A

HEALTH 7
MENTAL AND EMOTIONAL
HEALTH

LEARNING ACTIVITY
SHEET

Subject Area and Grade Level: HEALTH 7

Activity Sheet No. 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 8 – Division of Samar
 Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is crafted shall be necessary for exploitation of such
work for profit. Such agency or office may among other things impose as a condition
the payment of royalties.

This Learning Activity Sheet is developed by DepEd Region 8 – Division of

Samar.

ALL RIGHTS RESERVED. No part of this learning resource may be reproduced

or transmitted in any form or by any means electronic or mechanical, without written
permission from the DepEd Regional Office 8 – Division of Samar.

Development Team of English Activity Sheet

Writer: Sarah Jane O. Aballe, Parasanon National High School

Illustrator: _________________________

Layout Artists: _______________________

Reviewer: Nancy A. Abaracosso, EPS-MAPEH
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
Josefina F. DacallosEdD. – PSDS/LRMS Manager Designate
Francia A. Tan, EPS-TLE
Ma. Teresa O. Labareno. - District Head
Rosita B. Ocenar.- School Head

HEALTH 7
 Mental and Emotional Health
Learning Area

Name of Learner: ____________________ Grade Level:_____ Section:______

School: ______________________________ Date:___________

STRESS
Title
I. Introduction:
This module will focus on your mental and emotional health. It will help you be
aware of how your health is affected with the way you think and feel.
II. MELC (with code):
Analyze the interplay among the health dimension in developing holistic health H7PH-IIIa-
b-28

III. Strategy:

A. Explore:

TRY TO THINK!
Read the paragraph carefully and answer the following questions.
A teenager has been experiencing a lot in high school. Recently, his mother left the
country to work abroad. This has bought him extreme sadness. To keep himself
busy, the teenager learned to read a lot of books. And as he promised to his Nanay,
he will do good in his studies so Nanay’s hardwork and sacrifices will be worthy. In
the last quarter exam, the teenage scored the highest in Math and Aral Pan. This
made him and his mother very happy.
1. What do you call the dimension of health that deals with a person’s thoughts
and feelings and how they affect everyday living?
2. What are the two kinds of stress?
3. What makes the teenage sad? What are other examples of stressors? Give at
least 3.
4. How the teenage in the paragraph did to cope up the situation?
What are other examples or ways to deal with stress? Give 3.

5. People who find it difficult to cope with stress may be experiencing health
problems or disorders. What are examples of these?
6.

B. Learn:

It’s time to learn about the dimensions of health.

According to the World Health Organization’s Ottawa Charter for Health
Promotion(1986), “Health is a resource for everyday life, not the objective of
 living.” This means that health is where we get our means to function normally
in all the things we do.

Health has six(6) dimensions which contribute to the total well-being of a

person. What are these dimensions?

Activity 1. Let’s Recall

Direction: Complete the diagram.

1. P_ _S_C_L
2. E_O__N_L
3. M_N_ _L
4. _O_ __L
5. M_O_RA_ SP_ _I_U_L
6. E_V_ _O_ME_T_L

Activity 2.Definition of Mental and Emotional Health

Direction: Write your responses on the semantic web below. Later on, come up
with your own definition of mental and emotional health.

MENTAL EMOTIONAL

C. Engage:

Activity 3. Let’s Reflect and Check

Direction: Read the following situations. Put a check (√) if you consider the situation
as stressful.

___1. Choosing a gift for a friend.

___2. Arguing with a classmate.

___3. Going to a new place.

___4. Having a new born sibling.

___5. Getting a failing grade.

Actually, stress can either be negative or positive.

Do you know?
 Stress, is defined as the physiological and emotional
responses to a significant or unexpected change or disruption in
one’s life. ( Payne, et al., 2005).

The word stressor, refers to the things that make a person

stressed. It has two kinds. –EUSTRESS and DISTRESS.

EUSTRESS refers to a positive and healthy response of the

body from a stressor. On the other hand, DISTRESS, refers to a
negative reaction of the body towards a given stressor.

Activity 4. EUSTRESS vs. DISTRESS

Direction: Read the following situations. Write E for EUSTRESS, D for DISTRESS

___1. Choosing a gift for a friend.

___2. Arguing with a classmate.

___3. Going to a new place.

___4. Having a new born sibling.

___5. Getting a failing grade.

___6. Losing your money.

___7. Getting a birthday surprise.

___8. Attending a party.

___9. Meeting your classmates after pandemic.

___10. Modular classes.

Do you Know? The body changes if someone is experiencing stress.

GENERAL ADAPTION SYNDROME (GAS) is the changes in the
ALARM STAGE when a person experiences
body RESISTANCE
that occurs from experiencing STAGEItwhen
stress. the body phases.
has three(3) has
the” fight and flight” response. already responded to the stressor.

EXHAUSTION STAGE when a person

slowly loses the energy to manage the
stress. Known as the “ gate toward
burnout or stress overload”.
D. Apply:
ACTIVITY 5. COMMON STRESSORS

Direction: Reflect on the following question. Write your own thoughts in a short
paragraph form.

1. How does your family contribute to your eustress and distress?

2. How do your peers contribute to your eustress and distress?
3. How does the school contribute to your eustress and distress?
4. How does your community contribute to your eustress and distress?

Aside from common stressors, “loss, death, and grief also

Do you know affect everyone regardless of race, gender, or age”.
( Telljohann, et al., 2007).
V. Rubrics for Activity 5 (if needed):

CLEAR AND CONCISE THOUGHT______ 50%

Relative to the topic_____50%

Homework 1

Direction: Identify the following as to ALARM STAGE, RESISTANCE STAGE,

and EXHAUSTION STAGE.

1. He/ She suddenly begins to carry heavy objects in the house towards outside
when the fire broke out._____________
2. Feeling of sudden increased of energy and heartbeat knowing your mother is
coming home from abroad after 10 years._______
3. The person was able to escape safely from the burning house but still felt
much stressed because of the thought that there are important things
he/she forgot to save inside the burning house._________
4. Feeling of excitement but your heartbeat returns to its normal state of
beating after you talked to your mother who came home from
abroad._________
5. When the fire was managed, the person was not able to move on. _______
6. He/she experienced extreme sadness and loss._______
7. Began to feel health problems after the house burned.________
8. Loss of interest in studying and low level of energy after hearing that his/her
close relative migrated.
9. Feeling of increase energy._________
10. Normal body temperature.________

VI. References:

VII. Key to Correct Answers:

Prepared by:

SARAH JANE O. ABALLE

SST III

Checked by:

ARIEL M. LATORRE
Department Head
A

Filipino 3
 LEARNING ACTIVITY SHEET

Asignatura at Baitang: Filipino3

Activity Sheet Bilang. _______
UnangEdisyon, 2020

InilimbagsaPilipinas
Ng Kagawaran ng Edukasyon
Rehiyon 8 – Sangayng Samar

Isinasaad ng BatasRepubliKa 8293, seksiyon 176na “Hindi

maaaringmagkaroon ng karapatang-ari (sipi) saanumangakdaangPamahalaan ng
Pilipinas. Gayunpaman, kailanganmunaangpahintulot ng ahensiya o tanggapan ng
pamahalaannamaghanda ng Gawain kung itoýpagkakakitaan.
Kabilangsamgamaaaringgawin ng nasabingahensiya o tanggapan ay angpagtakda ng
kaukulangbayad.

This Learning Activity Sheetnaito ay inilimbagupangmagamit ng

mgaPaaralansaRehiyon 8 – Sangay ng Samar.

Walangbahagi ng Learning Activity Sheet naitoangmaaaringkopyahin o

ilimbagsaanumangpormanangwalangpahintulotsakagawaran ng Edukasyon, Rehiyon 8
– Sangay ng Samar.

BumuosaPagsulat ngFilipino Activity Sheet

Manunulat:_____________

Tagaguhit: _________________________

Tagalapat: _______________________
Tagasuri: Rustum D. Geonzon, PhD.
Editor: _______________________________
Carmela R. Tamayo EdD., CESO V – Schools Division Superintendent
Moises D. Labian Jr. PhD., CESO VI – Asst. Schools Division Superintendent
Antonio F. Caveiro PhD. - Chief Education Supervisor, CID
 LEARNING AREA/ASIGNATURA: (Uppercase and Bold)
Pangalan ng mag-aaral: ____________________ Baitang:_____ Seksyon:______
Paaraalan :______________________________ Date:___________
_________________________
Pamagat
I. Panimula:
(Brief discussion of the lesson, if possible, cite examples)

______________________________________________________________________________________
_______________________________________________________________________.
II. MELC with code (KasanayangPagkatuto at koda):

______________________________________________________________________________________
______.
III. Pamamaraan:
A. Simulan: (Ilagayangmga icons sabawatbahagi (kopyahinmulasa Sample LAS sa English)
This is the first part of the Activity/Worksheet. In this part, the teacher can give an activity that
will help the learner recall his/her previous learning. Also, it will facilitate if the said activity will help
bridge the learner’s past experiences with the new lesson. The association with “a previous learning” does
not automatically mean previous lesson but acquired knowledge that will serve as clue or springboard to
process the new one.
The idea here is to come up with an activity that will cater to both the review and motivation parts of
the usual lesson.
A ten-item (10) activity is suggested for this particular part. Learners may be required to use a
separate activity notebook for his/her responses.
B. Alammo Ba:
In this part of the Activity Sheet/Worksheet, the new lesson will be introduced. A number of
authentic materials may be used to introduce the lesson. Also, important concepts be emphasized here.
The teacher can present the lesson in a creative way instead of just simply giving out the lesson or
concepts. The activity used as a springboard during the “Explore” part may be dissected for discussion to
serve as a concrete example if no new material is presented. To illustrate, like a lesson about past form of
verbs, one may employ a short story, a fable or a news report as a springboard to ensure that concepts are
not discussed in isolation. To make lessons more interesting, teachers can contextualize by relating real-life
experiences.
A five to ten- item practice exercise is likewise suggested for this part.

C. Bumahagi:
 In this part of the Activity Sheet/Worksheet, the teacher can make use of graphic organizers in
crafting exercises. With graphic organizers in use, the learner is still guided even though it is independent
learning on their end.
D. Gawin Mo:
This part of the module will assess whether the learning competency is achieved. The teacher may
give exercises that will enable the learner apply the learning to real-life experience and engage in higher
cognitive thinking, such as problem-solution, cause –effect, etc.

IV. GabaynaTanong (Kung kailangan)

 
V. RubriksaPagpupuntos (Kung kailangan)
VI. MgaSanggunian:
VII. Susi saPagwawasto (follow sample in English (nakabaliktad):

Quarter 2
SBOL and LAS Preparation
Assignment by District

Subject - Area District Grade Level Remarks

Jiabong Grades 1 to 3 (Contextualized – MTB)
English Motiong Grades 4 to 6
Wright 1 Grade 7 to 10
Sta. Margarita 1 Grades 1 to 3 (Contextualized – MTB)
Mathematics Sta. Margarita 2 Grades 4 to 6
Pagsanghan Grades 7 to 10
Grade 3 (Contextualized – MTB)
Science Gandara 1 Grades 4 to 6
San Jorge Grades 7-10
Gandara 2 Grades 1 to 3 (Contextualized – MTB)
AralingPanlipunan Tarangnan Grades 4 to 6
Sto. Nino Grades 7 to 10
Daram 2 Grades 1 to 3 (Contextualized – MTB)
Eduk. saPagpapakatao Daram 1 Grades 4 to 6
Zumarraga Grades 7 to 10
Basey 1 Grades 1 to 3 (Contextualized – MTB)
Filipino Basey 2 Grades 4 to 6
Marabut Grades 7 to 10
Talalora Grades 1 to 3 (Contextualized – MTB)
MAPEH (Music) Matuguinao Grades 4 to 6
San Jose de Buan Grades 7 to 10
 Wright 2 Grades 1 to 3 (Contextualized – MTB)
MAPEH (Arts) Hinabangan 1 Grades 4 to 6
Hinabangan 2 Grades 7 to 10
San Sebastian Grades 1 to 3 (Contextualized – MTB)
MAPEH (PE) Calbiga 1 Grades 4 to 6
Calbiga 2 Grades 7 to 10
Pinabacdao 1 Grades 1 to 3 (Contextualized – MTB)
MAPEH (Health) Pinabacdao 2 Grades 4 to 6
Villareal 1 Grades 7 to 10
EPP/TLE (ICT, HE, IA and Sta. Rita 3 Grades 4 to 6
Agriculture) Sta. Rita 1 Grades 7 to 10
Almagro Grades 7 to 10
Mother Tongue Villareal 2 Grades 1 to 3 (Contextualized – MTB)
Daram 1 and 2 Senior High School
Gen. Academics Zumarraga Grades 11 and 12
ABM Sta. Rita 2 SHS Grades 11 and 12
STEM Calbiga NHS SHS Grades 11 and 12
HUMMS Tagapul-an SHS Grades 11 and 12
TVL -
 Republic of the Philippines
Department of Education
REGION VIII
DIVISION OF SAMAR
__________________________________________________________________________________

October 28, 2020

DIVISION MEMORANDUM
No. ______, s. 2020

CORRIGENDUM TO MEMORANDUM NO. 414, S. 2020

(DIVISION QUALITY ASSURANCE CUM REVISION AND FINALIZATION OF
CONTEXTUALIZED LESSON EXEMPLARS

To:
Education Program Supervisors
Public Schools District Supervisors/Districts In-Charge
School Heads (elementary and Secondary)
All Other Concerned Personnel

1. In line with the information contained in Division Memorandum No. 414, s. 2020, please be
informed that paragraph one of the said memorandum shall be read as follows:

The Division of Samar, through the Curriculum Implementation Division will conduct a
Division Quality Assurance Cum Revision and Finalization of Contextualized Lesson Exemplars in
all learning areas on December 1-3, 2020, at a venue to be announced later.

2. All other provisions in the same Division Memorandum shall remain enforced.

3. Immediate dissemination, proper guidance and strict compliance of this memorandum is

earnestly desired.

CARMELA R. TAMAYO, EdD. CESO V

Schools Division Superintendent
Enclosures: None
References: Basic Education-Learning Continuity Plan
Allotment: 1-2-3 (50-97)

To be indicated in the Perpetual Index under the following subjects:

CONTEXTUALIZATION LEARNING RESOURCES WRITERS

TRAINING PROGRAMS