SESSION TOPIC: THE GRADE 3 HEALTH CURRICULUM

EPISODE TITLE: Understanding and appreciating the CF, CG, TG, LM

DURATION: 2 hours
RESOURCES NEEDED:
Curriculum guide, teaching guide, learning materials
Multimedia projector and laptop
Handouts, video, powerpoint presentation
Metacards, manila paper, pentel pen, masking tape, scissors, glue
OVERVIEW/INTRODUCTION:
Health was an integral part of Science, however, to align with the goals and objectives of the K
to 12 Basic Education Program, specifically the holistic development of learner, Health is now
offered as a separate learning area from Grades 1 to Grade 10.
Our session will explore the health curriculum guide, its framework, components, content and
performance standards and the learning competencies.
I. Objectives:
At the end of the session participants should be able to:
1. explain the different parts of the health curriculum framework and how they relate to
each other
2. identify the salient features of the CG, TG and LM in Health
3. gain clearer understanding of the content in Health 3
4. present varied teaching and assessment strategies effective for health education
5. perform simple activities applicable to health content areas

II. Subject Matter

The health curriculum framework, standards, learning competencies
Innovative and creative strategies and assessment in health
III. Materials
Meta cards, video presentation of health curriculum framework, power point
presentations, manila paper, marker, masking tape,

IV. Procedure
Priming Activity
Ask if they still remember the Batibot theme song?
Tell them that the Batibot Theme carries the Kto12 vision.
Ask them to sing and act along with the Batibot Song.
Ask volunteers to explain why it carries the K to 12 vision.
Activity 1 (30 mins)
Form 4 groups to do the activity.
1. Write on the blue metacards the topics which should be included in health education.
2. Write on the red metacards the characteristics health education should possess.
3. Write your vision for a health graduate on a round piece of paper.
4. Arrange these things to come up with your own health framework.
5. Be able to explain the relationship of these things.
6. Group presentation. (2 mins/per group)
Analysis ( 5 mins)
1. How did you find the first activity?
2. Based on the activity what common topics and characteristics surfaced?
3. Do you think it is important for teachers to know the conceptual framework? Why?
Abstraction (20 mins)
Video presentation of the curriculum framework.
Show the actual Health Curriculum Framework
Using the published data, discuss the conceptual framework of the subject area
highlighting/emphasizing the following points:
A curriculum should have a clear framework that outlines the expectations or
desired outcomes, characteristics, goals and objectives, topics, and competencies.
The curriculum should be one that responds to the holistic development of the child.
Each subject area contributes to holistic development of the child.
Teachers should have a clear understanding of what the whole framework is all
about in order to make teaching and learning responsive and relevant to the needs
of the child.
With the first activity we talked about the Health curriculum framework and its
components, and how it contributes to the holistic development of the child, now we will
have an in-depth exploration of the CG, TG and LM.
ACTIVITY 2 (30 MINS)
1. Form four learning groups. Each group chooses a chairman and a secretary to facilitate
the task.
2. Ask groups to examine and discuss findings on the parts, contents and processes
involved in teaching Health (by quarter). Distribute copies of the CG, TG and LM for the
1
st
quarter, manila paper, permanent markers, pairs of scissors and masking tape.
Content/Topics/Competencies/Code Process/strategies/activities Assessment
Remarks
(difficult
to
teach)
Nutrition
-Concept of malnutrition
1. Describe a healthy person
H3N-Iab-11
Picture study, discussion Concept
map

3. Let groups post and present their output.

Analysis (10 mins)

1. How did you find the activity?
2. What are common in the group output?
3. What topics/competencies do you find difficult to teach? Why?
Abstraction (10 mins)
Review on the following:
1. Input on the difficult or critical contents/topics/competencies for 2
nd
-3
rd
quarter
2. Input on creative strategies and assessment
Application (10 mins)
Each group shall incorporate a characteristic of health education into teaching the
health content areas
Group 1- holistic
Group 2- epidemiological
Group 3- rights based
Group 4-learner centered