HEALTH CURRICULUM

EVELINA MACLANG-VICENCIO Dean, College of Education University of the East

The Team

MODULE & TEACHING GUIDE WRITERS GRADE 1

Prof. Josefina Era-de Guzman Mrs. Jennifer Quinto Mrs. Flormay Manalo Ms. Rhodora Formento Dr. Ma. Lourdes Pacaldo Dr. Teodora Conde Mrs. Lualhati Callo Mr. Mark Kenneth Camiling

UE DepEd UE UPIS UE DepEd PSHS UP

LANGUAGE EDITORS
Dr. Milagros Arias Prof. Cynthia Diaz Prof. Bernadette Santos Dr. Ma. Lourdes Tayao Dr. Josefina Tuazon UE UE UE UE UP

CONSULTANT

Convenor
Dr. Evelina Maclang-Vicencio UE

BASIC INFORMATION
Learning Area: Health Education (MAPEH) Time Allotment:
Grade 1 Grades 2-4 Grades 5-6 Grades 7-10 40/30 mins./week 30 mins. 40 mins. 60 mins.

BASIC INFORMATION
Language of Instruction Grades 1-3 Mother Tongue Grades 4-5 Filipino Grades 6-10 English

A Basis of the Curriculum: SCHOOL HEALTH DATA

97% have dental caries 67% suffer from parasitism 40% pediculosis (kuto) 15% are undernourished 3% are overweight Iron deficiency anemia Hearing and visual impairment (Impacted cerumen) Upper Respiratory Infection National situation among areas: road safety, drugs

Comparative Life Span and Time Allotment in Minutes per Week for Subjects in Grades 1-6 in Four Asian Countries (SEAMEO-INNOTECH. 2011)
Philippines Life Expectancy at Birth (2005) 71 Singapore 80 Malaysia 74 Brunei Darussalam 77

SUBJECTS Mother Tongue/ National Language English Science Mathematics Social Studies MAPEH Character Education/ Islamic & Moral Education

1,950

1,800

1,980

1,620

2,250 1,100 1,950 1,500 500 750

2,400 540 1,740 360 1,500 1,800

1,890 360 1,080 180 1,080 1,080

1,620 810 1,620 270 900 810

EPP, Design & Technology/ ICT

600

180

180

Content Areas in Health Education

Growth and Development Developmental milestones in childhood and adolescence Personal health Development of selfmanagement skills

Content Areas in Health Education

Personal Health (*} Development and practice of behaviors promoting physical, mental, social, emotional, and spiritual health Prevention and management of personal health problems

Content Areas in Health Education

Nutrition (*)
Recognition of the nutrients children and adolescents need Analysis of quality and quantity of food intake Development of proper eating habits to meet physiological, psychological and social needs, Diseases and disorders that arise from improper eating habits

Content Areas in Health Education

Substance Use and Abuse Their identification Causes Effects on the person, the family, society and the nation Prevention and control

Content Areas in Health Education

Family Health Human life cycle related to personal interactions within the family
nurtures the individual provides a home environment
Enhances growth as a person Improves development of ideals, values and standards of behavior regarding sexuality and responsible parenthood

Content Areas in Health Education

Prevention and control of diseases and disorders Prevention and control of communicable and non-communicable diseases and disorders, through
Development of health habits and practices Health programs supported by legislation Provision of health services in the school and in the community

Content Areas in Health Education

Injury Prevention, Safety and First Aid (*) Causes, effects, and prevention of accidents and injuries Promotion of safe environments
safety programs procedures and services first aid education

Content Areas in Health Education

Consumer Health

Application of consumer skills in the wise evaluation, selection and use of health information, products, and services

Content Areas in Health Education

Community and Environmental Health Situates the learner as an integral part of his/her community and the environment, with responsibility to
help protect the environment to promote a standard of health, hygiene and safety in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health care.

Content Areas of Grade 1

1st Quarter: Nutrition 2nd Quarter: Personal Health 3rd Quarter: Personal health 4th Quarter: Injury Prevention, Safety & First Aid

Characteristics of Health Education

Holistic

Analyzes interrelationship among: Factors that influence health status Areas of health Dimensions of health

Characteristics of Health Education

Epidemiological
Studies incidence, prevalence, cause, and source of epidemics

Preventive
Helps people take positive action on their health & lifestyle to prevent disease & achieve optimum health

Characteristics of Health Education

Learner-centered

Focuses on students needs, abilities, interests and learning styles with teacher as facilitator of learning

Characteristics of Health Education

Values-based Promotes valuing self and others and recognizes the worth and integrity of all involved in the life and work of the school, fostering positive relationships

Characteristics of Health Education

Culture-responsive Uses cultural knowledge, prior experiences, and performance styles of diverse learners to make learning more appropriate and effective for them

Characteristics of Health Education

Rights-BasedRecognizes the Rights of the Child to
Life Survival and development Education Health care Protection from violence, injury, abuse Nutrition Shelter, etc.

Characteristics of Health Education

Standards-Based & Outcomes-based: Requires students to demonstrate that they have learned academic standards set on skills and content: what students need to know, understand, and be able to do. Health Learning Area Standard:
The learner demonstrates understanding of key concepts of health in achieving, promoting and sustaining wellness for quality life

Key Stage Standard: K to 3 The learner demonstrates understanding and observance of healthy practices to achieve wellness. Grade Level Standard for Grade 1 The learner demonstrates understanding of essential concepts related to nutrition, personal health, and safety to enhance health and wellbeing.

Characteristics of Health Education

Skills-based: Applies life skills to specific health choices and behaviors WHO Health Skills, including Life skills
Communication and Interpersonal Skills
Interpersonal communication skills Negotiation/refusal skills Empathy-building skills Cooperation and teamwork Advocacy

 Decision-Making and Critical Thinking Skills

Decision-making/problem solving skills Critical thinking skills

Coping & Self-Management Skills

Skills for increasing personal confidence & abilities to assume control, take responsibility, make a difference, or bring about change Skills for managing feelings Skills for managing stress

Characteristics of Health Education

Integration of Legislation: Integrates laws that promote health and prevent and control unhealthy practices, e.g.,
R.A. 3573 Prevention and Suppression of Dangerous Communicable Diseases R.A. 9211 Tobacco Regulation Act of 2003 R.A. 9512 Environmental Awareness R.A. 7394 Consumer Act of the Philippines

Characteristics of Health Education

Reinforced by School Celebrations Mandated by Law, e.g. June 6: World Environment Day Incidental June 14-18 Safe Kids Week July National Nutrition Month National Disaster Preparedness Month -- October National Health Education Week October Global Handwashing Day December 1 World AIDS Day February National Dental/Oral Health Week March Fire Prevention Month

Correlated with Other Learning Areas

Science Music, Arts, Physical Education Edukasyon sa Pagpapakatao Araling Panlipunan Edukasyong Pangkabuhayan/ Technology & Livelihood Education English Filipino Mathematics

SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1

SCIENCE CONCEPTS Use of senses-describe body parts, things around them Using senses to describe 2 objects with more than 2 properties Movement of things Practice health habits, e.g., washing hands, eating nutritious food, packing away toys HEALTH GRADE1 Use of sense organs Ways of caring for the sense organs

Follow safety rules while riding in a vehicle Practice good eating habits Eat regular meals without skipping breakfast Drink at least 8 glasses of water and 1 glass of milk a day Eat fruits and vegetables daily Avoid soft drinks & junk diet

SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1 SCIENCE CONCEPTS HEALTH GRADE1 Demonstrate proper hand washing Practice habits of Washing feet Using clean cloth in wiping hands & face Cough & sneeze manners Wearing clean clothes Having enough rest and sleep Increasing physical activity Protecting self from suns harmful effects Having good posture Heavy rains cause floods and wading in flood waters can spread leptospirosis

Weather or events at home or school

SCIENCE CONCEPTS INTEGRATED IN HEALTH GRADE 1

SCIENCE CONCEPTS Weather or events at home or school Preventing accidents at home

HEALTH GRADE1 Heavy rains cause floods and wading in flood waters can spread leptospirosis Follows rules at home, in school, while riding a vehicle Follow rules during fire & other disaster drills Practice safety with stray or strange animals Practice ways to protect oneself against violent or unwanted behavior of others Proper tooth brushing and flossing Proper bathing Plants & animals as sources of food

Switch off light, conserve water when bathing & brushing Taking care of pets & plants

Coordinated with School Health Program

Curriculum Organization
Psychological: Starts with the student and her/his health to family health, thence to community and environmental health Continuous Spiral Progression: Previous learning is the basis of subsequent learning or learning is continuous and deepened

ORGANIZATION OF THE TEACHING GUIDES

Module (1/Quarter of 10 meetings)
Objectives Content Background Information o Day 1:
Motivation related to the picture about the Module Let Us Try (Pre-test) Key to correction

o Days 2-9:
Lessons of 40/30 minutes each Instructions on how to do the activities and projects, crafts Questions to ask

o Day 10: Let Us Check

GUIDELINES FOR USING MOTHER TONGUE IN HEALTH

1. Make sentences short and simple, preferably 6 words per line. 2. Change names in stories to local names, considering easiest phoneme in MT. 3. Localize lyrics of songs and rhymes/poems, if possible. 4. Consider norms of behavior accepted in the culture, e.g., good touch and bad touch.

Health is a gift, but you have to LEARN to keep it.