School: Grade Level: 10

Teacher: Learning Area: MAPEH (HEALTH)

DAILY LESSON LOG Teaching Dates and Wk 7 (4 Sessions) Sept 19 - 23, 2023 Quarter: First
In MAPEH-10 Time: (M,T,TH,F)8:30 - 9:30 / (M,W,TH,F)10:45 - 11:45

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES

A. Content
Standards: The learner understands the guidelines and criteria in the selection and evaluation of health information, products, and services

B. Performance
The learner demonstrates critical thinking and decision-making skills in the selection, evaluation and utilization of health information,
Standards:
products and services.
The learners……
C. Learning ● explains the guidelines and criteria in the selection and evaluation of health information, products and services; (H10CH-Ia-b-20)
Competencies/ ● discusses the various forms of health service providers and healthcare plans; (H10CH-Ia-b-21)
Objectives: ● selects health professionals, specialists and health care services wisely; (H10CHIc-22 )

II. CONTENT
A. Guidelines and Criteria in the Selection and Evaluation of: B. Health Service Providers ∙ health professionals ∙ health
∙ Health information ∙ Health products ∙ Health services facilities; ∙ health care plans and financing systems (PhilHealth,
Health Maintenance Organization, private health insurance)
III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages pp. 218-231

2. Learner’s pp.198-202 pp.204-209 pp.204-209

 Materials Pages

3. Textbook Pages

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing Group Activity: present an Group Activity: Differentiate the Group Activity: Ask the students to answer
previous lesson advertisement following terms listed below and Go to your group. Ask each the activity from learner’s
or presenting write your answers on a manila groupmate to share their significant materials page 205.
∙ Ask the students to form a paper then explain it in front of learnings. After, answer the following
the new lesson
circle. the class. ∙ Health products activity tell the student to
(ELICIT) ∙ Instruct the students to ∙ Health services Let them write their response in a describe the different
create a factual commercial ∙ Health information manila paper and share it in front of profession that was depicted
or advertisement about the class. from the module. (10 min)
different health products. (15 (20 Min)
min) (15 min)
B. Establishing a Let the learners will present Watch the following video clips about
purpose for the their activity and the teacher Please see attached video clips or
lesson will write down important browse the following
message/ information on the
(ENGAGE)
board and ask the learners to ∙[Link]
answer the following =km5M8TlXIaQ
questions: ∙[Link]
=csJFoMeXTrE
∙ What is the important
information of each Post the following questions before
commercial/advertisement the video clips will be presented then
that each group presented ∙ let the student answer it.
How was the information on ∙ What are the different health service
each commercial/ providers in the Philippines?
advertisement used in ∙ How does these health service?
promoting the products? Providers’ health Filipinos?
∙ Why is it important to (20 min)
understand the information on
 the label of each product
before buying it? (10 min)
C. Presenting The teacher will present video ∙ Write the students’ responses on the
examples/ clips about the different board then ask the learners to go to
instances of the consumers and how to be a their group s and form a circle. Then
wise consumer on using tell them to make a short skit about a
new lesson
health information, products certain health facility that renders
(EXPLORE) and services health services.
∙ Give them a challenge that if they
were the head of that certain health
services provider, what would they
change in their offices to improve their
services. This will be done through a
short skit.

5 mins
D. Discussing new Teacher will lead discussion Teacher will lead discussion about
concepts and about Health information, health service providers.
practicing new products and services.
Please see pp. 206-209 (20 min)
skills #1
See pp.204-207 (20 mins
E. Discussing new
concepts and
practicing new
skills #2

F. Developing The teacher will ask the Group Activity:

mastery (leads following questions: Go to your group, share your
to formative insights about the following
∙ What is the importance of questions:
assessment)
classifying health information, ∙ What profession would be
(EXPLAIN) health products, and health useful in your community?
services? ∙ What are the benefits of
∙ How do these Health the health care facilities
information, products, and which are available in your
services use different appeal community?
techniques to lure customers? Then share it in the class (15
∙ Why it is important that mins)
students like should be aware
of the appeal techniques to lure
customers in knowing/
classifying the different health
information, health products,
and health services.
 (5 mins)
G. Finding practical Ask the student to list at least 5 Answer the following
application of health products/health services questions:
concepts and which gives health information ∙ What other benefits that
whether this information is one can get if your
skills in daily
Reliable or Unreliable. Write it community have a health
living on the table. Please see service provider?
attachment for guide. (5 min) ∙ Can you think of
disadvantages if your
community have no health
professionals nor health care
facilities? (5 min)
H. Making The teacher should draw or ∙ What are the different
generalizations present a blank web diagram health service providers? ∙
and abstractness and ask the learners to fill it with Why do we need to have
different products that used health care facilities?
to the lesson
unreliable and reliable sources. ∙ Who are the health
(ELABORATE) Then ask why it is reliable or professionals that are
unreliable commonly needed in a
community? (5 min)
I. Evaluating Group Activity: Poster Making:
learning ∙ Cut 5 examples of an ∙ Ask the students to
(EVALUATION) advertisement on a particular choose one health
health product or products from profession that was
magazine or newspaper. Paste presented from the previous
it on your groups’ manila paper. video.
tell the appeal technique used. ∙ Then tell them to illustrate
Decide whether to use it or not themselves as a health
use the product. professional.
∙ Ask 2 key person s from the ∙ After making the poster,
group about the advertisement ask each student to explain
they collected. Let the reporter and discuss why did they
differentiate reliable from choose that profession. (25
unreliable sources and explain min)
the guidelines or the criteria in
evaluating health services and
products based on its health
information. Fill the table below
with the needed information.
∙ Students will present their
answer s in front of the class
and explain why these product
s are either unreliable or
reliable. Please see attachment
for the sample table.
 J. Additional Write an essay about the proper Write an essay about the
activities for use of health information for importance of health
application and health products and services. profession and health care
facilities.
remediation
(EXTEND)

V. REMARKS

VI. REFLECTION

A. Number of learners who

earned 80% in the
evaluation: _________

B. Number of learners who

scored below 80% who
needs additional
activities for remediation:
_________

C. Did the remedial lesson

work? No. of learners
who have caught up with
the lesson: __________

D. Number of learners who

continue to require
remediation: __________

E. Which of my teaching
strategy/ies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Reviewed: Noted: