SH1661

LESSON TITLE: EDUCATION AND HEALTH SYSTEMS

OVERVIEW: OUTCOMES:
Weeks 13-14, Sessions 37-40 Upon completing the lesson, students will be able to:
o Introduction 15 min · evaluate how functions of education affect the lives
o Presentation 160 min of people in society;
· Education System 75 min · explain the importance of promoting education as a
· Health System 85 min human right; and
o Generalization 30 min · recognize the practice of medical pluralism in light
o Application 60 min of cultural diversity and relativism .
o iLS/LMS 5 min
TOTAL 270 min
iLS/LMS Activities (Session 39) 90 min

MATERIALS/EQUIPMENT: PREPARATION:
o Computer · Prepare the equipment for the slide presentation.
o LCD/OHP Projector · Read 08 Handout 1, 08 Teaching Materials 1,
o Files: 08 Education and Health Systems and CHAPTER V-LESSON 6 (pages 222-231) and
· 08 LCD Slides 1.ppsx 8 (pp. 245-254) of the mandated book in
· 08 OHP Slides 1.pdf advance.
· 08 Handout 1.pdf · Instruct the students to access the worksheet and
· 08 Teaching Materials 1.pdf the handout from the eLMS.
· 08 Teaching Materials 2.pdf · Prepare two (2) small boxes or containers. Put the
· 08 Teaching Materials 3.pdf strips 08 Teaching Materials 2 on the first box and
· 08 Worksheet 1.pdf 08 Teaching Materials 3 on the other box.
o Software Requirements · It is highly recommended to research about the
· MS Power Point education and health systems in society.
· You may visit the website below for more
information about the topic:
o http://www.pearsonhighered.com/samplechapt
er/0205683290_ch7.pdf

INTRODUCTION:
15 min Statement Completion
1. Show Slide 1 of LCD/OHP Slides 1. Ask the students to contemplate on it. Call on a
few students to share in class their responses.
2. Then, show the question on Slide 1. Solicit responses from the students.

3. Affirm their responses by presenting the quote on Slide 2. Call on a few students to
give their ideas about it. Reveal the brief explanation on the slide. Relate it to the
achievement of their desires .

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4. Now, show Slide 3 and inform the students of the topics for discussion.

Transition: You can play and take it easy and do what you want today, but if you do,
your life will be harder later. However, if you strive now at the beginning of your journey,
you will reap the rewards of hard work in the future.
Applicable Graduate Attributes: Character, Communicator, and Critical thinker

PRESENTATION:
I. Education System
75 min Story Telling
1. Show Slide 4 and solicit prior knowledge of students about it. Affirm their responses
by revealing the remaining content of the slide.

2. Ask the students the last time they’ve heard a story.

3. Read 08 Teaching Materials 1.
4. Afterwards, ask the students the questions posted on Slide 5.

5. Show Slide 6 and ask the students to give their idea of the functions of education for
each one based on the story presented.

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6. Affirm their responses by showing Slides 7-9. Refer to Pages 1-2 of 08 Handout 1
for the explanations .

7. Now, instruct them to answer CHAPTER V-LESSON 6 PRETEST on Page 223 of

the mandated book.
8. Discuss their answers to the activity afterwards.
9. Then, ask the students to assess the effects of education to their lives. Affirm their
responses by showing Slides 10-11 and discuss pp. 224-230 of the mandated book.
10. Let the students answer PART I of CHAPTER V-LESSON 6 POSTTEST on Pages
230-231 of the mandated book.

Transition: How do health and illness reflect the cultural, social, and political domains of
society?
Applicable Graduate Attributes: Character, Communicator, and Critical thinker
II. Health System
85 min Lecture/Discussion
1. Ask the students to answer CHAPTER V-LESSON 8 PRETEST on Pages 246-245
of the mandated book. Take note of the directions given in the activity.
2. Discuss their answers to the activity afterwards.
3. Then, show Slide 12 and ask the students to describe and give their opinion about
the picture. Also, ask them of the implications of this scenario to society.

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4. Then, show Slide 13 and solicit responses from the students. Affirm their responses
by showing the remaining content of the slide.

5. Now, show Slide 14 and ask the students of their ideas about it. Affirm their
responses by showing the remaining content of the slide. Refer to Page 2 of the
handout for the explanation. Discuss also Pages 247-248 of the mandated book.

6. Moreover, show Slides 15-16 and inform the students of the emergence of cross -
cultural health systems . Refer to Pages 2-3 of the handout for the detailed
explanations. Then, discuss Page 249 of the mandated book.

7. Show Slide 17 and ask them to describe each picture. Tell them to identify which
among the pictures exhibits diagnosis, prevention, and healing. Affirm their
responses by showing the remaining content of the slide.

8. Then, discuss the systems of diagnosis, prevention, and healing existing in today’s
society by presenting Slides 18-24. Refer to Pages 3-4 of the handout for the
explanations. Discuss also Pages 249-252 of the mandated book.

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9. Afterwards, ask the students the question posted on Slide 25. Affirm their answers
by showing the remaining contents of the slide.

10. Lastly, discuss Pages 252-253 of the mandated book and ask the students to
answer PART I of CHAPTER V-LESSON 8 POSTTEST on Pages 253-254 of the
mandated book.
11. Also, ask them to complete CHAPTER V-LESSON 8 PRETEST on Pages 246-245
of the mandated book. Their answers in the right column will be recorded.
12. Discuss their answers to the activity afterwards.

Transition: Let’s proceed to the iLS/LMS part.

Applicable Graduate Attributes: Character, Communicator, and Critical thinker

GENERALIZATION:
30 min Think-Pair-Share
1. Divide the class into two (2) groups.
2. Then, ask the students to find a partner within their group.
3. Give to the first group the box/container that has the strips of 08 Teaching Materials
2, then the box with 08 Teaching Materials 3 to the other group.
4. Ask each pair to pick a strip from it.
5. Instruct the students to find the pair in the other group that holds the
0

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concept/definition of their chosen strip.

6. Give them ample time to find their perfect match.
7. Afterwards, call on at least five (5) pairs to share and give an example of their
assigned concept and definition.

Transition: Let’s proceed to the application part.

Applicable Graduate Attributes: Character, Communicator, and Critical thinker

APPLICATION:
60 min S.O.S. Summary
1. Ask the students to answer 08 Worksheet 1.
2. Give them ample time to answer it.
3. Then, call on a few students to share in class their answers.
4. Explain and refer to the rubric below in rating their output.

CRITERIA POINTS
Answered using own experiences and details from the lesson in a very
clear, cohesive, and coherent way. No grammatical, spelling, and 5
punctuation error.
Answered using details from the lesson in a clear, cohesive, and
4
coherent way. No grammatical, spelling, and punctuation error.
Answered using details from the lesson. Minimal grammatical,
3
spelling, and punctuation errors.
Answered using details from the lesson but some are not related to
the statement given. Minimal grammatical, spelling, and punctuation 2
errors.
Answered without using any details from the lesson. Several
1
grammatical, spelling, and punctuation errors.
No answer 0

Transition: Proceed to the next lesson.

Applicable Graduate Attributes: Character, Communicator, and Critical thinker

iLS/LMS:
5 min Week 13
1. Instruct the students to login to their eLMS accounts and answer the activity under
Module 08 – Education and Health Systems entitled, “A Campaign Speech”.
2. Remind the students to follow the instructions in the activity.

Note: Give feedb ack

regarding their
answers in previous
iLS/LMS Activities. Applicable Graduate Attribute: Character

REFERENCES:
Arcinas, Myla M. (2016). Understanding culture, society, and politics. Quezon City, Philippines: Phoenix Publishing
House, Inc.
Benally, Steven Jr. Health, illness, and healing. Retrieved from
http://www.pearsonhighered.com/samplechapter/0205683290_ch7.pdf
0

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Contreras, A. P., Dela Cruz, A. D., Erasga, D. S., & Fadrigon, C. C. (2016). The padayon series understanding
culture, society, and politics. Quezon City, Philippines: Phoenix Publishing House, Inc.
Garley, Laura. (2011). Begin with the end. Retrieved from http://www.the-teachers-
lounge.com/blog/2011/12/activity-motivate-students/
Preamb le to the Constitution of the World Health Organization as adopted by the International Health Conference,
New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official
Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April 1948.
Sharma, Aman. (2012). What are the functions of education towards individual, society and country? . Retrieved
from http://www.preservearticles.com/201102244178/what-are-the-functions-of-education-towards-
individual-society-and-country.html

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