Way of Healthy Lifestyle

ESSENTIAL

QUESTION

•How would you maintain your Healthy body?

•Why do many people try to have a healthy life style?

UNIT QUESTION

•What are the advantages of healthy environment?

•Which would you prefer? Healthy or unhealthy foods? Why?

CONTENT

QUESTION

•Differentiates Grow, Glow and Go?

•Define Water?

•What are the five components of Nutrients?

STANDARDS

The learner demonstrates understanding of the key concepts of health in achieving, promoting and sustaining wellness for quality life.

The learner demonstrates understanding of key concepts of health in promoting and sustaining wellness for quality life for the individual, the family and the larger community.

The learner demonstrates understanding of family health I; family health II; prevention and control of diseases and disorders; and prevention of substance use and abuse to develop and promote wellness for quality life.

Objectives

At the end of the unit, the students will be able to;•discuss the nature, prevention, and control of common communicable diseases (mortality and morbidity);•analyze the common beliefs about the causes of diseases;•discuss the factors that influence disease transmission;•explain the different elements of the chain of infection;•discuss the stages of infection;

•discuss adolescents skin problems: nature, prevention, and control, as inAcneWartsTinea (ringworm, jock, itch, athlete’s foot);•recommend actions to prevent and control the spread of communicable diseases;•demonstrate self-monitoring skills to prevent and control communicable diseases during adolescence;•demonstrate healthful practices in order to prevent and control communicable diseases.

Unit Summary

Before the project begins, discussion will be use to give students an idea about the history of Personal Communication, Environment, Health and Disease Prevention and Control. Show students specific references (books and websites) to encourage further researches. The teacher should discuss the Project Plan so that the students had fully understanding about the presentation and coming activity. Entail students to make a graphic organizer to show their understanding of the different diseases, communicable and non-communicable diseases. Use questioning throughout the beginning of the unit to elicit exchanging of ideas and induce students to obtain varied views on a given issues. . At the end of topic discussion teacher conducts an interactive quiz to check students understanding the overview of the entire topic.

Students also use the interview checklist for the preparation of the students for their coming activity. Teacher conducts teacher’s conference after each activity to guide the student’s activity. This is to assess students understanding, critical thinking, collaboration, and the research process. Conferences allow time for feedback, clarifying misunderstandings, or providing additional lessons as necessary. As they go over with their project, teacher shows the PowerPoint Rubric to guide the student especially the scope of their project and provide students sample articles that will be a guide in their PowerPoint Presentation.

After project work is completed, the students should prepare for PowerPoint Presentation or Group Presentation to test their understanding, what they learned about the activity they conducted and show their experience.At the end of their project, each student should give their Reflection as a proof that they learned something during the activity given. How they reflect it in their real life situation about the activity. Creating Journal at the end of the project and allow students to be monitored progress and check for understanding and assess their skills and set goals.

Calendar of Activity

1st Week (day 1-2)

10 minutes introduction of the overview of whole topic.

Divide the students into three groups.Let the students to make a project plan and

brainstorming with their group.

1st Week (day 3-5)

3rd day is the reporting of Group 1.4th day is the reporting of Group 2.5th day is the reporting of Group 3.

2nd Week (day 6)

Conduct a long quiz.Introduce the final project.Re-group the students into 5

groups for their final project.

2nd Week (day 7-10)

Conducting their orientation to their assigned place.

Making their PowerPoint Presentation.Preparation for their defense next week.

3rd Week (day 11-15)

11th day- Group 1 presentation and defense12th day- Group 2 presentation and defense13th day- Group 3 presentation and defense14th day- Group 4 presentation and defense15th day- Group 5 presentation and defense

RUBRIC

Name of Students ______________________ Date ____________________Rubric in making the PowerPoint Presentation

3 2 1Self Peer Teache

r

Organization-Clear description of the content-Very well organized, clear flow of ideas from start to finish

-Not so clear of the assigned topic and the content-Clearly visible but not so organized

-Not clear description of the content-Poorly organized, unclear flow of ideas from start to finish

Content(accuracy,

clarity, sources, depth)

-The message is very clear-Very relevant, accurate and useful information-The video/pictures serves it purpose and very encouraging

-The message is slightly clear-relevant, accurate and useful information-The video/pictures slightly serves it purpose and very encouraging

- The message is not clear-irrelevant ,inaccurate and not useful information-The video/pictures didn’t serves it purpose and not encouraging to students

Presentation-Uses multimedia elements to enhance the information and to support texts.-The collaboration of the group in preparing the presentation

-Multimedia elements somewhat enhance the information

-Poorly multimedia elements used-Not relevant to the information being disseminated

Creativity(layout,

design, style, effects,

animation, sounds)

-The creativeness assists in presenting an overall theme and enhances understanding the concept and ideas-There is consistent visual theme-Get the attention of the audience

-Some of the sounds and animation seem unrelated to the topic/theme and do not enhance the overall concept.

-The sound, and animation are unrelated to the content-Graphics do not enhance understanding of the content, or the distracting decorations that create a busy feeling and detract from the content

Pictures-Original images and videos are created using proper size and resolution, and all enhance the understanding of contents.

-Most of images and videos are clipart or recycled from the WWW-Images are too large/small in size-Images are poorly cropped, the color resolution is fuzzy

-Lack of pictures and videos to support the topic-The images didn’t enhance the understanding of the content

Appropriateness-The overall presentation is very relevant in the learning of the students and meets its purpose.-It really enhances the understanding of the students through the presentation.

-The overall presentation is slightly relevant in the learning of the students- Slightly enhance the understanding of the students

-The overall presentation is not relevant in the learning of the students-The presentation did not meet its purposeDoes not enhance the understanding of the students

Time-the students are able to pass their project a day before or during the deadline.

-the students did not pass it on time. -they were late may hours after the deadline.

-the students pass it after a day of the target time/deadline.

Oral Presentation(individual)

-Captured the audience with eye contact and clear voice-Professional delivery-well-prepared

-Little eye contact-Somewhat prepared-Choppy delivery of ideas-Hard to hear and follow

-No eye contact-Unprepared-Belabored delivery-Very difficult to hear and follow

TOTAL