School DCBEMNHS Grade Level Grade 9

DAILY Teacher Mr. Cresencio E. Apdon Learning Area Health

FEBRUARY 3, 2017
Teaching Dates and
Kings Spear Quarter Fourth
LESSON LOG Time
11:15 12:15

FRIDAY
I. Objectives Objectives must be met over the week and connected to the curriculum standards, necessary procedures must
be followed and if needed. Additional lessons exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be delivered from the curriculum guides.
A. Content Standards The Learners demonstrate understanding of factors that influence cigarette and alcohol use and strategies for prevention and
control.
B. Performance The learners demonstrate personal responsibility in the prevention of cigarette and alcohol use through the promotion of a healthy
Standards lifestyle.
C. Learning The Learners should be able to:
Competencies / 1. discuss gateway drugs (H8S-IVa-27)
Objectives 2. identifies reasons why people smoke cigarettes (H8S-IVa-28)
Write the LC code for 3. analyzes the negative health impact of cigarette smoking (H8S-IVb-c-29)
each a. describes the harmful shortand long-term effects of cigarette smoking on the different parts of the body
b. discusses the dangers of mainstream, second hand and third hand smoke
c. explain the impact of cigarette smoking on the family, environment, and community
II. Content Content is what the lesson is all about. It pertains to the subject matter that the teacher to teach in the CG, the content be
tackled in a week or two.
PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL)
IV. Learning Resources List the materials to be used in different days. Varied sources of materials sustain childrens interest in the lesson and in
learning. Ensure that there is a mix of concrete and manipulative materials as paper-based materials Hands-on learning
promotes concept development.
A. References
1. Teachers Guide
pages
2. Learners Materials
pp. 239 -
pages
3. Textbook pages
 4. Additional
Materials from
Learning Resources
(LR) portal
B. Other Learning
https://i.ytimg.com/vi/Skic3Xlw0sw/maxresdefault.jpg
Resources
V. Procedures These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things practice their learning question their
learning processes and draw conclusion about what they learned in relation to their life experience s and previous
knowledge indicate the time allotment for each step.
A. Reviewing previous A. True or False. Write TRUE if the statement is true and FALSE if the statement is false.
lesson or 1. Secondhand smoke is dangerous to one s health.
presenting the new 2. Smoking inside the school premises is a violation of R.A. 9211.
lesson 3. Cigarette smoking and use of smokeless tobacco kills thousands of Filipinos every year.
4. The longer cigarette smoke stays in the body, the more it causes damage to body parts.
5. Cancer, heart diseases, and chronic obstructive pulmonary disease (COPD) are just some of the diseases caused by cigarette
smoking.
B. Establishing a
purpose for the
lesson

Study the editorial cartoon. Describe the picture. What does the picture intends to tell you?
C. Presenting Read and analyze the story of Heather.
examples/
instances of the At 13, I started drinking and smoking pot and cigarettes. By 17, prescription pill popping and alcohol were not enough. Friends
new lesson told me meth would do the trick. After the first try, I wanted nothing else. I was invincibleI stopped going to work, I got fired, I
stopped going home to my family, all to get high. With nowhere to live and no job, meth was my only concern. I started stealing
and doing odd jobs to get drugs. On the lowest day of my life, coming down from a 3-day high, vomiting, dehydrated, and sleep
deprived, I was in desperate need of medical attentionwith no one sober enough to help me. That last high almost killed me.

D. Discussing new
concepts and 1. What does the story tries to tell?
practicing new 2. How are you going to end the story of Heather?
skills #1
E. Discussing new
concepts and
practicing new
 skills #2
F. Developing mastery 1. Define gateway drugs.
(Leads to formative 2. Enumerate and discuss the different examples of gateway drugs
Assessment 3) 3. What are the effects of the said drugs?
G. Finding practical
application of
concept and skills
in daily living

H. Making What are Gateway Drugs?

generalization and Some types of gateway drugs include alcohol, marijuana, inhalants and abuse of prescription drugs.
abstraction about They are called gateway drugs because--for many drug addicts-- they were a gateway to the use of hard drugs such as meth,
the lesson heroin, and cocaine.
 Gateway drugs cause a psychological dependence that requires more of the drug to get the same effect; therefore, users often
begin experimenting with other drugs to achieve the same high.
Gateway drugs can be accessed easily.
Effects of Gateway Drugs
Teen smokers have smaller lungs and a weaker heart than teen non-smokers. They also get sick more often than teens who don't
smoke.
Children who are drinking alcohol by 7th grade are more likely to report academic problems, substance use, and delinquent
behavior in both middle school and high school.
Persistent use of marijuana will damage lungs and airways and raise the risk of cancer. There is just as much exposure to cancer-
causing chemicals from smoking one marijuana joint as smoking five tobacco cigarettes.
Marijuana use reduces learning ability. Research demonstrates clearly that marijuana limits the capacity to absorb and retain
information.

I. Evaluating Learning

1. Additional activities
for application or
remediation
VI. Remarks
VII. Reflection Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What
else need to be done to help the student learn? Identify what help you instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions.
A. No of learners who
earned 80% in the
evaluation
B. No of students who
require additional
activities for
remediation who
scored below 80%
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 the
teaching strategies
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: Checked by: Noted:

CRESENCIO E. APDON RODERICK J. OGERIO SHIRLEY G. DAVID
MAPEH Teacher Head Teacher I Principal II