are you familiar with these plants? What medicinal effect will it provide
you?
 Analysis The teacher will let the students answer pages 210-211.
Call selected students to report on each alternative and complementary
10 mins. methods.

Abstraction Strengthening the concept.

- Call on students to summarize and recall the modalities being discussed.
10 mins. Give further explanation on topic.
- Emphasized that not all plants are proven to be medicinally effective
unless approved by the Department of Health.
Application Group Presentation

15 mins. 1. The teacher will give the instruction to the learners.

2. Each group will create its own advertisement on the chosen alternative
and complementary medicine.
3. It must be creative and convincing to the audience.
4. It should follow the criteria below:

On a scale of 1-5, with 1 as the lowest and 5 as the highest. Asses the
advertisement presented.

Assessment Group Presentation

10 mins. Each group will present their output in front of the class.
Assignment
Indicators: Scale Score
2 mins. Appropriateness to 1-5
the chosen herb
Content 1-5
Entertainment value 1-5
Overall Impact 1-5
Total
Concluding Activity: Cite benefits of alternative health care medicines to consumers.

2 minutes
Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:

Prepared by: Noted:

 LUCILLE JOY V. DADULLA MARILYN M. MANALOTO
MAPEH Teacher HT- IV/MAPEH/SPA

SEMI-DETAILED LESSON PLAN IN MAPEH 10

DLP No.: 8 Learning Area: HEALTH Grade Level: 10 Quarter: 1st Duration:
60 mins
Learning Explains the importance of consumer laws to protect public health Code:
Competency/ ies: H10CH-Id-26
Key Concepts/ The learner understands the guidelines and criteria in the selection and evaluation of
Understandings to health information, products, and services
be Developed:
Objectives
Knowledge Analyze the objectives of the Consumer Act of the Philippines
Skills State the responsibilities of the Government in protecting the rights of consumers
Attitudes Express one’s feelings on the importance of legal protection of consumers
Values Realize the importance of consumer laws to protect public health
Content/ Topic Consumer Welfare and Protection
Learning Resources/ HEALTH 10 Learner’s Material pages 224-225, HEALTH 10 Teacher’s Guide page 226
Materials/ Pictures
Equipment
Procedures
Introductory Prayer
Activity Checking of attendance
Review the past lesson and connect it to the new one.
10 mins.
What are examples of your rights as citizen of the country?
What are your rights as consumer?
Activity 1. Introduce the consumer acts to the learners.
2. Use Activity 20 and Reflect on LM p. 224-225 in discussing the Rights.
10 mins
3. Ask them to point out what which right they have exercised and which one they never
exercised.
4. Ask them to explain their answer.
Analysis Gallery Walk
1. Students will be divided into 6 groups.
10 mins.
2. The teacher has prepared 6 stations in the classroom with posts on the different rights
of consumers posted on the wall of the classrooms.
3. Each group will be assigned to a certain station. They need to get the information in 1
minute. After 1 minute, they will rotate to the next station/position.
4. When they finish all the stations, they will then summarize the information and will
prepare for a report/presentation in front.
Abstraction Differentiated Instruction
Students will be given time to prepare a presentation based on the information they
10 mins. have listed during the previous activity. They are going to present through a jingle, rap,
talk show, poem, song, role play, oral presentation or etc. Eight minutes will be given for
the preparation and a maximum of two minutes for the presentation will be given for each
group.

(Through this activity, students will be able to get to know more about their rights as
 consumer. The teacher will observe how the groups organize their presentation and if all
members willingly participate the groups’ discussion.)

The teacher will rate the group based on the suggested/learners-suggested set of criteria.

Content - 20 pts.
Presentation of ideas - 15 pts.
Creativity - 15 pts.
Total - 50 pts.
Application Direct the students to fill in the information needed in the bubble map.
15 mins.
Assessment Matching Type.
Direction: Match Column A with Column B. Write the letter of the correct answer on the
10 mins. space provided before each number.

A. Consumer Rights B
__1. Safety a. The right to have
food and clothing
__2. Information b. The right to be
protected against
marketing of goods
__3. Representation c. The right to be
protected against
dishonest advertising
__4. Choose d. The right to choose
products and services
__5. Redress e. The right to express
of government policies
__6. Consumer f. The right to
Education compensated for
unsatisfactory services
g. The right to be
informed
h. The right to live
and work in an
environment which
permits life of dignity
and well-being.
Answer key:
1. b. 2. c. 3. e. 4. d. 5. f. 6. g.

Assignment Create your choice of any product on the list of topics on consumer health.

2 mins. PRODUCT TOPIC

Concluding Song/Poem/Commercial Jingle Wise Consumer
Activity:
Artwork/Poster Consumer Protection
2 minutes Brochure Health Services
Video Combatting Quackery

Note: Prepare to present it in the class.

Name: MAPEH 10 TEACHERS School: AROROY NATIONAL HIGH SCHOOL
Position/ Designation: TEACHER I Division: MASBATE
Contact Number: 09076075867 Teaching Date and Time:
Prepared by: Noted:

LUCILLE JOY V. DADULLA MARILYN M. MANALOTO

MAPEH Teacher HT- IV/MAPEH/SPA