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LP For My Observation Round 2

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Delima Ninian
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32 views5 pages

LP For My Observation Round 2

Uploaded by

Delima Ninian
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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School: Initao National Comprehensive High School Grade Level: G9

MAPEH
Teacher: Ninian D. Delima Learning Area: (Health)
DAILY LESSON LOG Teaching Dates
and Time: January 9, 2020 (2:00-3:00) Quarter: 3rd

I. OBJECTIVES
A. Content Standards: The Learners will have understanding of: how to Assess Emergency Situation for Unintentional Injuries

B. Performance Standards: The learner transfer learning by: performing Assessment during emergency Situation for Unintentional Injuries

C. Learning Assesses emergency situation for unintentional injuries H9IS-IIIb-38


Competencies/Objectives: a. Identify the procedures in assessing emergency situation of an
Write the LC Code for each unintentional injuries for the application of basic first aid.
b. Assesses emergency situation for unintentional injuries for the
application of basic first aid.
c. Value the importance of assessing the victim during an emergency
situation

First Aid Guidelines and Procedures


II. CONTENT Performing Primary and secondary survey of the Victim with accuracy
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages


Enjoy Life with P.E. and Health II. Darilag, Agripino, et.al. 2012.. pp216- 223
2. Learner’s Materials Pages
EASE Health Education II Module 4 Lesson 1 pp. 6-7

3. Textbook Pages
EASE Health Education II Module 4 Lesson 1 pp. 6-7
4. Additional Materials from
https://www.slideshare.net/JoanaBernasol/unintentional-injury?from_action=save
Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
I. Opening Prayer
Introductory Activity (3 minutes) II. Checking of Attendance
III. Students are instructed to pick up trashes on the floor instilling the value of cleanliness. The students are also
encouraged to arrange their chairs properly to facilitate orderliness of the classroom.

Activity/Strategy (7 minutes) Group Activity Word Search

Form a team with 6 members. Each team will be given a worksheet containing crossword puzzle. Let them find the
six dangerous drugs in the crossword puzzle written horizontally, vertically, diagonally or in reverse.

Analysis (10 minutes) Brainstorming (is a method for generating ideas to solve a design problem.)

In the same group gather your ideas about the six dangerous drugs. Choose a representative to discuss your ideas
in front of the class.

Abstraction (15) Discussion on Drugs of Abuse


Learning objectives:
At the end of the lesson, students will be able to:
1. Describe how drugs of abuse are classified.
2. Classify drugs of abuse according to their effects on the body.

The six classification of drugs are the following:


1. Gateway drugs – such as cigarettes and alcohol are legal drugs that a non-drug user might try, which can
lead him/her to more dangerous drugs such as marijuana and shabu.
2. Depressant drugs – slow down a person’s central nervous system (CNS). It make the patients feel sleepy
and light-headed. Examples are alcohol, barbiturates and tranquilizers.
3. Stimulants drugs – speed up a person’s central nervous system. It has opposite effect of depressants. It
makes person’s energy high. Examples are shabu, caffeine, nicotine and cocaine.
4. Narcotics – are drugs which relieve pain and induce sleepiness. Narcotic drugs include cocaine, heroin, and
marijuana.
5. Hallucinogens - are drugs which distorts reality and facts. From the word hallucination which means to per-
ceive illusions. Examples are lysergic acid diethylamide, psilocybin obtained from mushrooms and
mescaline.
6. Inhalants - found in ordinary household chemical products and anesthetics. Inhalant intoxication is similar to
the signs and symptoms of alcohol intoxication. One difference is the foul smell of chemicals sniffed,
inhaled or huffed by the user. It can lead to delusions, brain damage, liver damage, coma, and death.
Application (15) Group activity

Relay Game

Instructions:

1. Follow the same group.


2. Each members will make a meta-card. Write on each meta-card a class of drugs of abuse. Write legibly.
There will be six meta-cards per group.
- Meta-card 1: GATEWAY DRUGS
- Meta-card 2: DEPRESSANTS
- Meta-card 3: STIMULANTS
- Meta-card 4: NARCOTICS
- Meta-card 5: HALLUCINOGENS
- Meta-card 6: INHALANTS
3. Each group will form a line.
4. Your teacher will read a statement or phrase. If your meta-card is being referred to, run to your circle. Wait
for the signal “GO” before running inside the circle.
5. Once inside the circle, raise the meta-card up high.
6. Your teacher may inquire about your answers.
7. Your teacher will then give the correct answer and will briefly explain.
8. Your teacher will record the number of correct answers garnered by the team.
9. Return to your line when cued by your teacher.

Assessment (10) The Drug Concept Map

Instruction:
Add information to complete the map.

IV. REMARKS

V. REFLECTION

A. No. of learners who earned 80%


in the evaluation

B. No. of learners who require


additional activities for
remediation

C. Did the remedial lessons work?


No. of learners who have caught
up with the lesson

D. No. of learners who continue to


require remediation

E. Which of my teaching strategies


work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovations or localized


materials did I used/discover
which I wish to share with other
teachers?

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