Health Grade 4

HEALTHTeacher's Guide Grade 4



Edukasyong Pangkatawan at Pangkalusugan – Ikaapat na BaitangPatnubay ng GuroUnang Edisyon 2015 Isinasaad ng Batas Republika 8293, seksiyon 176 na “Hindi maaaring magkaroon ng karapatang-ari (sipi) sa anumang akda ang Pamahalaan ng Pilipinas. Gayunman, kailangan muna ang pahintulot ngahensiya o tanggapan ng pamahalaan na naghanda ng akda kung ito’y pagkakakitaan. Kabilang sa mgamaaaring gawin ng nasabing ahensiya o tanggapan ay ang pagtakda ng kaukulang bayad.” Ang mga akda (kuwento, seleksiyon, tula, awit, larawan, ngalan ng produkto o brand names,tatak o trademarks, palabas sa telebisyon, pelikula, atbp.) na ginamit sa aklat na ito ay sa nagtataglay ngkarapatang-ari ng mga iyon. Pinagtibay ng isang kasunduan ng Kagawaran ng Edukasyon at FilipinasCopyright Licensing Society (FILCOLS), Inc. na ang FILCOLS ang kakatawan sa paghiling ng kaukulangpahintulot sa nagmamay-ari ng mga akdang hiniram at ginamit dito. Pinagsumikapang matunton upangmakuha ang pahintulot sa paggamit ng materyales. Hindi inaangkin ng mga tagapaglathala at mga may-akda ang karapatang-aring iyon. Tanging mga institusyon at kompanyang nakipagkontrata sa FILCOLS at yaong nakasaadlamang sa kasunduan, ang maaaring kumopya mula dito sa Kagamitan ng Mag-aaral. Ang hindinakipagkontrata sa FILCOLS ay dapat, kung ninanais makakopya, makipag-ugnay nang tuwiran sa mgatagapaglathala at sa mga may-akda. Maaaring tumawag sa FILCOLS sa telepono blg. (02) 439-2204 o mag-email sa [email protected] ang mga may-akda at tagapaglathala.Inilathala ng Kagawaran ng EdukasyonKalihim: Br. Armin A. Luistro FSCPangalawang Kalihim: Dina S.Ocampo, PhD DEPED COPY Mga Bumuo ng Patnubay ng GuroEdukasyong Pangkatawan Punong Tagapamahala: Jenny Jalandoni Bendal Konsultant: Salve A. Favila, PhD Mga Tagasuri ng Nilalaman: Lordinio A.Vergara, Jo-ann G.Grecia, at Rachelle U. Peneyra Mga Manunulat: Grace M. Forniz , Ruby TN Jimeno, Sonny F. Menese Jr., Teresita T. Evangelista, Genia V.Santos PhD, Julia B. Sabas, Rhodora B.Peña, at Amphy B. Ampong Mga Tagasuri ng Wika: Norbert C. Lartec, PhD, Jane K. Lartec, PhD, at Crisencia G. Saludez Mga Gumuhit ng Larawan: Gerardo G. Lacdao, Joselito P. Loresto, Niles S. Arguelles, Elvin Neal B. Bersamira, at Jason O. Villena Naglayout: Mark Anthony E. Jalandoni at Mickey C. AcordaEdukasyong Pangkalusugan Punong Tagapamahala: Marilou E. Marta R. Benisano, M.A.P.A. Konsultant: Evelina M. Vicencio, PhD Mga Tagasuri ng Nilalaman: Rhodora Formento at Cristina Sagum Mga Tagapag-ambag: Mila Taño, Maria Teresita Garcia-Aguilar, Juvy B. Nitura EdD, at Marie Fe B. Estilloso Mga Manunulat: Mark Kenneth Camiling, Minerva David, Aidena Nuesca, Reyette Paunan, Jennifer Quinto, at Giselle Ramos Tagasuri ng Wika: Michael De la Cerna Mga Gumuhit ng Larawan: Roland Allan Nalazon at Sharlyn Sanclaria Naglayout: Ester Daso at Mickey C. Acorda Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Pambungad Edukasyong Pangkatawan Ang Patnubay ng Guro na ito ng Ikaapat na Baitang ng Edukasyong Pangkatawan ay nilalaan para sa inyong mga guro na magtuturo o mangangasiwa ng asignaturang ito. Ang patnubay na ito ay pinapaunlad upang makatulong sa pagsasakatuparan ang kurikulum ng Ikaapat na Baitang at makapaglaan ng sapat na competencies sa pagtuturo ng asignatura. Sa pamamagitan ng patnubay na ito tiyak na magiging panatag sa pagtugon ng mga ninanais na pamantayan o standards na siyang nakasaad sa kurikulum. Edukasyong Pangkalusugan Magandang Buhay mga Guro! Ang aklat na ito ay naglalayong makapag-ambag ng mahahalagang kaalaman, at kasanayan sa asignaturang Edukasyong Pangkalusugan para sa ikaapat na baitang, batay sa kasalukuyang balangkas ng kurikulum ng Kagawaran ng Edukasyon na nakapaloob sa kompetensiya ng K to 12 Health Curriculum Guide ng K to 12 Enhanced Basic Education Program. Ang pagkakaroon ng maayos at malusog na pangangatawan ay mai- tuturing na isang kayamanan kung kaya mahalagang maituro at maipaunawa sa bawat mag-aaral ang kahalagahan nang pagkakaroon ng wastong nutri- syon upang maging wasto, balanse, at ligtas sa mga sakit. Matiyak na may kaalaman ang bawat mag-aaral upang maiwasan ang mga posibleng sakit na makukuha sa mga hindi ligtas na pagkain. Gayundin, dapat maituro nang maayos ang tamang paggamit ng gamot at kung kailan nararapat na gamitin, upang hindi malagay sa kapahamakan ang kalusugan ng mga bata. Sa pabago-bagong panahon dahil sa tinatawag nating Global Warming na may malaking epekto sa ating klima, kinakailangang maihanda ang bawat mag-aaral sa kanilang murang edad, ang dapat gawin sa oras ng sakuna upa- ng mailigtas nila ang kanilang sarili at posibleng makapagligtas rin ng ibang buhay. Tungkulin ng guro na bigyang pansin ang mga mahahalagang puntos sa bawat aralin upang matulungan at magabayan ang mga mag-aaral tungo sa kanilang pagkatuto. iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

TALAAN NG MGA NILALAMAN Edukasyong PangkalusuganYUNIT I KAHALAGAHAN NG PAGBABASA NG FOOD LABEL Pahina Sustansiyang Sukat at Sapat.................................................. 98 Suriin ang Pagkain, Bago Kainin............................................104 Basahin Bago Kainin at Inumin...............................................106 Ating Alamin at Unawain.........................................................108 Pagkain Tiyaking Tama at Ligtas Bago Kainin..................................................................111 Pagkain ay Suriin upang Hindi Maging Sakitin.......................114Aralin 1DEPED COPYAralin 2Aralin 3Aralin 4Aralin 5Aralin 6 vi All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig CityK to 12 Curriculum Guide HEALTH (Grade 1 to Grade 10) December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONCEPTUAL FRAMEWORK The Kindergarten to Grade 12 (“K to 12”) Health curriculum aims to assist the Filipino learner in attaining, sustaining and promoting life-long health and wellness.The learning experience through the program provides opportunities for the development of health literacy competencies among students and to enhance their over-all well-being. Health Education from Kindergarten to Grade 10 focuses on the physical, mental, emotional, as well as the social, moral and spiritual dimensions of holistic health. Itenables the learners to acquire essential knowledge, attitudes, and skills that are necessary to promote good nutrition; to prevent and control diseases; to prevent substancemisuse and abuse; to reduce health-related risk behaviors; to prevent and control injuries with the end-view of maintaining and improving personal, family, community, aswell as global health. Health Education emphasizes the development of positive heath attitudes and relevant skills in order to achieve a good quality of living. Thus, the focus on skillsdevelopment is explicitly demonstrated in the primary grade levels. Meanwhile, a comprehensive body of knowledge is provided in the upper year levels to serve as afoundation in developing desirable health attitudes, habits and practices. In order to facilitate the development of health literacy competencies, the teacher is highly encouraged to use developmentally-appropriate learner-centered teachingapproaches. This includes scaffolding on student experience and prior learning; utilizing culture-responsive scenarios and materials; incorporating arts, and music in impartinghealth messages; engaging learners in meaningful games and cooperative learning activities; and using life skills and value-based strategies particularly in discussingsensitive topics such as substance abuse and sexuality. The teacher is also advised to use differentiated instruction in order to cater to the learners’ various needs andabilities.DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 2 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM Conceptual Framework of Health Education HolisticDEPED COPY Values-based Preventive Growth and Development Community and Personal Health Environmental HealthHealth and Consumer Achieve, Nutrition Learner-Life Skills- Health Sustain and centered Substance Use based Injury Promote and Abuse Prevention and Lifelong Wellness Safety Culture- Disease Family Health Rights-basedresponsive Prevention and Conrtol Standards and Epidemiological Outcomes-basedK to 12 Health Curriculum Guide December 2013 Page 3 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMHEALTH CONTENT AREASInjury Prevention, Safety and First Aid: Discusses the causes, costs, and prevention of accidents and injuries while performing various activities at home, in school or inthe community. Prevention can be done through the promotion of safe environments, the development of safety programs, procedures and services, which includes first aideducation and disaster preparedness programs.Community and Environmental Health: Situates the learner as an integral part of the community and the environment, with a great responsibility of protecting theenvironment, with the support of individual and community actions and legislation promoting a standard of health, hygiene and safety in food and water supply, wastemanagement, pollution control, pest control, as well as the delivery of primary health care.Consumer Health: Focuses on the application of consumer knowledge and skills in the effective evaluation, selection and use of health information, products, and services.Family Health: Covers information on the human life cycle and also on family dynamics that influence an individual’s development of ideals, values and standards ofbehavior with regard to sexuality and responsible parenthood.Growth and Development: Emphasizes developmental milestones and health concerns during puberty and adolescence with focus on personal health and thedevelopment of self-management skills to cope with life’s changes.Nutrition: Addresses the importance of eating healthy and establishing good eating habits especially for children and adolescents as a way to enhance health and preventdiseases.Personal Health: Comprises personal health habits and practices that promote physical, mental, social, emotional, and moral-spiritual health and prevent or managepersonal health issues and concerns.Prevention and Control of Diseases and Disorders: Involves the prevention and control of both communicable and non-communicable diseases and disorders throughthe development of health habits and practices and the adoption of health programs supported by legislation with provisions on school and community health services.Substance Use and Abuse: Highlights the prevention and control of the use, misuse, and abuse of substances and drugs by providing comprehensive information on thenature of abused substances, the negative impact of substance abuse on the individual, family and society in general; and the importance of learning and using resistanceskills to protect oneself from drug risk-taking behaviors. DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 4 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCHARACTERISTICS OF THE HEALTH CURRICULUMCulture-responsive: Uses the cultural knowledge, prior experiences, and performance styles of the diverse student body to make learning more appropriate and effectivefor them (Gay, 2000).Epidemiological: Relates to the incidence, prevalence and distribution of diseases in populations, including detection of the sources and causes of epidemics.Health and Life skills-based: Applies life skills to specific health choices and behaviors.Holistic: Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social,emotional, moral and spiritual).Learner-centered: Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learning.Preventive: Characterizes something that helps people take positive health action in order to prevent diseases and to achieve optimum health.Rights-based: Advances the understanding and recognition of human rights, as laid down in the Universal Declaration of Human Rights and other international humanrights instruments.Standards and outcomes-based: Requires students to demonstrate that they have learned the academic standards set on specific content and competencies.Values-based: Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of goodeducational practice.DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 5 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMKey Stage Standards K–3 DEPED COPY 4–6 7 – 10The learner demonstrates an understanding and The learner demonstrates an understanding of The learner demonstrates an understanding of key healthobservance of healthy habits and practices in how changes, which are part of growth and concepts related to the achievement, sustainability andachieving wellness. development, impact health practices that help promotion of wellness as it improves the quality of life of achieve and sustain optimum health and well- the individual, the family and the larger community. being.K to 12 Health Curriculum Guide December 2013 Page 6 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Grade Level Standards K to 12 BASIC EDUCATION CURRICULUM GRADE LEVEL Grade 1 STANDARDS Grade 2 The learner demonstrates an understanding of the essential concepts related to nutrition and personal health as well as knowledge in injury- Grade 3 prevention, safety and first aid, as factors in facilitating the development of healthy habits and practices among individuals. The learner demonstrates an understanding of personal health; family health; the prevention and control of diseases and disorders; as well as Grade 4 injury prevention, safety and first aid, which are factors that facilitate the development of healthy habits and practices. Grade 5 Grade 6 The learner demonstrates an understanding and knowledge in the following: nutrition; prevention and control of diseases and disorders; Grade 7 consumer health; and community and environmental health—factors which help in facilitating the development of healthy habits and practices. Grade 8 Grade 9 The learner demonstrates an understanding of nutrition; prevention and control of diseases and disorders; substance use and abuse; and Grade 10 injury prevention, safety and first aid, leading to the achievement of optimum health and well-being. The learner demonstrates an understanding of the nature of personal health; growth and development; substance use and abuse; and community and environmental health, which helps to achieve optimum health and well-being. The learner demonstrates an understanding of personal health, prevention and control of diseases and disorders; consumer health; and injury prevention, safety and first aid to achieve optimum health and well-being. The learner demonstrates an understanding of growth and development; nutrition; personal health and injury prevention, safety and first aid to achieve, sustain, and promote personal health and wellness. The learner demonstrates understanding of family health and prevention and control of diseases and disorders (communicable and non- communicable to achieve, sustain, and promote family health and wellness. The learner demonstrates understanding of community and environmental health; injury prevention, safety and first aid); and prevention of substance use and abuse to achieve, sustain, and promote community health and wellness The learner demonstrates understanding of consumer health; national and global health trends, issues and concerns (); the development of a health plan and exploration of careers in health to achieve, sustain, and promote health and wellness. DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 7 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMHealth Content Matrix for Grades 1 to 10Grading Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Period First Nutrition Personal DEPED COPYNutritionNutrition Personal Personal Growth and Family Health I Community ConsumerQuarter Health/ Health Health Development and Health Nutrition Environmental HealthSecond Personal Personal Personal Prevention and Personal Prevention and Nutrition Family Health Injury Health Trends,Quarter Health Health Health Control of Health/ Growth Control of II Prevention, Issues and Diseases & & Development Diseases & Safety and Concerns Prevention and Prevention and Disorders Disorders (National Control of Control of First Aid Level) Diseases & Diseases & (Unintentional Disorders Disorders Injuries) Third Personal Family Health Consumer Substance Use Substance Use Consumer Personal Prevention and Substance Use Health Trends,Quarter Health Health and Abuse and Abuse Health/ Health Control of and Abuse Issues and (Drug Concerns Environmental Diseases and scenario) Health Disorders (Global Level) (Communicable)Fourth Injury Injury Injury Injury Injury Injury Injury Prevention and Substance Use Planning for aQuarter Prevention, Prevention, Prevention, Prevention, Prevention, Prevention, Prevention, Control of and Abuse Health Career Safety and Safety and Safety & First Safety & First Safety & First Safety & First Safety and (Gateway Aid/Community Diseases and drugs) First Aid First Aid Aid Aid Aid/ First Aid Disorders (Non- /Community & and (Intentional Communicable) Environmental Environmental Consumer Health Injuries) Health HealthK to 12 Health Curriculum Guide December 2013 Page 8 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 1CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1N-Ia-b-1 MATERIALSGrade 1 - NUTRITION – 1ST QUARTER (H1N) The learner… The learner… Page 9 of 66A. Healthful and less healthful The learner… 1. distinguishes healthful from less foods practices healthful eating healthful foods habits daily1. Water and milk vs. soft understands the DEPED COPY importance of good drinks eating habits and behavior2. Fruits and vegetables vs. sweets, salty andprocessed foodB. Consequences of eating less 2. tells the consequences of eating H1N-Ic-d-2 healthful food less healthful foodsC. Good eating habits 3. practices good decision-making H1N-Ie-f-3 skill in food choices H1N-Ig-j-4 1. Eat regular meals. 2. Eat a healthful 4. practices good eating habits that can help one become healthy breakfast daily. 3. Chew food thoroughly.Grade 1 – PERSONAL HEALTH – 2ND QUARTER (H1PH)A. Health habits and hygiene The learner… The learner… 1. identifies proper behavior during H1PH-IIa-b-1 practices good health mealtime H1PH-IIc-d-2 1. Proper behavior during demonstrates habits and hygiene daily understanding of the 2. demonstrates proper hand H1PH-IIe-3 mealtime. proper ways of taking washing care of one’s health 2. Proper hand washing 3. realizes the importance of 2.1 before and after washing hands eating 4. practices habits of keeping the body clean & healthy2.2 after using the toilet H1PH-IIf-i-42.3 when the hands getdirty3. Washing the feet when 5. realizes the importance of H1PH-IIj-5 practicing good health habits dirty, before going to bed, and after wading in flood waters4. Taking a bath every day5. Wiping hands and faceK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS H1FH-IIIa-1 Page 10 of 66with a clean H1FH-IIIb-2 H1FH-IIIc-3handkerchief H1FH-IIIde-4 H1FH-IIIfg-56. Covering cough and sneeze with cleanhandkerchief or tissue DEPED COPYpaper when coughingor sneezing7. Coughing or sneezing into the crook of theelbow rather than thehand8. Wearing clean clothes appropriate to theactivity9. Having enough rest and sleep10. Maintaining good posture11. Engaging in physical activityGrade 1 – FAMILY HEALTH – 3RD QUARTER (H1FH)A. Characteristics of a The learner… The learner… The learner…healthful home environment understands the consistently demonstrates 1. describes the characteristics of a1. Clean water importance of keeping healthful practices for 2. healthful home environment the home environment a healthful home2. Clean indoor air environment. discusses the effect of clean water on one’s health healthful. 3. discusses how to keep water at home clean 4. practices water conservation 5. explains the effect of indoor air on one’s healthK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1FH-IIIfg-6 MATERIALS Page 11 of 66 6. identifies sources of indoor air pollution 7. practices ways to keep indoor air clean H1FH-IIIfg-7 DEPED COPYB. Ways to keep the healthful 8. explains the effect of a homehome environment environment to the health of the H1FH-IIIhi-8 people living in it 9. describes ways on how family H1FH-IIIhi-9 members can share household chores in keeping a healthful home environment 10. demonstrates how to keep the H1FH-IIIj-10 home environment healthfulGrade 1 – INJURY PREVENTION, SAFETY AND FIRST AID – 4th QUARTER (H1IS)A. Knowing personal The learner… The learner… The learner…information demonstrates appropriatelyand ways to ask for help understanding of safe demonstrates safety 1. identifies situations when it is and responsible behavior behaviors in daily H1IS-IVa-1 appropriate to ask for assistance H1IS-IVb-2 from strangers to lessen risk and prevent activities to prevent injuries in day-to-day injuries 2. gives personal information, such as living name and address to appropriate persons 3. identifies appropriate persons to H1IS-IVc-3 ask for assistance 4. demonstrates ways to ask for help H1IS-IVc-4B. Preventing childhood 5. follows rules at home and in H1IS-IVd-5 Injuries school.K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H1IS-IVe-6 MATERIALS1. Safety rules at home H1IS-IVf-72. Safety rules in school, 6. follows rules during fire and other H1IS-IVg-8 disaster drills H1IS-IVh-9 including fire and other H1IS-IVi-10 disaster drills 7. observes safety rules with stray or H1IS-IVj-113. Safety with animals strange animals DEPED COPY 8. describes what may happen if safety rules are not followedC. Ways by which people are 9. describes ways people can be intentionally intentionally helpful or harmful to one another helpful or harmful 1. Good touch and bad 10. distinguishes between good and touch bad touch 2. Protection against violent or unwanted 11. practices ways to protect oneself behaviors of others against violent or unwanted behaviors of othersK to 12 Health Curriculum Guide December 2013 Page 12 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 2CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS 1. states that children have the right H2N-Ia-5Grade 2- NUTRITION – 1ST QUARTER (H2N) The learner… to nutrition(Right of the child to nutrition Article 24 of the UN H2N-Ib-6A. Healthy Food and the Body The learner… 1. demonstrates good Rights of the Child) H2N-Icd-7 decision-making H2N-Ie-81. Provides energy DEPED COPY skills in choosing 2. discusses the importance of eating H2N-Ifh-91.1 Carbohydrates and understands the food to eat to have a a balanced meal H2N-Iij-10 balanced diet.Fats importance of eating a 3. discusses the important functions2. Promotes growth and balanced diet. 2. consistently practices of food good health habitsbody-building and hygiene for the 4. describes what constitutes a sense organs balanced diet2.1 Protein3. Regulates body functions 5. considers Food Pyramid and Food Plate in making food choices3.1 Vitamins and MineralsB. Guide in Eating Balanced diet 1. Food Pyramid for Filipino children (7-12 years old) 2. Food Plate for Filipino children (7-12 years old) 6. displays good decision-making skills in choosing the right kinds of food to eatK to 12 Health Curriculum Guide December 2013 Page 13 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H2PH-IIa-e-6 MATERIALS Page 14 of 66Grade 2 – PERSONAL HEALTH – 2ND QUARTER (H2PH) H2PH-IIfh-7A. Health Habits and hygiene The learner… The learner… The learner…1. Care of the eyes, ears, consistently practices good 1. describes ways of caring fornose demonstrates health habits and hygiene the eyes, ears, nose, hair for the sense organs and skin in order to avoid1.1 Pediculosis (lice understanding of the common childhood health conditions 2. describes ways of caring for the mouth/teethinfestation) proper ways of taking careDEPED COPY1.2 Scabies of the sense organs1.3 Sore eyes1.4 Excessive orhardened ear was(impacted cerumen)2. Care for the mouth/teeth2.1 Proper tooth brushingand flossing at leasttwice a day andalways beforesleeping2.2 Going to the dentisttwice a year fordental checkupB. Development of self- 3. displays self-management H2PH-IIij-8 management skills skills in caring for the sense organsGrade 2 – FAMILY HEALTH – 3RD QUARTER (H2FH)A. Healthy Family Habits and The learner… The learner… The learner…Practices consistently adopts 1. describes healthy habits of the1. Sharing responsibilities demonstrates healthy family family H2FH-IIIab-in keeping the house The learner… 11 understanding of healthy 2. demonstrates good family healthclean habits and practices H2FH-IIIcd-2. Preparing and eating family habits and 12 practiceshealthy foods together3. Exercising regularly as afamily4. Doing recreationalactivities togetherK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H2FH-IIIef-13 MATERIALSB. Positive Expressions of H2FH-IIIgh- Page 15 of 66 Feelings The learner... The learner... 3. explains the benefits of healthy expressions of feelings 14 demonstrates an demonstrates positive H2FH-IIIij-15 understanding of expression of feelings 4. expresses positive feelings in managing one’s feelings toward family members appropriate ways and respecting and ways of coping with differences negative feelings 5. demonstrates positive ways of expressing negative feelings, such as anger, fear, or disappointment DEPED COPY 6. displays respect for the feelings of H2FH-IIIj-16 othersGrade 2 – INJURY PREVENTION, SAFETY AND FIRST AID - 4TH QUARTER (H2IS)A. Safety Rights and The learner… The learner… The learner…Responsibilities demonstrates an demonstrates consistency 1. discusses one’s right and H2IS-IVa-12 understanding of rules to in following safety rules responsibilities for safety ensure safety at home at home and in school. and in school.B. Home Safety 2. identifies hazardous areas at home H2IS-IVbc-13 1. Hazards at home 2. Safety Rules 3. identifies hazardous household H2IS-IVde-14 2.1. Walk cautiously products that are harmful if H2IS-IVf-15 especially when ingested, or inhaled, and if using the stairs touched especially electrical 2.2. Be aware of rough appliances edges around the 4. recognizes warning labels that house identify harmful things and 2.3. Be extra careful substances when using the bathroom to avoid falls 2.4. Do not play withK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS Page 16 of 66 matches, knives, 5. explains rules for the safe use of H2IS-IVg-16 pointed materials, household chemicals electrical equipment and household DEPED COPY 6. follows rules for home safety H2IS-IVh-17 chemicals) 2.5. Never touch a hot 7. identifies safe and unsafe H2IS-IVi-18 oven/cooking practices and conditions in the material schoolC. School Safety 8. practices safety rules during H2IS-IVj-19 school activities 1. Hazards in the school 2. Safety Rules 2.1. Always wear your school identification card 2.2. Observe proper behavior in the corridor and when using the stairs (no pushing/shoving) 2.3. Report observed hazards such as damaged equipment, slippery floor, or dangerous material to the teacher or school personnel 2.4. Observe playground safety rules (do not climb or jump on high bars; avoid harmful physical contacts with others; report improper behavior to teachers or school personnel)K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 3CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner… H3N-Iab-11Grade 3 – NUTRITION – 1ST QUARTER (H3N) The learner… H3N-Iab-12 Page 17 of 66 1. describes a healthy person H3N-Icd-13A. Good Nutrition and Health The learner… consistently H3N-Ief-14 demonstrates good 2. explains the concept of1. Concept of Malnutrition decision-making skills in malnutrition H3N-Ief-15 making food choices H3N-Igh-162. Forms of demonstratesDEPED COPY 3. identifies nutritional problems H3N-Ii-17 H3N-Ij-18malnutrition(undernutrition understanding of the 4. describes the characteristics, importance of nutritional H3N-Ij-19and overnutrition) signs and symptoms, effect of2.1. Protein-Energy Malnutrition guidelines and balanced the various forms of diet in good nutrition malnutrition(PEM) 5. discusses ways of preventing2.2. Micronutriental Deficiencies and health the various forms of malnutrition2.2.1. Vitamin A – NightBlindness2.2.2. Vitamin B – Beri-beri2.2.3. Vitamin C – Scurvy2.2.4. Votamin D – Rickets2.2.5. Iron – Anemia2.2.6. Iodine – Goiter2.2.7. Calcium – Rickets/Osteoperosis2.3. Overweight and obesityB. Nutritional Guidelines for Filipinos 6. identifies the nutritional (with emphasis on items with *) guidelines for Filipino 1. Eat variety of foods every day to get the nutrients needed 7. discusses the different by the body* nutritional guidelines 2. Breastfeed infants exclusively from birth up to 6 months 8. realizes the importance of following nutritional guidelines then give appropriate complementary foods while 9. describes ways of maintaining continuing breastfeeding for 2 years and beyond for healthy lifestyle optimum growth and development 3. Eat more vegetables, andK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H3N-Ij-20 MATERIALS fruits everyday to get the H3N-Ij-21 essential vitamins, minerals 10. evaluates one’s lifestyle and fiber for regulation of body processes* 11. adopts habits for a healthier lifestyle4. Consume fish, lean meat, DEPED COPY poultry, egg, dried beans or nuts daily for growth and repair of body tissues*5. Consume milk, milk products and other calcium-rich foods, such as small fish and shellfish everyday for healthy bones and teeth*6. Consume safe foods and water to prevent diarrhea and other food and water-borne diseases*7. Use iodized salt to prevent Iodine Deficiency Disorders8. Limit intake of salty, fried, fatty and sugar-rich foods to prevent cardiovascular diseases*9. Attain normal body weight through proper diet and moderate physical activity to maintain good health and help prevent obesity.10. Be physically active, make healthy food choices, manage stress, avoid alcoholic beverages and do not smoke to help prevent lifestyle- related non-communicable diseases.*K to 12 Health Curriculum Guide December 2013 Page 18 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSGrade 3 – PERSONAL HEALTH / PREVENTION AND CONTROL OF DISEASES AND DISORDERS - 2ND QUARTER (H3PH/DD)A. Concept of health and wellness The learner… The learner… The learner… demonstrates an consistently practices 1. describes a healthy and an H3PH-IIa-9 understanding of the healthy habits to prevent unhealthy person nature of and the and control diseases H3DD-IIbcd- prevention of diseases 2. identifies common childhood 1 diseasesB. Common Childhood Diseases DEPED COPY H3DD-IIbcd- 1. Common diseases 3. identifies risk factors for 2 diseases 2. General risk factors H3DD-IIbcd- 2.1. Heredity 4. discusses the different risk 3 2.2. Environment factors for diseases 2.3. Lifestyle 3. Effects 5. gives an example of health H3DD-IIbcd- condition under each risk factor 4 6. explains the effects of common H3DD-IIbcd- diseases 5C. Preventive Measures for Common 7. explains measures to prevent H3DD-IIefg- Childhood Diseases common diseases 6 1. Proper Hygiene 8. explains the importance of H3DD-IIh-7 proper hygiene and building up 2. Environmental Sanitation one's body resistance in the 3. Building up one’s body prevention of diseases resistance through healthy lifestyle 9. demonstrates good self- H3DD-IIij-8 3.1. Proper Nutrition management and good-decision making-skills to prevent 3.2. Adequate Rest and Sleep common diseases 3.3. Regular Physical Activities 4. Specific protection through immunization 5. Regular health and dental check-upK to 12 Health Curriculum Guide December 2013 Page 19 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H3CH-IIIab- Page 20 of 66Grade 3 - CONSUMER HEALTH – 3RD QUARTER (H3CH) 1A. Introduction to consumer The learner… The learner… The learner… H3CH-IIIab- 1. defines a consumer 2education and its components demonstrates demonstrates critical(health information, products and understanding of factors thinking skills as a wise 2. explain the components of H3CH-IIIbc-services) that affect the choice of consumer consumer health 3 DEPED COPY health information and 3. identify different factors that H3CH-IIIbc- influence the choice of 4 products goods and services H3CH-IIIde-B. Factors that influence the choice 4. discusses the different 5 of goods and services factors that influence choice 1. Personal (interest, of goods and services H3CH-IIIde- 6 preference) 5. describes the skills of a wise consumer 2. Economic (budget) 6. demonstrates consumer 3. Psychological (emotion) skills for given simple situations 4. Ethical (values) 5. Environmental/Social (family, peers, media, trends)C. Skills of a wise consumer 1. Budgeting 2. Bargaining (negotiation) 3. Data collection (collecting data or learning more about the product through literature, etc.) 4. Comparison buying 5. Communication and assertiveness (writing or reporting a complaint regarding a defective or fraudulent good/service)D. Consumer Rights 7. identifies basic consumer H3CH-IIIfg-7 1. Right to basic needs rights 2. Right to safety 3. Right to informationK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING4. Right to choose STANDARDS STANDARDS MATERIALS Page 21 of 665. Right to representation 8. practices basic consumer H3CH-IIIfg-86. Right to redress rights when buying7. Right to consumer education8. Right to a healthy DEPED COPY environmentE. Consumer Responsibility 9. identify consumer H3CH-IIIh- responsibilities 9 1. Critical awareness (ask 10. discusses consumer H3CH-IIIi- questions on the quality, use responsibilities 10 and prices of goods and services) 11. identifies reliable sources of H3CH-IIIj- health information 11 2. Action (assertiveness) 3. Social concern (awareness on the impact of consumption on other citizens) 4. Environmental awareness (understand environmental consequences of consumption) 5. Solidarity-(organize together as consumers to develop strength and influence to promote and protect interests)F. Sources of reliable health information 1. Government agencies such as Department of Health, Department of Education, Department of Trade and Industry 2. Health Professionals such as licensed doctor, dentist, nurse, health, educator 3. Printed materials such as health books, pamphlets,K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H3IS-IVab- Page 22 of 66brochures, and magazines 19produced by health H3IS-IVab-professionals or legitimate 20health institutions H3IS-IVcd-Grade 3 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER (H3IS) 21 DEPED COPYA. Road safety The learner… The learner… The learner… H3IS-IVcd- 1. explains road safety practices 221. Road safety practices as as a pedestrian H3IS-IVe-23pedestrian demonstrates demonstrates 2. demonstrates road safety1.1. Cross safely using the understanding of risks to consistency in following practices for pedestrianpedestrian lane (with an ensure road safety and in safety rules to road 3. explains basic road safetyaccompanying adult or the community. safety and in the practices as a passengercross in groups) community. 4. demonstrates road safety1.2. Follow road crossing practices as a passengerprocedure: Stop, Look 5. explains the meaning of traffic signals and road signsand Listen1.3. Obey traffic rules androad signs1.4. Walk facing traffic (bestchance to seeapproaching vehicles)1.5. Walk on the sidewalk1.6. Be aware of bikers andrunners while walking.2. Road safety as passenger2.1. Choosing a safe spot tosit on2.2. Using the designatedloading and unloadingzones2.3. Keep all body parts insidethe vehicle2.4. Line up properly whenentering boarding vehicleand allow exitingpassengers to get offfirst.K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H3IS-IVf-24 MATERIALS 2.5. Step down only from the Page 23 of 66 vehicle when it comes to 6. describes dangerous, a complete stop destructive, and disturbing road situations that need to be 2.6. Not running into the reported to authorities street DEPED COPY 7. displays self-management H3IS-IVg- 2.7. Do not distract the driver skills for road safety. 253. Road hazards and accident prevention 3.1. Road hazards such as open manhole, slippery surface, crowded sidewalk, uneven surface, poor lighting 3.2. Self-management skillsB. Community safety 8. identifies hazards in the H3IS-IVh-26 1. Hazards in the community community 1.1. Natural hazards(landslide, 9. follows safety rules to avoid H3IS-IVi-27 volcano, earthquake, accidents in the community typhoon, tsunami, etc.) 1.2. Human-caused hazards 10. recommends preventive action H3IS-IVj-28 (crime and violent acts) for a safe community 2. Safety guidelines 2.1. Participate in family/community disaster drills 2.2. Be vigilant (do not talk to strangers; do not invite a stranger to the house; do not accept anything from a stranger) 2.3. Report to a trusted adult or authority any suspicious looking person or suspicious actions 2.4. Use safe routes for walking in the communityK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS2.5. Know places/people to go when seeking help. DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 24 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 4CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4N-Ia-22 MATERIALS H4N-Ib-23Grade 4 – NUTRITION – 1ST QUARTER (H4N1) H4N-Icde-24 Page 25 of 66 H4N-Ifg-25A. Reading Food Labels The learner... The learner... The learner...1. Name and Description DEPED COPY1. understands the1. Understands the 1. identifies information provided on of Food importance of reading significance of reading the food label food labels in selecting and interpreting food2. Nutrition Facts label in selecting healthier 2. explains the importance of reading (nutrition information and safer food food labels in selecting and purchasing foods to eatpanel, ingredients list) healthier and safer food 2. practices daily appropriate food safety 3. demonstrates the ability to3. Advisory and Warning 2. understands the habits to prevent food- interpret the information provided importance of following borne disease in the food label Statements food safety principles in preventing common 4. analyzes the nutritional value of4. Directions for Use and food-borne diseases two or more food products by Storage comparing the information in their 3. understands the nature food labels5. Date Markings (Expiration Date and ‘best before’ date) and prevention of food borne diseasesB. Food Safety Principles 5. describes ways to keep food clean H4N-Ifg-26 1. Keep clean and safe H4N-Ihi-27 2. Wash hands properly before preparing and 6. discusses the importance of eating food keeping food clean and safe to 3. Separate raw from avoid disease cooked foods 4. Cook food thoroughly particularly chicken 5. Keep food at safe temperature 6. Use clean and safe water in washing foods and cooking/eating utensils 7. Protect food from fliesK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSand pests that cantransmit diseaseC. Food-borne Diseases DEPED COPY 7. identifies common food-borne H4N-Ij-26 1. Diarrhea diseases H4N-Ij-27 2. Typhoid Fever 3. Dysentery 8. describes general signs and 4. Cholera symptoms of food-borne diseases 5. Amoebiasis 6. Food poisoning 7. Hepatitis AGrade 4 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS – 2ND QUARTER (H4DD)A. Communicable diseases The learner… The learner… The learner… H4DD-IIa-7 1. Characteristics of 1. describes communicable diseases H4DD-IIb-9 Communicable Disease understands the nature consistently practices 2. Germs or Disease and prevention of personal and 2. identifies the various disease Agents(pathogen) common communicable environmental measures agents of communicable diseases 2.1. Bacteria diseases to prevent and control 2.2. Virus common communicable 2.3. Fungi diseases 2.4. Parasites 3. Elements of the Chain of 3. enumerates the different Infection elements in the chain of infection H4DD-IIcd-10 3.2. Disease Agent (pathogen) 4. describes how communicable H4DD-IIef-11 3.3. Reservoir diseases can be transmitted from one person to another. 3.4. Portal of Exit 3.5. Mode of Transmission 3.6. Portal of Entry 3.7. Susceptible Host 4. Transmission of Communicable diseases(routes for spread of infectiousK to 12 Health Curriculum Guide December 2013 Page 26 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSdiseases) Page 27 of 66 4.1 direct transmission DEPED COPY e.g. skin to skin 4.2 indirect transmission such as airborne e.g. common colds, influenza, tuberculosis vector borne e.g. malaria, dengue, rabies, leptospirosisB. Common Communicable 5. describes common communicable H4DD-IIgh-12 Diseases diseases 1. by Virus (dengue fever, 6. demonstrates ways to stay healthy H4DD-IIij-13 common colds, and prevent and control common influenza, chickenpox, communicable diseases measles, mumps) 2. by Bacteria ( boil, sty, tuberculosis) 3. by Fungi (ringworm,hletes foot, tineaflava“an-an”) 4. by Parasites 4.1 parasitic worm(roundworm, tapeworm, hookworm) 4.2 pediculosisC. Prevention and Control of Common Communicable Diseases (Breaking the Chain of Infection at respective points)K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4DD-IIij-14 MATERIALS1. Disease Agent (ex. Page 28 of 66 7. identifies ways to break the chain H4DDIIij-15 sterilization, of infection at respective disinfection)2. Reservoir (ex. DEPED COPY 8. practices personal habits and environmental environmental sanitation to sanitation) prevent and control common3. Portal of Exit (ex. communicable diseases cough etiquette)4. Mode of Transmission (ex. proper hygiene)5. Portal of Entry (ex. protective clothing)6. Susceptible Host (ex.vaccination, proper nutrition, enough sleep, regular exercise)Grade 4 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H4SU)A. Uses of Medicines The learner… The learner… The learner… 1. Describes uses of medicines1. Protection Practices the proper use2. Prevention Demonstrates 2. Differentiates prescription from non-prescription medicines H4S-IIIa-13. Cure understanding of the of medicines H4S-IIIb-2 proper use of medicines to prevent misuse andB. Types of Medicines1. Over-the-counter (non- harm to the bodyprescription)2. PrescriptionC. Medicine Misuse and Abuse 3. Describes ways on how medicines H4S-IIIcd-3 1. Self- Medication are misused and abused 2. Improper use (overdosage, excessive use) 3. Dependence 4. AddictionK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4S-IIIde-4 MATERIALSD. Potential Dangers Associated Page 29 of 66with Medicine Misuse and Abuse 4. describes the potential dangers associated with medicine misuse 1. Physical harm such as and abuse deafness due to DEPED COPY antibiotic misuse 2. Psychological harmE. Proper Use of Medicines 5. describes the proper use of H4S-IIIfg-5 1. Use under adult medicines supervision 2. Read and check labels 6. explains the importance of reading H4S-IIIij-6 3. Consult with physician drug information and labels, and 4. Follow instructions and other ways to ensure proper use of medical prescription medicines 5. Check expiration date 6. Observe proper storage 7. Buy from reliable sourceGrade 4 – INJURY PREVENTION, SAFETY AND FIRST AID – 4TH QUARTER(H1IS)A. Safety guidelines during The learner… The learner… The learner…disasters and otheremergency situations demonstrates practices safety measures 1. recognizes disasters or H4IS-IVa-28 H4IS-IVb-d-1. Typhoon understanding of safety during disasters and emergency situations2. Storm Surge guidelines during emergency situations. 293. Flood disasters, emergency and 2. demonstrates proper response4. Landslide other high-risk situations before, during, and after a5. Volcanic eruption disaster or an emergency6. Earthquake7. Tsunami situation 3. relates disaster preparedness and H4IS-IVe-30 proper response during emergency situations in preserving livesK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H4IS-IVfg-31 MATERIALSB. Safety guidelines for other situations or events that 4. describes appropriate safety H4IS-IVhij-32 may lead to injury or measures during special events H4IS-IVhij-33 emergency or situations that may put people 1. Firecrackers during at risk holidays especially New Year DEPED COPY 5. describes the dangers of engaging 2. Alcohol drinking and in risky behaviors such as use of rowdy crowds during firecrackers, guns, alcohol fiestas, parties, holidays drinking and other special events 6. advocates the use of alternatives to firecrackers and alcohol in celebrating special eventsK to 12 Health Curriculum Guide December 2013 Page 30 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 5 CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSGrade 5 – PERSONAL HEALTH – 1ST QUARTER (H5PH) The learner…A. Mental, Emotional and Social The learner… practices skills in The learner… managing mental,Health emotional and social health concerns1. Characteristics of a Healthy demonstratesDEPED COPY 1. describes a mentally, H5PH-Iab-10Person (mentally, emotionally understanding of mental emotionally and socially healthy emotional, and social personand socially)2. Ways to Develop and Nurture health concernsOne’s Mental Health 2. suggests ways to develop and3. Ways to Stay Emotionally maintain one’s mental and H5PH-Ic-11 emotional healthHealthyB. Healthy and Unhealthy 3. recognizes signs of healthy and H5PH-Id-12 relationships unhealthy relationships 1. Signs of Healthy Relationships 4. explains how healthy H5PH-Ie-13 relationships can positively (loving family, genuine impact health friendships) 5. discusses ways of managing H5PH-If-14 2. Importance of Healthy unhealthy relationships H5PH-Ig-15 Relationships in Maintaining 6. describes some mental, Health emotional and social health concerns 3. Signs of Unhealthy Relationships 4. Managing Unhealthy RelationshipsC. Mental,Emotional and Social Health Concerns (include ways on how these negatively impact one’s health and wellbeing) 1. Social anxietyK to 12 Health Curriculum Guide December 2013 Page 31 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5PH-Ih-16 MATERIALS2. Mood swings Page 32 of 663. Teasing 7. discusses the effects of mental,4. Bullying, including cyber emotional and social health concerns on one’s health and bullying wellbeing5. Harassment6. Emotional and physical abuse DEPED COPY7. Other stressful- situationsD. Preventing and Managing Mental, 8. demonstrates skills in H5PH-Ii-17 preventing or managing teasing, H5PH-Ij-18 Emotional and Social Health bullying, harassment or abuse Concerns H5GD-Iab-1 9. identifies appropriate resources H5GD-Iab-2 1. Practicing life skills and people who can help in dealing with mental, emotional (communication/assertiveness/ and social, health concerns. self-management/decision- making) 2. Finding Resources and Seeking HelpGrade 5 – GROWTH AND DEVELOPMENT/ PERSONAL HEALTH - 2ND QUARTER (H5GD/PH)A. Changes during Puberty The learner… The learner... The learner... 1. Physical Changes (secondary demonstrates demonstrates health 1. describes the physical, understanding of the practices for self-care sexualcharacteristicssuch as emotional and social changes hair growth, voice change, different changes, during puberty based on during puberty breast development, menstruation) health concerns and accurate and scientific management strategies information 2. Emotional and Social Changes 2. accepts changes as a normal during puberty The learner... part of growth and Understands basic Demonstrates respect development concepts regarding sex for the decisions that and gender people make with regards to gender identity and gender roles.K to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5GD-Icd-3 MATERIALSB. Puberty-related Health Myths and Page 33 of 66Misconceptions 3. describes common misconceptions related on 1. On Menstruation puberty 1.1. not taking a bath 1.2. not carrying heavy loads DEPED COPY 4. assesses the issues in terms of H5GD-Icd-4 1.3. avoiding sour and salty scientific basis and probable effects food on health 1.4. no physical activities 1.5. use of menarche for facial wash 2. On Nocturnal Emissions 2.1. not related to preoccupation with sexual thought 3. On Circumcision 3.1 at the appropriate maturational stageC. Puberty-related Health Issues and 5. describes the common health H5GD-Ief-5 issues and concerns during H5GD-Ief-6 Concerns puberty H5GD-Igh-7 1. Nutritional issues 6. accepts that most of these H5GD-Igh-8 2. Mood swings concerns are normal 3. Body odor consequence of bodily changes 4. Oral health concerns during puberty but one can 5. Pimples/Acne learn to manage them 6. Poor Posture 7. Menstruation-related Concerns 7. demonstrates empathy for persons undergoing these (Pre-menstrual Syndrome, concerns and problems Dysmenorrhea, and other abnormal conditions) 8. discusses the negative health impact and ways of preventing 8. Early and Unwanted major issues such as early and unwanted pregnancy Pregnancy 9. Sexual HarassmentK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5GD-Ii-9 MATERIALSD. Self -care and Management of Page 34 of 66Puberty-related Health Issues and 9. demonstrates ways to manage H5GD-Ii-10Concerns puberty-related health issues H5GD-Ii-11 and concerns 1. Self-management Skills/Responsibility for 10. practices proper self-care personal health(proper diet, procedures proper hygiene, oral care, care DEPED COPY during 11. discusses the importance of menstruation/circumcision, seeking the advice of breast self-examination) professionals/ trusted and reliable adults in managing 2. Seeking the Advice of puberty-related health issues Professionals/Trusted and and concerns Reliable AdultsE. Sex and Gender 12. differentiates sex from gender H5GD-Ij-121. Sex (male, female or intersex) 13. identifies factors that influence H5GD-Ij-132. Gender Identity (girl/woman, gender identity and gender H5GD-Ij-14 roles boy/man or transgender)3. Gender Roles (masculine, 14. discusses how family, media, religion, school and society in feminine, androgynous) general reinforce gender roles4. Factors that Influence Gender Identity and Gender Roles 15. gives examples of how male H5GD-Ij-15 and female gender roles are changingGrade 5 – SUBSTANCE USE AND ABUSE – 3RD QUARTER (H5SU)A. Nature of Gateway Drugs The learner… The learner… The learner…1. Caffeine (products with 1. explains the concept of gateway drugscaffeine include coffee, tea understands the nature demonstrates the ability H5SU-IIIa-7 and cola drinks) and effects of the use2. Tobacco and abuse of caffeine, to protect one’s healthK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING3. Alcohol STANDARDS STANDARDS H5SU-IIIb-8 MATERIALS tobacco and alcohol 2. identifies products with H5SU-IIIc-9 Page 35 of 66 by refusing to use or caffeine abuse gateway drugs. 3. discusses the nature of caffeine, nicotine and alcohol use and abuse DEPED COPYB. Effects of Gateway Drugs 4. describes the general effects of H5SU-IIIde- 10 1. Caffeine the use and abuse of caffeine, 2. Tobacco tobacco and alcohol 3. AlcoholC. Impact of the Use and Abuse of 5. analyzes how the use and H5SU-IIIfg- Gateway Drugs abuse of caffeine, tobacco and 11 alcohol can negatively impact 1. Individual the health of the individual, 2. Family the family and the community 3. CommunityD. Prevention and Control of Use 6. demonstrates life skills in H5SU-IIIh- keeping healthy through the 12 and Abuse of Gateway Drugs non-use of gateway drugs 1. Development of Life Skills 7. follows school policies and H5SU-IIIij- (resistance, decision-making, national laws related to the sale 13 communication, assertiveness) and use of tobacco and alcohol 2. Observance of Policies and Laws such as school policies and national law (RA 9211 or the Tobacco Regulation Act of 2003)Grade 5 – INJURY, SAFETY AND FIRST AID – 4TH QUARTER (H6PH)A. Nature and Objectives of The learner… The learner… The learner…First Aid demonstrates practices appropriate 1. explains the nature and H5IS-IVa-34 understanding of basic first aid principles and objectives of first aid1. prolong life first aid principles and procedures for common2. alleviate suffering/lessen pain procedures for common injuries3. prevent further injuryK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS H5IS-IVb-35 MATERIALSB. First aid principles 1. Ensure that it is safe to injuries 2. discusses basic first aid H5IS-IV-c-j- intervene principles 36 2. First aider’s safety first DEPED COPY 3. Conduct initial assessment 4. Take immediate action. First things first. 5. Get help.C. Basic First Aid for Common 3. demonstrates appropriate first aid for common injuries or Injuries and Conditions conditions 1. Wounds 2. Nosebleed 3. Insect bite 4. Animal bite 5. Burn and scald 6. Food poisoning 7. Fainting 8. Musculoskeletal injuries (sprain, strain, musclecramps, dislocation and fracture)K to 12 Health Curriculum Guide December 2013 Page 36 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 6CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGrade 6 – PERSONAL HEALTH – 1ST QUARTER (H6PH) The learner…A. Personal Health -Issues and The learner… practices self- The learner… management skills toConcerns prevent and control 1. describes personal health issues and H6PH-Iab-18 personal health issues concerns and concerns1. height and DemonstratesDEPED COPYweight(stunted growth, understanding ofunderweight, personal health issuesoverweight, obesity) and concerns and the2. hearing (impacted importance of healthcerumen, swimmer’s appraisal procedures andear, otitis media) community resources in3. vision preventing or managing4. (astigmatism, myopia, themhyperopia,xerophthalmia, strabismus)5. skin, hair andand nail6. (sunburn, dandruff,corns, blisters andcalluses, ingrowntoenails)7. posture and spinedisorders (scoliosis,lordosis, kyphosis)8. oral/dental problems(cavities, gingivitis,periodontitis,malocclusion, halitosis)K to 12 Health Curriculum Guide December 2013 Page 37 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6PH-Iab-19 MATERIALSB. Prevention and 2. demonstrates self-management H6PH-Ic-20Management of Personal skills H6PH-Id-f-21 H6PH-Id-f-22Health Issues and Concerns 3. discusses health appraisal H6PH-Igh-23 procedures during puberty1. Developing Self- H6PH-Igh-24 4. explains the importance of H6PH-Igh-25management Skills DEPED COPY undergoing health appraisal procedures(proper nutrition, proper 5. regularly undergoes healthhygiene, regular physicalactivity, enough rest and appraisal proceduressleep, good posture, oral 6. identifies community healthcare) resources and facilities that may be utilized to address a variety of2. Undergoing Health personal health issues andAppraisal Procedures concerns(height and weight 7. avails of health services in the school and in the communitymeasurement, breastself-examination forgirls, hearing test,vision screening,scoliosis test and healthand dentalexaminations)3. Utilizing School andCommunity HealthResources3.1. Medical Professionals /Practitioners (doctor,dentist, nurse)3.2. Health Facilities3.3. School Clinic3.4. Barangay HealthStation/Rural HealthUnit 8. promotes the use of health resources and facilities in the school and in the communityK to 12 Health Curriculum Guide December 2013 Page 38 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CMH-IIa-1 MATERIALS H6CMH-IIb-2Grade 6 – COMMUNITY HEALTH – 2ND QUARTER (H6CMH) H6CMH-IIc-d-A. Healthy School and The learner… The learner… The learner… 3Community Environments 1.describes healthy school and H6CMH-IIe-41. Characteristics understands the demonstrates practices community environments1.1. physical importance of keeping for building and 2. explains the effect of living in a environment (safe, the school and maintaining healthy healthful school and community clean, with good air community environments school and community and water quality, healthy. environments 3. demonstrates ways to build and aesthetically DEPED COPY keep school and community environments healthypleasing, withflexible spaces)1.2. psychosocialenvironment (warmatmosphere,healthyinterpersonalrelations, free fromabuse anddiscrimination)2. Ways of Building andMaintaining HealthySchool and CommunityEnvironmentsB. Keeping Homes, Schools and 4. identifies different wastes Communities Healthy through Proper Waste Management 1. Identification andK to 12 Health Curriculum Guide December 2013 Page 39 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNINGSeparation of Waste STANDARDS MATERIALS Page 40 of 66 1.1 Biodegradable 5. classifies different types of wastes H6CMH-IIe-5 1.1.1 paper DEPED COPY 1.1.2 kitchen waste 6. Describes proper ways of waste H6CMH-IIf-6 1.1.3 yard cuttings- disposal H6CMH-IIg-7 H6CMH-IIh-8 1.2 Non-biodegradable 7. identifies things that can be 1.2.1 plastics recycled in school and in the 1.2.2 styrofoam community 1.2.3 glass 1.2.4 cans 8. practices proper waste management at home, in school, 1.3 Hazardous waste and in the community 1.3.1 chemicals 1.3.2 used batteries 9. advocates environmental protection H6CMH-IIij-9 1.3.3 expired medicines through proper waste management2. Proper WasteManagement 2.1 Waste Reduction (reuse) 2.2 Waste Storage (separation of biodegradable from non- biodegradable, tight- fitting storage containers) 2.3 Waste Disposal (composting, recycling, proper disposal of hazardous waste)Grade 6 – ENVIRONMENTAL HEALTH – 3RD QUARTER (H6EH)A. Diseases and Disorders The learner… The learner… The learner…caused by Poor 1. describes diseases and disordersEnvironmental Sanitation demonstrates consistently practices caused by poor environmental H6EH-IIIa-11. Respiratory Diseases understanding of the ways to maintain a health implications of healthy environmentK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS2. Skin Diseases Page 41 of 663. Gastrointestinal poor environmental sanitation sanitation Diseases4. Neurological 2. explains how poor environmental sanitation can negatively impact Impairment (lead and the health of an individual mercury poisoning) DEPED COPY H6EH-IIIb-2B. Environmental Sanitation 3. discusses ways to keep water H6EH-IIIc-3 1. Clean water: access to and air clean and safe potable water, making water safer 4. explains the effect of a noisy H6EH-IIId-4 2. Clean air: prevention of environment air pollution, tobacco control, anti-smoke 5. suggests ways to control/manage H6EH-IIIe-5 belching drives noise pollution 3. Control of noise pollution Control of 6. practices ways to control/manage H6EH-IIIfg-6 pests and rodents noise pollution 7. explains the effect of pests and H6EH-IIIhi-7 rodents to ones health 8. identifies some common diseases H6EH-IIIhi-8 caused by pests and rodents 9. practice ways to prevent and H6EH-IIIj-9 control pests and rodentsGrade 6 – CONSUMER HEALTH – 4TH QUARTER (H6CH)A. Importance of Consumer The learner… The learner… The learner…Health1. Wise and informed understands the concepts Consistently 1. explains the importance of H6CH-IVa-13 decision in purchasing and principles of selecting demonstrates critical consumer healthK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS products or availing services and using consumer thinking skills in the health products. selection of health2. Protection from fraud products. and malpractice DEPED COPY3. Ability to differentiate valid health information from myths and misconceptionsB. Components of Consumer 2. enumerates the components of H6CH-IVbc-14 health consumer health 1. Health information ( sources include books, 3. describes the different components H6CH-IVcd-15 print ads, radio, of consumer health television , internet) 2. Health products (pharmaceutical, cleaning agents, food, personal care products) 3. Health services (health professionals, health units, health care plans and programs)C. Medicines as Health Products 4. differentiates over- the- counter H6CH-IVcd-16 : Types and Uses from prescription medicines 1. Over the Counter (such 4. gives example of over the counter H6CH-IVe-17 and prescription medicines H6CH-IVf-18 as antacid, analgesic, antipyretic, 5. explains the uses of some over antidiarrheal, laxative, and decongestant) the counter and prescription 2. Prescription (such as medicines antibiotic, antidepressant, and antihypertensive)K to 12 Health Curriculum Guide December 2013 Page 42 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CH-IVg-19 MATERIALSD. Evaluating Health Products 6. identifies the common H6CH-IVg-20 propaganda techniques used in 1. Ask questions (What is advertising H6CH-IVh-21 the motive of the ad? What is misleading 7. Identifies the common propaganda about the ad?) techniques used in advertising 2. Identify the propaganda 8. analyzes packaging and labels of health products techniques used DEPED COPY (testimonial, reward, bandwagon, scientific, novelty, humor, fear, plain folks, snob, glittering generality, slogan, false image, and others) 3. Read packaging and labelC. Use the modified DECIDE 9. practices good decision making H6CH-IVh-22 skills in the selection of health Model in the Selection and products. Purchase of Health Products D-etermine the essential product to purchase. E-xplore the alternatives. C-Consider the consequences of each option I- Identify the factors that you consider important D- Decide what to buy. E- Evaluate your decision.K to 12 Health Curriculum Guide December 2013 Page 43 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CH-IVij-23 MATERIALSD. Protection from Fraudulent 10. discusses ways to protect oneself Health Products from fraudulent health products 1. Awareness and DEPED COPY Vigilance 2. Know How and Where to Seek HelpK to 12 Health Curriculum Guide December 2013 Page 44 of 66 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

K to 12 BASIC EDUCATION CURRICULUM GRADE 7CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner…GRADE 7 - GROWTH AND DEVELOPMENT – 1st Quarter (H7GD) 1. discusses the concept of holistic The learner… The learner… healthA. Holistic health 2. explains the dimensions of holistic H7GD-Ia-12 OHSP in Health health (physical, mental/ 2010 SEC intellectual, emotional, social, and moral-spiritual); 3. analyzes the interplay among the health dimensions in developing holistic health; DEPED COPYdemonstrates appropriately manages understanding of holistic concerns and challenges health and its during adolescence to management of health achieve holistic health. OHSP in Health 2010 SEC concerns, the growth and H7GD-Ib-13 development of adolescents and how to OHSP in Health manage its challenges. 2010 SEC H7GD-Ib-14 4. practices health habits to achieve H7GD-Ic-15 OHSP in Health holistic health; 2010 SEC OHSP in HealthB. Stages of growth and 5. describes developmental milestones H7GD-Id-e-16 2010 SEC development as one grow OHSP in Health (infancy to old age) 2010 SEC OHSP in HealthC. Changes in the health 6. recognizes that changes in different 2010 SEC OHSP in Healthdimensions during health dimensions are normal H7GD-Id-e-17 2010 SECadolescence during adolescence; Page 45 of 66 7. describes changes in different aspects of growth that happen to H7GD-Id-e-18 boys and girls during adolescence; 8. recognizes that changes in different dimensions are normal during H7GD-If-h-19 adolescence’ 9. explains that the pattern of change during adolescence is similar but H7GD-If-h-20 the pace of growth and development is unique for each adolescent;D. Management of health 10. identifies health concerns duringconcerns during adolescence H7GD-Ii-j-21adolescenceK to 12 Health Curriculum Guide December 2013 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.