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

HEALTH CURRICULUMEVELINA MACLANG-VICENCIODean, College of Education

University of the East

The Team

MODULE & TEACHING GUIDE WRITERS

GRADE 1

Prof. Josefina Era-de Guzman UEMrs. Jennifer Quinto DepEdMrs. Flormay Manalo UEMs. Rhodora Formento UPISDr. Ma. Lourdes Pacaldo UEDr. Teodora Conde DepEdMrs. Lualhati Callo PSHSMr. Mark Kenneth Camiling UP

LANGUAGE EDITORS

Dr. Milagros Arias UEProf. Cynthia Diaz UEProf. Bernadette Santos UEDr. Ma. Lourdes Tayao UE

CONSULTANTDr. Josefina Tuazon UP

ConvenorDr. Evelina Maclang-Vicencio UE

BASIC INFORMATION

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

• Language of Instruction–Grades 1-3 Mother Tongue–Grades 4-5 Filipino–Grades 6-10 English

BASIC INFORMATION

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 Singapore Malaysia Brunei

DarussalamLife Expectancy at Birth (2005)

71 80 74 77

SUBJECTSMother Tongue/ National Language

1,950 1,800 1,980 1,620

English 2,250 2,400 1,890 1,620Science 1,100 540 360 810Mathematics 1,950 1,740 1,080 1,620Social Studies 1,500 360 180 270MAPEH 500 1,500 1,080 900Character Education/ Islamic & Moral Education

750 1,800 1,080 810

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 self-

management skills

Content Areas in Health EducationPersonal 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 EducationNutrition (*)• 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


Substance Use and Abuse• Their identification• Causes• Effects on the person, the

family, society and the nation

• Prevention and control


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


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


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


Consumer Health

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


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


• Epidemiological– Studies incidence, prevalence, cause, and source

of epidemics• Preventive – Helps people take

positive action on their health & lifestyle to prevent disease & achieveoptimum health


Learner-centered• Focuses on student’s needs, abilities,

interests and learning styles with teacher as facilitator of learning


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


Culture-responsive• Uses cultural

knowledge, prior experiences, and performance styles of diverse learners to make learning more appropriate and effective for them


• Rights-Based—Recognizes the Rights of the Child to– Life– Survival and development– Education– Health care– Protection from violence, injury, abuse– Nutrition– Shelter, etc.


• 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 3The learner demonstrates understanding and

observance of healthy practices to achieve wellness.

Grade Level Standard for Grade 1The learner demonstrates understanding of

essential concepts related to nutrition, personal health, and safety to enhance health and well-being.

Characteristics of Health EducationSkills-based: Applies life skills to specific health

choices and behaviorsWHO 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


• 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


• 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 HEALTH GRADE1Use of senses-describe body parts, things around themUsing senses to describe 2 objects with more than 2 properties

Use of sense organsWays of caring for the sense organs

Movement of things Follow safety rules while riding in a vehiclePractice health habits, e.g., washing hands, eating nutritious food, packing away toys

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 GRADE1Demonstrate proper hand washingPractice 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 sun’s harmful

effects Having good posture

Weather or events at home or school Heavy rains cause floods and wading in flood waters can spread leptospirosis


SCIENCE CONCEPTS HEALTH GRADE1Weather or events at home or school Heavy rains cause floods and wading in

flood waters can spread leptospirosis Preventing accidents at home Follows rules at home, in school, while

riding a vehicleFollow rules during fire & other disaster drillsPractice safety with stray or strange animalsPractice ways to protect oneself against violent or unwanted behavior of others

Switch off light, conserve water when bathing & brushing

Proper tooth brushing and flossingProper bathing

Taking care of pets & plants Plants & animals as sources of food


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 GUIDESModule (1/Quarter of 10 meetings)– Objectives– Content– Background Informationo Day 1:

Motivation related to the picture about the Module

Let Us Try (Pre-test) Key to correctiono Days 2-9:

Lessons of 40/30 minutes eachInstructions on how to do the activities and projects, craftsQuestions 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.

and God bless!

-EVELYN M. VICENCIO

Documents

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