Q4_LE_PEH 7_Lesson 1_Weeks 1-2.pdf P.E & Health

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
7
Lesson Exemplar
for PE and Health
Lesson
1
Quarter 1
Lesson 1
Quarter 4

Lesson Exemplar for PE and Health 7
Quarter 4: Lesson 1 (Weeks 1-2)
SY 2024-2025
This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
Development Team
Writer:
• Alvin M. Betic (Valenzuela National High School)
Validator:
• Joel G. Tubera (Philippine Normal University – Manila)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

1
PE AND HEALTH/QUARTER 3/ GRADE 5
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners demonstrate understanding of first aid, road and water safety, and dances in promoting societal
wellness for active and healthy living.
B. Performance
Standards
The learners participate in first aid and injury prevention practices and dances in promoting societal wellness for
active and healthy living.
C. Learning
Competencies
and Objectives
Learning Competency: discuss basic first aid concepts, objectives, principles, and procedures for managing
common conditions.
1. Understand the importance of providing immediate care in emergency situations.
2. Recognize common emergency scenarios where immediate care is important.
3. Demonstrate the proper steps for assessing and managing common injuries or medical emergencies
4. Identify common medical conditions that may require first aid intervention.
5. Demonstrate knowledge of appropriate first aid procedures for managing common medical conditions.
D. Content First Aid Concepts, Objectives, and Principles
• Immediate and Temporary Care Given While Waiting for Medical Assistance
• Aims to Lessen Pain, Prevent Further Injury, and Prolong Life
• Insect and Animal Bites, Wounds, Burns, Bleeding, Fainting, Food and
• Other Forms of Poisoning, Choking, Hyperventilation, Heat-Related Conditions, and Others
• First Aid Procedures for Managing Common Conditions
E. Integration Philippine Red Cross
Working towards School Safety
The teacher may use this link for reference:
https://www.rcrc-resilience-southeastasia.org/wp-content/uploads/2018/02/Philippines_Web.pdf
II. LEARNING RESOURCES
Doria, J. P., Gonzales, M. C., Sedilla, L. J., & Cagulang, J. (2014). Physical Education Unit 2: Social Dances and Dance Mixers. Department of
Education. https://www.coursehero.com/file/78437274/9-PE-LM-Mod2v10pdf/
Alsco First Aid. (n.d.). First Aid Glossary. https://alscofirstaid.com.au/first-aid-resources/first-aid-glossary/
Cleveland Clinic. (n.d.). Heimlich maneuver. https://my.clevelandclinic.org/health/treatments/21675-heimlich-maneuver

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS
A. Activating Prior
Knowledge
DAY 1
Activity 1. "First-Aid Proficiency: Rate Your Knowledge"
The teacher will facilitate the checking of the result of the activity.
Ask the following questions:
1. How are your scores?
2. How does the result show your knowledge of first aid?
3. What are your realizations?
4. Refer to the interpretation from the category rating.
See the worksheet for the
activity and category rating
rubric.
B. Establishing
Lesson Purpose
1. Lesson Purpose
Activity 2: Video Analysis.
Let the students watch an excerpt video from Mr. Bean’s Episode “First Aid | Mr.
Bean Official” using the link: https://www.youtube.com/watch?v=P9ju80SMWZY
Guide Questions:
a. Based on the video, what are the things or actions you observed relevant to
our topic?
b. What are the common mistakes in giving first aid shown in the video?
1. Unlocking Content Vocabulary
Accident - an unexpected event that causes injury or harm to people or property.
Emergency - a sudden threat to life or health needing quick action to stop more
harm.
Emergency Action Principle - a set of quick and decisive steps during
emergencies. It involves assessing the situation, prioritizing actions to prevent more
harm, and providing first aid until professional help arrives.
First aider – someone who is trained to help injured or ill people in emergencies.
They know basic first aid and can provide immediate care until medical help arrives.
First Aid – an immediate help provided to a sick or injured person until professional
medical help arrives or becomes available.
Victim - someone who has been hurt or harmed and needs help.
If the video is not available, the
teacher may ask the students
to give common mistakes in
giving first aid:
Possible answers:
1. Not calling for
professional help when
needed.
2. Failing to assess the
scene for safety.
3. Incorrectly judging the
severity of the injury.
4. Using improper first aid
techniques.
5. Forgetting to check
responsiveness and
breathing.
6. Administering medication
without proper training.
7. Moving an injured person
unnecessarily.
8. Not monitoring the
person's condition.

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First aid management – an immediate care and treatment provided to someone
who has been injured or falls ill until professional medical help arrives. It involves
assessing the situation, applying appropriate first aid techniques, and ensuring the
safety and well-being of the person in need.
Injury – a physical harm to the body from accidents or harmful events, ranging
from minor cuts to severe fractures, needing proper treatment based on severity
Signs- an observable indication of a medical condition or injury, such as changes
in skin color, abnormal breathing, swelling, or bleeding.
Symptoms - a subjective experience indicating a medical condition or injury, such
as pain, dizziness, or weakness.
9. Neglecting to provide
emotional support.
10. Ignoring personal safety
precautions.
The teacher may ask the
students about their existing
knowledge of the definitions of
specific terms.
C. Developing and
Deepening
Understanding
SUB-TOPIC 1: Immediate and Temporary Care Given While Waiting for Medical
Assistance
1. Explicitation
Principles of First Aid
Do’s in giving first aid Don’ts in giving first aid
√ 1. Remain calm.
√ 2. Provide reassurance and
comfort to the victim.
√ 3. Look for a medical bracelet
indicating a condition like
epilepsy or diabetes.
Indicating a condition such as
epilepsy or diabetes.
√ 4. Loosen any tight clothing.
√ 5. Keep the victim covered to
minimize shock.
× 1. Avoid giving food and drink
to someone unconscious.
× 2. Refrain from moving an
injured person unless it is
necessary to position them in
the recovery position
First Aid is immediate and temporary care given to a person who suddenly gets ill
or injured. It includes self-help and home care if medical assistance is unavailable
or delayed. It can mean the difference between life and death in extreme cases.
However, we must know the limits of the first aid we can give because improper
first aid can do more harm than good in some instances. Anyone who gives first aid
is a first aider.

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Roles of First Aid:
● It is a bridge that fills the gap between the victim and the physicians
● It is not intended to compete with or to take the place of the services of the
physician
● It ends when the services of the physicians begin.
Objectives of First Aid:
● To alleviate suffering
● To prevent added/further injury or danger
● To prolong life
Characteristics of a good First Aider:
● Gentle-does not cause pain and panic
● Observant-notices all signs.
● Resourceful-makes the best use of things at hand
● Tactful-do not frighten the victim
● Sympathetic comports and reassures
2. Worked Example
Activity 3: “Emergency Situation! What will I do?”
The class will be divided into groups with 4-5 members. Each group will brainstorm
the necessary, immediate, and suitable course of action based on the situations
given on the table.
Possible action to be taken for activity 3:
1. Immobilize the injured limb, if possible, apply ice or a cold pack to reduce swelling, and seek
medical attention for further evaluation and treatment.
2. Apply direct pressure to the wound with a clean cloth or bandage, elevate the injured area if
possible, and continue to apply pressure until bleeding stops or help arrives.
3. Call emergency services immediately, help the person sit or lie comfortably, and assist them in
taking any prescribed medication, such as aspirin, if available.
4. Remove the person from the source of exposure, remove contaminated clothing, and rinse
affected areas with plenty of water. Seek medical attention if symptoms persist.
5. Reach out to the child with a reaching object or throw them a flotation device, shout for help,
and call emergency services immediately. If trained, perform water rescue techniques or CPR as
needed.
3. Lesson Activity
Activity 4: "Identifying First Aid Champions: Who's Got It?"
Analyze the situations and answer the process questions that follow:
activity which students will
accomplish.

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● Student A is very relaxed in controlling the bleeding on her classmate’s finger.
● Student B is insisting that her unconscious sister drink water
● Student C immediately brings her friend, who fell down the stairs, to the
clinic.
● Student D makes use of his clean handkerchief to tie his best friend’s bleeding
arm.
● Student E speaks comforting words to her cousin, who sprained his ankle
while playing basketball.
Answer for Activity 4:
1. Student A is not effectively controlling the bleeding, so they are not a good first aider.
2. Student B is not a good first aider because they insist that their unconscious sister drink water,
which could be harmful.
3. Student C is a good first aider because they took their friend, who fell down the stairs, to the
clinic right away.
4. Student D is an excellent first aider should be calm, knowledgeable, caring, and quick to act.
5. Student E offers comfort but needs to take some steps to be a better first aid.
The main goal of a first aider is to help injured people quickly and appropriately until medical help
arrive
Activity 5: Express your Queries
Direction:
1. Ask the students to study the steps in the Emergency Action Principles.
2. Allocate time for students to study and analyze the diagram.
3. Let the students categorize words and phrases into three columns: Known,
Confused, and Unknown, regarding the Emergency Action Principle.
4. Please encourage students to actively participate in the discussion by inviting
them to share their answers verbally in front of the class or by posting their
responses on the board.
This interactive approach allows for peer learning and fosters a collaborative
learning environment. Additionally, it provides opportunities for students to
express their thoughts and insights, promoting engagement and a deeper
understanding of the topic.
If possible, the facilitator for the discussion and demonstration of the Emergency
Action Principle should be someone who is qualified and experienced in first aid,
such as a Red Cross member, nurse, first aider, or physician.
Emergency Action Principles
and activity which students will
accomplish.
The teacher will post or provide
a copy of the steps in the
Emergency Action Principle.
The teacher can also present a
video presentation, “Emergency
Action principle,” from YouTube
using the link:
https://www.youtube.com/wat
ch?v=ulCXQZ2jZRc
Alternatively, if a video
presentation is not accessible,
the teacher may opt to provide

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DAY 2
SUB-TOPIC 2: Aims to Lessen Pain, Prevent Further Injury, and Prolong Life
1. Explicitation:
First Aid Instructions for Medical Emergencies
ABCs of First Aid:
When someone is unconscious or not responding, it's essential to follow the basic principle of first
aid, known as ABC: airway, breathing, and circulation.
Airway: If a person is not breathing, the first step is to ensure their airway is clear.
Breathing: If clearing the airway doesn't restore breathing, rescue breathing should be
administered.
Circulation: While giving rescue breaths, maintaining blood flow is critical through chest
compressions. If the person remains unresponsive, checking their pulse is necessary. If no pulse
is found, chest compressions should be initiated.
Some first aid courses may also include D and E: D could stand for Disability assessment, severe
bleeding, or automated external defibrillator (AED), a device that delivers an electric shock to the
heart. E could stand for Examination, involving assessing the person for signs of injury, bleeding,
allergies, or other issues once they are breathing and have a pulse.
Cardiopulmonary resuscitation (CPR) is a vital emergency procedure that everyone should know.
In instances of cardiac arrest (when the heart stops beating), administering CPR and/or using an
automated external defibrillator (AED) can help restart the heart and restore blood circulation
until medical help arrives. This intervention can potentially save a person's life.
AEDs are widely available in many public locations and businesses. These first aid devices are
designed to be easy to use, even for individuals without formal training.
According to the National Library of Medicine's guidance on bleeding:
If available, don disposable gloves to safeguard against infectious diseases such as viral hepatitis
and HIV/AIDS, which can be transmitted through contact with an individual's blood
1. Flush the wound with water.
2. Cover the wound with gauze or a clean cloth (e.g., towel, blanket, clothing).
3. Apply direct pressure to the wound to staunch bleeding and promote clotting, allowing the
blood to naturally thicken and halt blood loss.
4. If feasible, elevate the bleeding area above the heart level.
5. Avoid removing the cloth if it becomes saturated, as this could disrupt the clotting process
and lead to further bleeding. Instead, add additional layers as necessary. Once bleeding has
ceased, apply a fresh bandage to the wound.
The Heimlich maneuver involves a sequence of abdominal thrusts aimed at clearing an
obstructed airway in individuals experiencing choking. It is essential to note that this first aid
procedure should be administered solely in cases where a person is genuinely choking.
a physical sample or picture of
a First Aid Kit to the students
for demonstration purposes.
These are introductory
instructions for specific first aid
procedures. The teacher may
enhance these instructions by
supplementing them with video
presentations or images
illustrating the first aid
techniques. Here are some
suggested video presentation
links from YouTube:
How to do the ABCs of
Emergency
ch?v=JPBnzT3qR0M
How to Conduct Hands only
Cardiopulmonary
Resuscitation or CPR?
ch?v=wa5oPu2hTdw
Parts and folding of
triangular bandage
ch?v=DybkLvY6_Cs
How to help a Choking Person
#BeALifesaver #FirstAid
ch?v=pzlwOI7xQRc

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2. Worked Example
Activity 6: "First Aid Kit Essentials: A Video Presentation"
Allow the students to watch a video “What should be in a First Aid Kit?” using the
link: https://www.youtube.com/watch?v=8assGpZvwG4
Processing Question:
1. What materials are included in the first aid kit, as demonstrated in the video?
2. How do these materials function in providing first aid assistance?
3. Why is it important for individuals to have their own personal first aid kit?
3. Lesson Activity
Activity 7: "Emergency Response Skit: Acting Out First Aid Scenarios"
Direction:
1. The class will be grouped into five (5), and each group will randomly select from
the following scenarios:
Scenario 1: A character starts choking on food while dining out.
Scenario 2: A person collapses suddenly due to a heart attack.
Scenario 3: Someone sustains a deep cut while working in the kitchen.
Scenario 4: A student faints during a school assembly.
Scenario 5: A hiker shows signs of heat exhaustion while hiking.
2. Each group will create a skit that includes dialogue and actions for their
assigned scenario. They will assign the following roles:
Actors portray the victims of each scenario.
Rescuers demonstrating the appropriate first aid responses.
Narrator providing context and guidance throughout the skit.
3. Groups will present their skits to the audience, focusing on clear
communication and realistic portrayal of emergency situations. Each
presentation will be limited to a maximum of five (5) minutes.
4. A rubric will be used for grading the performance.
The skit presentation involves
acting out various emergency
scenarios and demonstrating
the appropriate first aid
responses. Each scenario
highlights a different medical
emergency, emphasizing the
importance of quick and
effective action in saving lives.
The skit provides an engaging
and interactive way to educate
audiences about basic first aid
techniques and emergency
preparedness.
This activity may be done in any
open space.
It may be specific by providing a
description of the scenario and
the roles of rescuer(s) and
victim(s).

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Rubrics for Skit Presentation:
DAY 3
SUB-TOPIC 3: Examples of Common Conditions
1. Explicitation
Bites are Injuries from animal or human teeth or Insect. They can cause puncture
wounds, cuts, or scrapes on the skin. Bites can vary in seriousness and may lead
to infections or venom.
Wounds are injuries that cause damage to the skin or underlying tissues. They can
range from minor cuts and scrapes to more serious injuries like puncture wounds
or lacerations. Wounds may result from accidents, falls, or contact with sharp
objects
Burns are injuries caused by heat, chemicals, electricity, or radiation that damage
the skin and tissues. They can vary in severity, from minor redness and discomfort
to severe tissue damage and loss.
Bleeding refers to the loss of blood from damaged blood vessels. It can occur
externally, visible from cuts or wounds, or internally, which may not be immediately
appearance.
The teacher may modify the
number of groups or may add
more scenarios.

9
Fainting refers to a temporary loss of consciousness typically caused by a
temporary reduction in blood flow to the brain. It often occurs due to a sudden drop
in blood pressure or a lack of oxygen reaching the brain.
Poisoning, in the context of first aid, refers to the ingestion, inhalation, or
absorption of substances that are harmful to the body. These substances, known
as poisons, can include chemicals, medications, plants, or household products.
Choking occurs when an object becomes lodged in the throat or windpipe, blocking
the flow of air. This obstruction prevents the person from breathing effectively and
can quickly lead to a life-threatening situation.
Hyperventilation refers to rapid or shallow breathing that leads to an excessive
intake of oxygen and reduced levels of carbon dioxide in the body
A heart attack occurs when the blood flow to a part of the heart is blocked, usually
by a blood clot. This leads to damage or death of the heart muscle cells.
A stroke occurs when there is an interruption of blood flow to the brain, resulting
in damage to brain cells. This interruption can happen due to a blockage in a blood
vessel (ischemic stroke) or the bursting of a blood vessel (hemorrhagic stroke)
2. Worked Example:
Activity 8: First Aid Vocabulary Quest
Direction: Find the ten (10) hidden words related to first aid for common conditions.
Circle or highlight them on the grid.
The teacher may provide the word grid either by posting it on the board or by
providing a handout for students to copy onto a separate sheet of paper.
Activity 9: "Match Dash: Racing to Define Common Conditions"
Direction:
● Team the class into five (5), with each team consisting of an equal number of
participants.
● Place cards containing descriptions of common conditions and their
corresponding definitions at different stations around the room. Each station
should have a set of cards for both the conditions and the definitions.
● Assign one participant from each team as the "runner." Their role is to sprint
to the stations, read the condition or definition, and race back to their team
with the information.
See the worksheet for the which
students will accomplish.
Answer key:
1. Burn
2.Cardiopulmonary Resuscitation
3. Choking
4. Emergency
5. Fainting
6. Injury
7. Poison
8. Stroke
9. Wound
10. Bandage
Activity 9 can be done in an
open space. The number of
groups may vary depend on the
number of the students.
Ensure students are reminded
of precautionary measures
before engaging in the activity
to ensure their safety.

10
● The teacher will give the signal, the runners from each team begin the race.
They must quickly move between stations, reading the cards and memorizing
the information.
● As the runners return to their teams, they must communicate the condition or
definition they read and work together to match it with the corresponding card
on a large board or surface. Only one runner can be at the board at a time, but
the entire team can assist in making the matches.
● The team that successfully matches all the conditions with their definitions
and returns to their starting position first wins the round. Accuracy is
essential, so teams must ensure they have the correct matches before declaring
victory.
3. Lesson Activity
Activity 10: "Creative Graphic Organizer: Exploring Common Conditions and
Signs/Symptoms"
Directions:
Students will gather materials such as paper and markers to create a graphic
organizer representing common health conditions and their signs/symptoms.
They'll brainstorm a list of conditions and research their signs/symptoms using
various resources. Then, they'll design the organizer creatively, labeling each
section with condition names and organizing signs/symptoms accordingly. Adding
color and visuals for engagement, they'll review and refine their work for accuracy.
Finally, they'll present their organizers to the class, explaining their design choices
and discussing each condition's signs/symptoms.
DAY 4
SUB-TOPIC 4: First Aid Procedures for Managing Common Conditions
1. Explicitation
Activity 11: "First Aid Fact or Bluff Challenge!"
Game Setup:
The class will be divided into five (5) groups. A set of statement cards, each
containing either a true or false first aid fact, will be prepared, with an equal
number of true and false statements.
After the activity, facilitate a
discussion about the common
conditions and signs/symptoms
presented in the graphic
organizers. Encourage students
to reflect on what they've
learned and how they can apply
this knowledge in real-life
situations.
Provide feedback to students on
their graphic organizers,
praising creativity, accuracy,
and presentation. Offer
constructive criticism to help
them improve their future work.
The teacher will be the
moderator for this game.
Game Variation:
To increase the challenge,
incorporate scenarios where
teams must explain why a
statement is true or false,

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Game Rule:
• A statement will be read aloud, and the team must decide whether it is a true
fact or a false bluff. Teams have a limited time to discuss and reach a
consensus on their answer. (5 seconds)
• After making their decision, the team reveals their choice to the moderator.
• If the team correctly identifies the statement as a fact or bluff, they earn points.
Incorrect guesses result in no points awarded.
• The team with the highest total score at the end of all rounds wins the game.
• Statements:
1. Fact: "Applying pressure to a wound helps control bleeding by promoting
clot formation."
2. Bluff: "Using butter or oil on a burn can soothe the pain and aid in healing."
3. Fact: "If someone is experiencing heat stroke, it's important to move them
to a cooler place and apply cool, wet cloths to their skin."
4. Bluff: "You should forcefully remove an embedded object from a wound to
prevent infection."
5. Fact: "Performing CPR can help maintain blood flow and oxygenation to
vital organs in a person experiencing cardiac arrest."
6. Bluff: "Rubbing snow on frostbitten skin can help thaw it out quickly."
7. Fact: "If someone is having a seizure, it's important to protect them from
injury by moving nearby objects out of the way and cushioning their head."
8. Bluff: "Giving water to someone who has swallowed a harmful substance
can dilute the poison and reduce its effects."
Bites
• Signs: Visible bite marks, swelling, redness, pain, puncture wounds, bleeding.
• Symptoms: Pain, localized numbness or tingling, itching, inflammation, fever (in
some cases).
Wounds
• Signs: Open skin, bleeding, swelling, redness, presence of foreign objects.
• Symptoms: Pain, tenderness, warmth, pus or discharge, fever (if infection develops).
Burns
• Signs: Redness, blistering, swelling, charred or blackened skin, peeling.
• Symptoms: Pain, tenderness, difficulty moving, shock (in severe cases).
Bleeding
• Signs: Visible blood, bleeding from a wound, blood pooling on the skin or ground.
providing an opportunity for
deeper understanding and
discussion.
This fact or bluff game provides
an entertaining and interactive
way for students to reinforce
their understanding of first aid
principles while sharpening
their critical thinking skills.

12
• Symptoms: Weakness, dizziness, lightheadedness, rapid heartbeat, low blood
pressure.
Fainting
• Signs: Loss of consciousness, pale or flushed skin, sweating, shallow breathing.
• Symptoms: Dizziness, lightheadedness, blurred vision, nausea, confusion.
Poisoning
• Signs: Nausea, vomiting, abdominal pain, diarrhea, sweating, difficulty breathing.
• Symptoms: Dizziness, headache, weakness, confusion, seizures, loss of
consciousness.
Choking
• Signs: Inability to speak or breathe, clutching at throat, cyanosis (blue skin).
• Symptoms: Gasping for air, wheezing, coughing, panic, loss of consciousness.
Hyperventilation
• Signs: Rapid breathing, deep breathing, chest pain, dizziness, tingling in
extremities.
• Symptoms: Shortness of breath, feeling of suffocation, numbness or tingling in
fingers or lips.
Heart Attack
• Signs: Chest pain or discomfort, shortness of breath, nausea, lightheadedness, cold
sweat.
• Symptoms: Pain or discomfort in arms, back, neck, jaw, or stomach, fatigue,
anxiety.
Stroke
• Signs: Sudden numbness or weakness in face, arm, or leg (especially on one side
of the body), confusion, trouble speaking or understanding speech, difficulty
walking, severe headache.
First Aid Management
Bites - Clean the wound with soap and water, apply an antibiotic ointment, and
cover it with a sterile bandage. Seek medical attention if it's a severe bite or if there
are signs of infection.
Wounds - Clean the wound with mild soap and water, apply pressure to stop
bleeding, and cover with a sterile bandage or clean cloth. Seek medical attention if
the wound is deep, large, or shows signs of infection.
Burns - Cool the burn under cool, running water for at least 10 minutes, cover
the burn with a sterile dressing, and seek medical attention for severe burns,
burns to the face, or burns that cover a large area of the body

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Bleeding - Apply direct pressure to the wound with a clean cloth or bandage, elevate
the wound if possible, and continue applying pressure until bleeding stops. Seek
medical attention if bleeding is severe or cannot be controlled.
Fainting - Lay the person flat and elevate their legs, loosen any tight clothing, and
provide fresh air. If the person does not regain consciousness within a minute, seek
medical attention.
Poisoning - Call poison control immediately for guidance, remove any
contaminated clothing, and rinse the affected area with water if appropriate. Seek
medical attention if symptoms are severe or if the substance ingested is toxic
Choking - Perform abdominal thrusts (Heimlich maneuver) to dislodge the
obstruction, encourage coughing if the person is able to cough, and seek medical
attention if the obstruction cannot be cleared.
Hyperventilation - Encourage slow breathing, breathing into a paper bag if
available, and reassurance. Remove the person from stressful situations if possible
and seek medical attention if symptoms persist.
Heart attack - Call emergency services immediately, help the person rest in a
comfortable position, and assist with any prescribed medication (e.g., aspirin).
Monitor the person's vital signs and be prepared to perform CPR if necessary.
Stroke - Recognize the signs of stroke (FAST: Face drooping, Arm weakness, Speech
difficulty, Time to call emergency services), keep the person calm and comfortable,
and provide reassurance while waiting for medical help.
2. Worked Example
Activity 12: "First Aid Explorers: Journeying through Common Conditions"
Direction:
• Divide the class into five (5) groups.
• Assign each group a specific common first aid condition to research
thoroughly. Groups will utilize credible sources like medical websites, first aid
manuals, and academic journals to focus on creating a step-by-step first aid
management infographics.
• Prepare visual aids for group presentation of infographic. Groups can use the
provided format or present their findings creatively.
Group 1: Bites and Wounds
Group 2: Wounds and Bleeding
Group 3: Fainting and Hyperventilation
Group 4: Burns and poisoning
Group 5: Hear attack and stroke
Assign topics to each group in
advance and allow them to use
their phones to search for
information and data related to
their assigned topic.
The student may use school
library for resources. The
outputs may be a digital output
or handwritten/hand-drawn.
Facilitate a discussion after
each presentation to ensure
understanding and address any
questions or clarifications
needed

14
3. Lesson Activity
Activity 13: “Lights! Camera! Action! First Aid Role-Playing Scenarios"”
Direction:
1. Use the same groups as the previous activity.
2. Each group will brainstorm and create a scenario based on their assigned
first aid topic.
3. Assign roles within the group for rescuers and victims. Enact the scenarios,
applying appropriate first aid techniques.
4. Presentations should be concise, lasting no more than five (5) minutes per
group.
Rubrics for Role-playing
This activity can take place in
any open space available.
Each group should provide a
detailed description of their
scenario, including the roles of
rescuer(s) and victim(s).
The teacher has the flexibility
to adjust the number of groups
based on class size.
Materials required for first aid
management, such as first aid
kits, bandages, and splints, can
be borrowed from the school's
clinic or Red Cross Youth (RCY)
Club.
D. Making
Generalizations
1. Learners’ Takeaways
Activity 14: First Aid Insights: Organizing Key Learnings"
After the activity, facilitate a discussion about the common conditions and
signs/symptoms presented in the graphic organizers. Encourage students to reflect
on what they've learned and how they can apply this knowledge in real-life
situations. Provide feedback to students on their graphic organizers, praising
creativity, accuracy, and presentation. Offer constructive criticism to help them
improve their future work.
Activity 15: "First Aid Learning Reflection Sheet"
Provide a self-reflection sheet that includes prompts related to the first aid
procedures learned. Encourage students to take a few minutes to reflect on their
learning and jot down their responses on the reflection sheet.

15
It can also be done in a Pair or Group Discussion. Have students pair up or gather
in small groups to discuss their reflections with their peers. Encourage students to
share their insights, ask questions, and offer support to one another. Facilitate the
discussions by circulating among the groups, providing clarification or additional
guidance as needed.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating
Learning
1. Formative Assessment
Activity 16: Make your own Advocacy Materials
Students will make their own advocacy materials. Let students choose which
among these three formats in their advocacy.
1. Song or Poem
Write a song or a poem which includes the roles, objectives, characteristics, and
principles of First Aid.
2. Artwork/Poster
Create a poster either manual or digital which depicts the importance of First Aid.
You can use junk materials to create a three-dimensional art. Include a title and
short description of your masterwork.
3. Video Presentation
Create a five (5) to (10) minute video presentation about the different common
injuries and first aid technique.
Reminder to the students:
Establish your core message, the main
thing you want the public to know. This
message will be carried by your
advocacy material and will be
repeatedly mentioned. Add or create
your own images, such as pictures or
icons, to visually enhance your
advocacy materials. If images come
from a book, magazine, website, or
other resources, don’t forget to credit
them in your references.
This activity is not graded
because this is a formative
activity.
The teacher may add more
formats to assess the
learning of the students
about the lessons
discussed in the session.
The teacher may provide a
“Gallery Walk” to
present/showcase the output of
the students.
During a "Gallery Walk,"
students' work is displayed
around the classroom or
designated area. Student then
walk around to view each other's
work, allowing for peer-to-peer
learning and feedback.

16
Activity 17: “Empowering Young Heroes: Can Grade 7 Students Be First
Aiders?”
Direction:
● Group the class into five (5).
● Each Group will be provided with discussion prompts related to the topic.
Questions:
● What is some potential challenges Grade 7 students might face in becoming
first aiders? How can Grade 7 students acquire first aid skills and knowledge?
● In what situations might Grade 7 students be called upon to use their first
aid skills?
● What are some basic first aid techniques that Grade 7 students can use to
stabilize a situation before medical assistance arrives?
● Why is it important for Grade 7 students to understand the aims of first aid,
such as lessening pain and preventing further injury?
● In what ways can Grade 7 students contribute to prolonging life in emergency
situations, even with limited resources and training?
Each Group will share with the class their responses to the discussion prompts.
This activity is not graded
because this is a formative
activity. The teacher will
instruct each group to discuss
the prompts and come up with
their responses.
During the activity, circulate
among the groups to facilitate
the discussion and offer
guidance if needed. Facilitate a
reflection session where
students can discuss what
they've learned from the
discussion and how it has
influenced their perspective on
the topic.
B. Teacher’s
Remarks
Note observations on any of
the following areas:
Effective Practices Problems Encountered
The teacher may take note of some
observations related to the effective
practices and problems encountered
after utilizing the different strategies,
materials used, learner engagement
and other related stuff.
Teachers may also suggest ways to
improve the different activities
explored/ lesson exemplar.
strategies explored
materials used
learner engagement/
interaction
others
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?
Teacher’s reflection in every lesson
conducted/ facilitated is essential and
necessary to improve practice. You
may also consider this as an input for
the LAC/Collab sessions.

Q4_LE_PEH 7_Lesson 1_Weeks 1-2.pdf P.E & Health

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