Health

1. CONHEALTH
HOLY ANGEL UNIVERSITY
SCHOOL OF EDUCATION
BACHELOR OF PHYSICAL EDUCATION
MAJOR IN SCHOOL PHYSICAL EDUCATION
UNIVERSITY MISSION AND VISION
We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate
ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of
conscience, competence, and compassion. We commit ourselves to our vision of the University as a role-model catalyst
for countryside development and one of the most influential, best-managed Catholic universities in the Asia-Pacific region.
We will be guided by our core values of Christ-centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God. LAUS DEO SEMPER!
SCHOOL OF EDUCATION
VISION
The leading Catholic institution of teacher education in the region that serves as a benchmark for quality
instruction, research and other best teaching learning practices.
MISSION
To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society
and equipped with holistic education catering to the heart and soul as well as to the body and mind.
GOAL
To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal
responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and
technological integration

2. CONHEALTH
OBJECTIVES
1. To provide students with the opportunities and exposure to develop them and become highly competent educators,
leaders and experts who continuously work for the advancement of educational thinking and practice
2. To instill in the students the spirit of community involvement through relevant programs/projects and become more
responsive to the challenges of a progressive and dynamic society
3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and
exposure needed in the practice of the profession
4. To serve as a benchmark for quality instruction, research and best teaching learning practices
BACHELOR OF SECONDARY EDUCATION PROGRAM OUTCOMES
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for
higher learning
2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these
processes in their students
3. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural
and political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching processes skills (including curriculum development, lesson planning, materials
development, educational assessment, and teaching approaches)
6. Have direct experience in the field/ classroom (e.g., classroom observations, teaching assistance, practice
teaching)
7. Can demonstrate and practice the professional and ethical requirements of the teaching professions
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of
teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the
nature of the content / subject matter, and the broader social force encumbering the school and educational
processes in order to constantly improve their teaching knowledge, skills and practices
10.Can be creative and innovative in thinking of alternative teaching approaches, Take informed risks in trying out
these innovative approaches and evaluate the effectiveness of such approaches in improving student learning
11.Are willing and capable to continue learning in order to better fulfill their missions as teachers

3. CONHEALTH
SYLLABUS IN CONHEALTH
Consumer Health, Drug and Safety Education
Course Title : Consumer Health, Drug and Safety Education
Course Code : CONHEALTH
Number of Units : 3 units
Contact Hours Per Week : 3 hours
Pre-requisite subject/s : 7FITNESS
COURSE DESCRIPTION:
The course prepares the students for facts and concepts on dealing with products for consumptions and nutritional
needs in the promotion of reducing chronic disease risk and other healthful tips. Provide education for the use and abuse
of drugs and throws light on proper application of immediate care to victims due to accidents, preparedness during natural
disaster and management.
COURSE LEARNING OUTCOMES:
At the end of the course, the students are expected to:
1. Demonstrate mastery of the subject matter.
2. Acquire understanding of the principles and objectives of health education and health services.
3. Identify major health problems existing in a community, their causes and possible solutions.
4. Discuss the concepts of safety education and first aid.
5. Identify and explain the application of first aid to different forms of accidents or injury.
6. Perform classroom activities with mastery and confidence.
7. Practice the principles and strategies in Health Education.
8. Administer proper first aid to a person in cases of emergency.
9. Practice the standard procedures in emergency care and safety.
10.Observe proper health practices to maintain personal good health.
11.Show self - confidence in working independently in the activities.
12.Inculcate the value of good health and be able to share this value to the community that they will serve.
13.Displays desirable attitudes such as perseverance, confidence, patience, cooperation.

4. CONHEALTH
14.Realize the importance of the principles and objectives of Health Education.
COURSE CONTENT:
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
3
hours
 Acquire knowledge
on the Department
Policies and the
Subject
 Obtain the
necessary
information on the
entire CONHEALTH
lessons.
Department policies
Overview of the lesson
Consumer Health
 Brainstorming
 Discussion
Acknowledged
and signed the
attendance in
their index cards
Student Manual
PE Policies
Syllabi
3
hours  Define health and
wellness.
 Identify and explain
the dimension of
health.
 State the importance
of Health Education
as future
professionals.
 Explain the
interplaying roles of
the environmental and
spiritual dimensions of
health.
 Identify individual
Health and Life
I. Definition of Health
and Wellness
II. Health and Its
Dimension
III. Importance of Health
Education
IV. Components of
Wellness
a. Physical Wellness
b. Emotional
Wellness
c. Intellectual
Wellness
d. Spiritual Wellness
e. Social Wellness
 Discussion
 Construction of
simple portrait
of a well person
 Prepare simple
guidelines on
personal care
and hygiene
 Demonstration
Identified
concepts about
health and
wellness
Presented the
components of
wellness, portrait
of a well person
and human care
and hygiene
either in the form
of news casting,
play, talk show
etc.
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60%
correct
interpretation
and creativity in
their
presentation.
(Rubric 1)
 Ramos, P. G.
Health for an
Improved
Quality of Life
 Haag, J.
Focusing on
Health
 Webb, F. S. et
al. Health
Making Life
Choices.
(2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living

5. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
wellness line and plan
their choice of
wellness.
 Illustrate the portrait of
a well person.
 Recognize and plan
how to take good care
of the human body.
 Carry out how to take
good care of the
human body.
 Implement personal
care and hygiene in
everyday life.
V. Wellness and Your
Choice
VI. Portrait of A Well
Person
VII. Care of the Human
Body
VIII.Personal Care and
Hygiene
a. Body Basics
b. Skin
c. Hair
d. Teeth
e. Ears
f. Nails
g. Genital Care for
Males and
Females
3
hours  Differentiate reliable
from unreliable health
information, products
and services;
 Explains the
guidelines and criteria
in the selection and
evaluation of health
information, products
and services;
 Discusses the various
Consumer Health
I. Guidelines and Criteria
in the Selection and
Evaluation of:
1. Health Information;
2. Health Products;
and
3. Health Services
II.Health Services
Provider
III. Quackery
 Discussion on
the general
concept of
consumer
health.
 Presentation
about the
general nature
of quackery
and its impact
to the people.
Identified the
guidelines and
criteria in in the
selection of
health services.
Presented the
different health
services provided
either in the form
of play, talk
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60%
correct
interpretation
and creativity in
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
 Defensor, M.
D., et al.
Music, Arts,
Physical
Education and
Health II

6. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
forms of health
services providers and
health care plans;
 Select health
professionals,
specialists and health
care services wisely;
 Explore the nature
and dangers of
quackery; and report
fraudulent health
services.
show, news
casting etc.
their
presentation.
(Rubric 2)
 Calubayan, R.
R. et al. Music,
Arts, Physical
Education and
Health IV
 Perez, V. V. et
al. Music, Arts,
Physical
Education and
Health IV
 Ramos, P. G.
Health for an
Improved
Quality of Life
 Haag, J. H.
Focusing on
Health
3
hours
 Explains the different
kinds of
complementary and
alternative health
care modalities;
 Explains the
importance of
consumer laws to
protect public health;
 Identifies national
and international
government agencies
IV. Complementary and
Alternative Healthcare
Modalities.
V. Consumer Welfare
and Protection.
 Presentation
of the top 10
medicinal
plants listed by
the
department of
health; its
description,
use and
preparation.
 Discussion on
general idea of
Identified
complementary
and alternative
healthcare
modalities and
consumer health
and protection.
Presented the
medicinal plants
other than the 10
approved by the
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
research on the
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
 Defensor, M.
D., et al.
Music, Arts,
Physical
Education and
Health II
 Calubayan, R.

7. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
and private
organization
programs for
consumer protection;
and
 Participates in
programs for
consumer welfare
and protection.
consumer
welfare and
protection
through
creative
performance.
DOH using the
prepared word
template.
medicinal plants
using the
prepared word
template and
(Rubric 3)
R. et al. Music,
Arts, Physical
Education and
Health IV
 Perez, V. V. et
al. Music, Arts,
Physical
Education and
Health IV
 Ramos, P. G.
Health for an
Improved
Quality of Life
 Haag, J. H.
Focusing on
Health
3
hours
 Define nutrition.
 Name the basic food
groups.
 Discuss the
importance of
nutrition.
 Suggest ways of
obtaining sufficient
rest.
 Identify the problems
of too little and too
much body fat.
 Identify consequences
Nutrition Education
I. Nutrition: The
Nutrients
a. Benefits of
Nutrition
b. How to Choose
Nutritional Foods
c. Energy from Food
II. Nutrition: Weight
Control
a. The Problem of
Too Little and Too
Much Body Fat
 Write up
construction on
the benefits of
nutrition
 Panel
Discussion
 Weight loss plan
 Identify
strategies on
weight loss and
weight gain
Identified
concepts like
nutrients, weight
control, nutrition
as a problem,
selection of
nutritional food
and form of
malnutrition.
Presented and
submitted a
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
 Ramos, P. G.
Health for an
Improved
Quality of Life.
 Haag, J. H.
Focusing on
Health
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)

8. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
on too little and too
much fats in the body.
 Compose solution to
too little and too much
body fats.
 Master the procedure
on the ways on how to
measure body fats.
b. The Right Weight
for You
c. Energy Balance
d. Weight Gain and
Weight Loss
e. Smart Weight –
Loss – Gain
Strategies
brochure about
the concept,
definition and
types of food,
diet and nutrition.
requirements for
the brochure
making.
(Rubric 4)
 Levchuck, C.
M. et al.
Healthy Living
2
hours
 Identify and plan
strategies on diet
planning, behavioral
modification and
physical activities.
 Explain the attitude
that promotes
wellness.
 Identify the causes of
malnutrition.
 Analyze malnutrition
in the Philippines.
III. Nutrition as a
Personal Problem
IV. Nutrition as a
Community Problem
V. Selecting Nutritional
Foods
VI. Malnutrition
a. Causes
b. Forms
 Prepare cause
and effect chart
on dieting.
 Case analysis
on malnutrition
Identified
nutritional
problems that
happen to a
person and what
are the concepts
of malnutrition,
its form and
causes.
Presented their
creative output
(interview) about
how an individual
select food to be
prepared during
meal time and
how a person be
considered
malnourish.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% in the
required output.
(Rubric 5)
 Ramos, P. G.
Health for an
Improved
Quality of Life.
 Haag, J. H.
Focusing on
Health
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living
1 hour PRELIMINARY EXAMINATION

9. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
3
hours
 Present in a creative
way the meaning,
source, forms and
classification of
drugs.
 Present through a
talk show or news the
prescription and non-
prescription drugs,
correct us of drugs,
drug abuse and the
chemicals commonly
abused.
INFORMATION ABOUT
DRUGS
I. The Meaning, Source
and Forms of Drugs
II. Classification of Drugs
According to Use and
Effects
III. Prescription and Non
Prescription Drugs
IV. Correct Use of Drugs
V. Drug Abuse of Drugs
VI. Drug Abuse
VII. Drugs and
Chemicals Commonly
Abused
 Discussion
 Presentation of
Creative Work
 Research Work
Identified the
important
information and
concepts about
drugs like
source, forms
classification,
use, and abuse
drugs.
Obtain at least
60% of items in
the quiz
correctly.
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for

10. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
Grade 10.
3
hours
 Present in a creative
way (ex. skit) the
effects of marijuana,
inhaled drugs and
chemicals on self,
family and
community, also its
causes, prevention
and possible
solutions.
 Create and
presented a
brochure about
Dangerous Drugs
(marijuana, inhaled
drugs and
chemicals; its cause,
prevention,
people/agencies/org
anization that help
prevent drug abuse.
Also the
implementing rule
about the said
drugs.
VIII. Effects of
Marijuana, Inhaled
Drugs and
Chemicals on Self,
Family &
Community
IX. Causes of Drug
Abuse
X. Prevention of drug
Abuse
XI. Partners in the
Prevention of Drug
Abuse
XII. Alternatives to
Drug Abuse
XIII. People/Agencies/
Organization that
Help Prevent Drug
Abuse
XIV. Cigarettes and
Cigarette Smoking
Should be Avoided
XV. Ways to Avoid
Smoking
 Discussion
 Presentation of
Creative Work
Identified the
effects, causes
and preventions
on drug abuse.
Discussed with
the use of a
PowerPoint
presentation
about the
assigned drugs
per group.
Students obtain
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60% of
the required
output.
(Rubric 6)
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3 DRUG EDUCATION  Discussion Identified Students obtain  Webb, F. S. et

11. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
hours  Communicate the
problems of
teenagers that lead
them to drug
addiction through
creative skit
presentation.
 Present a
powerpoint
presentation about
stimulants and its
legal basis.
 List down the
agencies and
organization that
help in the
prevention, control
and rehabilitation of
abusers of
prohibited drugs.
I. Problem of Teenagers
that Lead Them to
Drug Abuse
II. Stimulants
III. Provisions of the
Comprehensive
Dangerous Drug Act
of 2002 in Relation to
the Abuse of
Restricted and
Controlled Drugs
IV. Agencies and
Organizations that
Help in the
Prevention, Control
and Rehabilitation of
Abusers of Prohibited
Drugs.
 Presentation of
Creative Work
concepts on drug
education
Discussed with
the use of a
PowerPoint
presentation
about the
assigned drugs
per group.
at least 60% of
items in the quiz
correctly.
Students obtain
at least 60% of
the required
presentation.
(Rubric 7)
al. Health
Making Life
Choices. (2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3
hours
 Converse the nature
of barbiturates; its
medical use, use
V. Barbiturates –
Depressants
a. Medical Use of
 Discussion
 Presentation of
Creative Work
Identified and
presented the
alternative
Students obtain
at least 60% of
items in the quiz
 Webb, F. S. et
al. Health
Making Life

12. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
and misuse, and
propose an
alternative activity
through multimedia
presentation.
 Present a
PowerPoint
presentation on the
comprehensive
dangerous drug act
of 2002 about
barbiturates.
Barbiturates
b. Alternative Activities
for Barbiturates Use
and Misuse
c. The Comprehensive
Dangerous Drugs
Act of 2002
activities,
medical use and
penalty of
barbiturates
under the
comprehensive
dangerous drugs
act of 2002.
Discussed the
use of a
PowerPoint
presentation
about the
assigned drugs
per group.
correctly.
Obtain at least
60% of the
required
presentation.
(Rubric 8)
Choices.
(2nd
Edition)
 Levchuck, C.
M. et al.
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
3
hours  Discuss the origin of
alcohol, its use and
kinds.
 Converse the nature
VI. Alcohol – A
Depressant
Beverage
a. Origin of Alcohol
b. Uses of Alcoholic
 Discussion
 Presentation of
Creative Work
Identified the
origin, use, kinds,
effects and
preventive
measure about
Students obtain
at least 60% of
items in the quiz
correctly.
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)

13. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
of alcoholism; the
effects of alcohol,
worthwhile activities
to prevent
alcoholism and
decision making in
relation to drinking
or not to drink
alcohol.
Beverages
c. Kinds of Alcohol
d. Alcoholism –
Irresponsible
Drinking
e. Effects of Alcohol
f. Worthwhile Activities
to Prevent
Alcoholism
g. Responsible
Decision: To Drink
or Not to Drink
Alcoholic Beverages
alcohol.
Discussed the
use of a
PowerPoint
presentation
about the
assigned drugs
per group.
Obtain at least
60% of the
required
presentation.
(Rubric 9)
 Levchuck, C.
M. et al.
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
2
hours  Present a
multimedia
presentation about
narcotics; its name,
taking narcotics and
its side effects.
VII. NARCOTICS
a. Pain Medication
b. Names of
Narcotics
c. Taking Narcotics
d. Side Effects of
Narcotics
 Discussion
 Presentation of
Creative Work
Identified the
medical use and
side effects of
narcotics.
Discussed the
use of a
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
 Webb, F. S. et
al. Health
Making Life
Choices. (2nd
Edition)
 Levchuck, C.
M. et al.

14. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
PowerPoint
presentation
about the
assigned drugs
per group.
required
presentation.
(Rubric 10)
Healthy Living
 Dangerous
Drug Board.
The
Comprehensiv
e Dangerous
Drugs Act of
2002.
 Buenviaje, P.
A. et.al. Music,
Arts, Physical
Education and
Health for
Grade 7, 8, 9,
and 10
 Callo, L. D.
et.al. Physical
Education and
Health for
Grade 10.
1 hour MIDTERM EXAMINATION
3
hours
 Define Safety
Education and first
aid.
 State the needs and
purpose of first aid.
 Enumerate the bases
for inspection in case
First Aid
I. Concept of Safety
Education and First
Aid
a. Terminologies
- First aid
- Accident
- Safety
 Design a simple
chart on the
concept of
Safety
Education and
First Aid
 Presentation
Identified the
meaning of first
aid, accident and
safety education.
Also the needs
and purpose of
first aid, and
Students obtain
at least 60% of
items in the quiz
correctly.
90% of the
students
participated
 American Red
Cross.
Advance First
Aid and Safety
Care
 Lopez, L. F.,
et at. Physical
Education,

15. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
of accident.
 State the standard
procedure for first aid.
 Recognize the
condition that needs
emergency care.
Education
b. Needs and
Purpose of First
Aid
c. Hierarchy of the
Seven Bases of
Inspection In
Case of an
Accident
d. Standard
Procedure for
First aid
e. When You Are
Alone
f. Conditions That
Needs
Emergency Care
II. Bases of Inspection
In Case of an
Accident
hierarchy on the
bases of
inspection in
case of an
accident.
actively during
discussion by
reciting and
presenting their
idea about the
topic presented.
Health and
Music
3
hours
 Define bleeding.
 Describe the different
types and signs of
bleeding.
 Assess external and
internal bleeding.
 Master the technique
in applying first aid for
nose bleeding.
A. Bleeding
- Definition
- Types of
Bleeding
- Signs of Internal
Bleeding
- Bleeding
Emergency
- Assessment of
 Prepare an
instructional
material on
bleeding and
wound
 Demonstration
Method
Identified the
details about first
aid technique in
treating bleeding
/ wound.
Presented the
first aid
technique in
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
 American
Red Cross.
Advance First
Aid and
Safety Care
 Lopez, L. F.,
et at. Physical
Education,
Health and

16. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
 Define wound.
 State the classification
and types of wounds.
Master the technique
in applying first aid for
wound.
External and
Internal Bleeding
- Nose Bleeding
- First Aid
Treatment for
Nose Bleeding
B. Wound
- Definition
- Classification
- Types
- First Aid Technique
treating bleeding
and wound.
presentation
about the first
aid technique in
treating
bleeding /
wound correctly
(Rubric 11).
Music
3
hours
 Define respiratory
emergency, rescue
breathing and artificial
respiration.
 Enumerate the cause
of respiratory
emergency.
 Master the rescue
breathing, Heimlich
maneuver and
cardiopulmonary
resuscitation
technique.
C. Respiratory
Emergency
- Definition
- Causes
- Rescue
Breathing
Technique
- Heimlich
Maneuver
Method for
Choking Victim
- Cardio –
Respiratory
Resuscitation
(CPR)
- Locate
Compression
Position
 Demonstration
method
Identified the
details about first
aid technique in
treating
respiratory
emergency.
Presented the
first aid
technique in
performing
rescue breathing,
Heimlich
maneuver and
CPR.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating
respiratory
emergency
correctly.(Rubric
12)
 American
Red Cross.
Advance First
Aid and
Safety Care
 Lopez, L. F.,
et at. Physical
Education,
Health and
Music

17. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
- Giving 15
Compression
3
hours
 Compare poison from
poisoning.
 State the signs of
internal poisoning and
the kinds and causes
of poisoning.
 Master the technique
in applying first aid for
poisoning.
 Define shock.
 State the causes and
stages of shock.
 Master the technique
in applying first aid for
shock.
 Define burn.
 Identify the causes
and effects of burn.
 Describe the severity
and extent of burn.
 Master the first aid
technique in treating
burn.
D. Poisoning
- Definition
- Internal
Poisoning
- Causes
- Kinds
- First Aid in
Poison
Treatment
E. Shock
- Definition
- Causes
- Stages
- First Aid for
Shock
F. Burn
- Definition
- Causes
- Classification
- Severity and
Extent of Burn
- First Aid
Technique
 Demonstration
Method
 Prepare and
improvised
sample of
different
poisonous
substance
Identified the
details about first
aid technique in
treating
poisoning, shock
and burns.
Presented the
first aid
technique in
treating
poisoning, shock
and burns.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating
poisoning shock
and burns
correctly and
obtain at least
60% in their
presentation of
first aid. (Rubric
13)
 American
Red Cross.
Advance First
Aid and
Safety Care
 Lopez, L. F.,
et at. Physical
Education,
Health and
Music
3
hours
 Define fracture.
 Describe and
differentiate the kinds
and types of fracture.
G. Fracture
- Definition
- Kinds
- Types
 Demonstration
Method
 Discussion
Identified the
details about first
aid technique in
treating fracture,
Students obtain
at least 60% of
items in the quiz
correctly.
 American
Red Cross.
Advance First
Aid and

18. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
 Demonstrate the
general procedure in
assisting any
fractured cases and
application of splint.
 Define dislocation,
sprain and strain.
 Master the first aid
technique in treating
dislocation, sprain and
strain.
- Indicators
- General Rules in
Assisting Fracture
Cases
- Types of Splint
for Fracture
Cases
H. Dislocation, Sprain
and Strain
- Definition
- First Aid
Technique
dislocation,
sprain and strain.
Presented the
first aid
technique in
treating fracture,
dislocation,
sprain and strain.
Obtain at least
60% of the
required
presentation
about the first
aid technique in
treating fracture,
dislocation,
sprain and
strain. (Rubric
14)
Safety Care
 Lopez, L. F.,
et at. Physical
Education,
Health and
Music
2
hours
 Demonstrate the
proper technique in
bandaging.
I. Bandaging
- Triangular
- Elastic
 Demonstration
Method
 Discussion
Identified the
details about how
to apply
bandaging using
triangular and
elastic bandage.
Presented the
proper technique
in bandaging.
Students obtain
at least 60% of
items in the quiz
correctly.
Obtain at least
60% of the
required
presentation
about the proper
technique in
doing the
triangular and
 American
Red Cross.
Advance First
Aid and
Safety Care
 Lopez, L. F.,
et at. Physical
Education,
Health and
Music

19. CONHEALTH
Time
table
Desired Learning
Outcomes
Course Content/
Subject Matter
Teaching and
Learning
Activities
(Methodology)
Assessment
Task/Student
Output
Evaluation
Tool
Resource
Materials
elastic bandage.
(Rubric 15)
1 hour FINAL EXAMINATION
Course Requirements:
1. Examination 6. Research Paper
2. Case Analysis 7. Compilation of Lesson / Activity
3. Socialized Recitation
4. Role Playing
5. Attendance
Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences
below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case
maybe. Please refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group
work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.
Expectations from students:
The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the
date scheduled. She is expected to attend each class and participate actively in the discussions.

20. CONHEALTH
ACADEMIC DISHONESTY:
All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical
behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course
requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and
cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments,
reports or term papers; representing the work of another person as one’s own; collaborating without authority, with
another student during an examination or in preparing academic work; signing another student’s name on an attendance
sheet; or otherwise practicing scholastic dishonesty.
POLICY on ABSENCES:
The allowed number of absences for BPE - SPE students enrolled in a 3 hour class held once a week is a
maximum of 3 absences - based on student handbook. Request for excused absences or waiver of absences must be
presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged
illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated
leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of
special nature.
Grading System:
Grading Scheme: 70% Class Standing
30% Major Examination
Formulas:
CSP- Class Standing Prelim PE- Prelim Examination
CSM- Class Standing Midterms ME- Midterm Examination
CSF- Class Standing Final FE- Final Examination
Prelim Grade = 70% (CSP) + 30% (PE)
Midterm Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME)
2
Final Grade = 70% (CSP) + 30% (PE) + 70% (CSM) + 30% (ME) + 70% (CSF)+ 30% FE)
3

21. CONHEALTH
FINAL GRADE EQUIVALENTS
97-over 1.00 Passed
94-96 1.25 Passed
91-93 1.5 Passed
88-90 1.75 Passed
85-87 2.00 Passed
82-84 2.25 Passed
79-81 2.50 Passed
76-78 2.75 Passed
75 3.00 Passed
74 below 5.00 F (failed)
6.00 FA (failure due to absences)
8.00 UW(unauthorized withdrawal)
9.00 DRP (dropped)
References: including e-books, journals, etc.
1. American Red Cross. 1998. American Red Cross and Community CPR. USA. Printed through the support of the
American People.
2. Calubayan, R. R. et al. 2005. Music, Arts, Physical Education and Health IV. FNB Educational, Inc. Quezon City,
Philippines.
3. Clayman, C. B. MD. 1994. Practiced Family Health. New York: The Readers Digest Association, Inc.
4. Defensor, M. D., et al. 2007. Music, Arts, Physical Education and Health II. St. Augustine Publications, Inc.
Sampaloc, Manila.
5. Greenberg, D..1997. Wellness, Creating a Life of Health and Fitness, USA.
6. Greenbergs, J. S. 1998. Health Education Learner-Centered Instructional Strategies. WCB / McGraw-Hill
7. Health Education. 1997. A Cognitive Behavioral Approach, Donald Read Jones and Bartlett Publications, UK
8. Levchuck, C. M. et al. 2000. Healthy Living. Detroit: U.X.L. an imprint of the gale group
9. Lopez, L. F., et at. 1994. Physical Education, Health and Music 1. Manila: Rex Bookstore, Philippines
10. Otto, J. H. et al. 1985. Modern Health. New York: Holt, Rinehart and Winston, Publisher, New York.

22. CONHEALTH
11. Perez, V. V. et al. 2007. Music, Arts, Physical Education and Health IV. St. Berndette Publications, Inc. Cubao,
Quezon City, Philippines.
12. Pound, R. et al. 1997. You ASK Your Health, School Home Community. Glenview, Illinois.
13. Ramos, P., G. 1988. Health for an Improved Quality of Life. National Book Store, Manila Philippines.
14. Washington, W. et al. 2000. Nutrition Transport the Life Cycle. International Edition
15. Webb, F. S. et al. 1999. Health Making Life Choices. (2nd
Edition). Washington, USA: West Educational Publishing
an International Thomson Publishing Company
CONSULTATION HOURS:
Days Time Room