1

Unit I: Family Health

Gender and Human Sexuality

FOCUS

help you understand the concept of gender and human sexuality. It will also enhance your decision-making skills to help yo

CONCEPTST
OLEARN

 Sexuality is a vital
component of
K nowledge of Sexually Transmitted
one‟s personality.
 Sexuality is
Infections (STIs) like Human
the totality of
lity as significant factor to the optimum development of family health. Prevailing norms and standards of society relative to
one‟s
attitudes toward
one‟s self and
toward others.
 Knowledge of
gender and human
sexuality is
significant in
enhancing the
quality of one‟s
relationships.
 Good decision-
making skill is
essential in
managing gender
and sexuality issues.
 Understanding
sexuality is
essential to family
 Objectives:
At the end of the quarter, you should be able to:

1. discuss sexuality as an important component of one‟s personality.

2. explain the importance and dimensions of human sexuality.
3. analyze the factors that affect one‟s attitudes and practices related to
sexuality.
4. assess personal health attitudes that may influence sexual behaviour.
5. relates the importance of sexuality to family health.
6. discuss the signs, symptoms, and effects of sexually transmitted
infections (STIs), such as Human Immunodeficiency Virus (HIV)
Infection and Acquired Immune Deficiency Syndrome (AIDS).
7. enumerate steps in the prevention and control of STIs.
8. analyze why abstinence is the most effective method for the
prevention of HIV and AIDS and other STIs.
9. follow government policies in the prevention and control of HIV and
AIDS (RA 8504 or Philippine AIDS Prevention and Control Act).
10. explain other government efforts in ensuring a clean blood supply to
prevent issues and problems related to sexuality (RA 7719 or Blood
Services Act of 1994).
11. apply decision-making skills in managing sexually-related issues

ortance and dimension of human sexuality. It discusses personal health, attitudes that may influence sexual behaviours. Le

l.

ady?
rst consider doing some activities that will brighten you up while expressing your knowledge about sexuality as an importan
 Pre-Assessment

A. How much do you know about gender and human sexuality? Find out
by answering the following questions. Write your answers in your
activity notebook.

1. What term defines a man or a woman based on biological

characteristics?
a. sex
b. gender
c. sexuality
d. androgyny
2. Which of the following illustrates gender?
a. Miguel loves to cook.
b. Marco does not cry in public.
c. Hazel has a positive body image.
d. Ahmed is attracted to Felicity.
3. What do you call the sets of activities that society considers as
appropriate for men and women?
a. gender role
b. gender identity
c. gender equality
d. gender sensitivity
4. Why is it important to understand human sexuality?
a. We will all be mature adults.
b. We have similar sexuality issues.
c. There is a specific age for developing one‟s sexuality.
d. It will help us build a better relationship with ourselves and
others.
5. Which characterizes a good decision?
a. Easy to make
b. Makes your friends happy
c. One that your teacher told you to make
d. Arrived at after a thoughtful consideration of consequence/s
you think you got the correct answers?
en you finish this module, you will have the opportunity to change your answers based on what you have learned.
B. Read the following statements. Analyze your personal stand on each
item. Write a short explanation why you agree or disagree with it.

1. Teaching is a job for women.

2. Men have no right to cry in public.
3. Both men and women can be police officers.
4. It is the responsibility of both parents to take care of their children.
5. Both the father and the mother should share in meeting the financial
needs of the family.

CheckUp!
Take a minute to review your conclusion.
Did it reflect your views regarding gender and human sexuality?
Why did you agree with some statements?
Why did you not agree with some statements?
What did you realize from the Activity?

C. Before you start studying the next lesson on human sexuality, you are
going to answer the self-inventory test about STI and HIV/AIDS.

How familiar are you with STIs HIV AIDS?

1. I have never heard of them or I have heard of them but don't know
what they are.
2. I have some idea what they are, but don't know why or how they
happen.
3. I have a clear idea what they are, but haven't discussed them.
4. I can explain what they are and how do they occur what they do that
may affect family life.

Have you made a personal health plan on how to protect yourself

from risky sexual behaviour?
1. I have neither planned nor thought about it.
2. I have planned but not thought about it.
3. I have planned but not practiced it.
4. I have both planned and practiced it.

D. For each of the following topic, place a check mark in the cell if it
describes your experience.
 Have seen a Have written
Have Have
Topic/Concept TV or movie a report
read it heard it
production paper on it

STIs HIV/AIDS

Abstinence

Refusal Skill

Blood
donation/transfusion

E. Fact or Fiction: Are the following statements true or false? Write true
or false on the space before the number in order to find out your
knowledge in sexually transmitted infections particularly HIV/AIDS.
When you finish this module, you will have the opportunity to plan for
yourself on how to avoid being infected with HIV/AIDS and live a
healthy lifestyle in order to have a healthy relationship with your
family.

1. A person can acquire HIV/AIDS from using intravenous syringe used

by the infected person
2. Most sexually transmitted infections can be treated and cured without
medical attention.
3. If an HIV/AIDS woman gives a normal birth to a child, her child
may have a greater chance of being infected too.
4. A person always knows when he or she has a sexually
transmitted infection.
5. People who get sexually transmitted infections have a lot of sex
partners.
6. All types of sexually transmitted disease can be cured.
7. Parental consent is needed before you are treated for a
sexually transmitted disease if you are under 18 years of age
8. You can have no symptoms, yet be infected with a sexually
transmitted disease and be able to pass it on to someone
else.
9. You can get several sexually transmitted diseases at one time.
 Lesson 1: Gender and Human Sexuality

Objectives:

At the end of the lesson, you should be able to do the following:

1. discuss sexuality as an important component of one‟s personality.

2. explain the importance and dimensions of human sexuality.
3. analyze the factors that affect one‟s attitudes and practices related to
sexuality.
4. assess personal health attitudes that may influence sexual behaviour.
5. relates the importance of sexuality to family health.

Learning Goals and Targets

Write your targets on what you expect to learn after reading and
accomplishing this learning material.

Learner’s Goal:
1.
What do I
need/hope to learn? 2.

3.

4.

5.

At the end of this quarter, I have to learn the following: 6.

 Sexuality is a natural and healthy part of life. It is everything about being a male or female. It’s the most i

What to Know

understood by connecting it to the total adjustment of the individual in the family and society. The process of sexual develo
ationships. It aims to provide you with the knowledge and skills needed to establish and practice healthful behaviours. Fina
hat includes opportunity to explore attitudes, values, and life skills to be able to make informed choices about sexuality.

Sexuality involves the physical, mental, social, emotional,

and

ethical dimensions of one’s personality.

 Sexuality refers to your total self

physical self The way you look as a man or a woman

mental self The way you think as a man or a woman

social self The way you interact with others

emotional self
The way you feel about yourself and others

The way you value your relationships

ethical self

f. Then you will be able to focus on your good points and develop your weaknesses. If you know yourself w
Activity 1

Here is someone who wrote about herself in a poem. Read and

analyze how the author wanted to express herself.

The Wonder of ME
by: Bernadette Borja Rosaroso

Look at me in the eyes, Tell me who am I.

Think of me just like you are, As I take you as mine.
Gaze into my innermost world, You’ll learn who I am.
Interact with me,
And acquire a little of myself.
Feel my soul
And together we’ll discover each other’s world.

Answer the following questions:

How do you express yourself?
How do you see yourself?
How much do you know yourself?
How much do others know you?

Write your answers in your Activitynotebook.

 Sexuality means you have to be aware of yourself better. As
you grow older, you will experience a range of social, emotional,
and physical changes. As these occur, you need an intensive
knowledge on how to deal with your attitudes and behaviour.
Sexuality refers to your attitudes and behavior
toward yourself

how you
see yourself

how you sexuality how you

feel about yourself toward think of yourself
yourself

how you
love yourself

y means taking high sense of responsibility for all your actions since this can affect self-esteem, decision-m
 Activity 2 – Graffiti You!

On a half-size cartolina, write quotations, sayings, slogans, and so on

that will describe and reveal your likes, passions, and aspects of your
personality. After sharing this in class, you can post it on your bedroom walls
and be inspired! A sample has been done below.

N
G
I am beautiful! E
O I can make it! V
F IDANCING! E
O R
R If others can, why can’t I?
GI
V
 Sexuality can be best understood through the help
of the people around you.

Sexuality refers to your perceptions, feelings, and behaviours towards others

how you see others

how you think of others

Sexuality
towards others

how you feel about others

how you love others

y people. It is important to maintain good relationships with others. They will support you and give you confidence, provide
 Activity 3 - How I See Myself – How Others See Me

Listed below are characteristics which

 Yes, this is very much
may or may not represent you. Using the icon at
me! X No, not me at all. the left side, see if you can rate yourself. After
o Unsure. you are done, fold the paper in half and ask a
classmate to rate you.

Extrovert Extrovert Extrovert

Selfish Selfish Selfish
Confident Confident Confident
Aggressive Aggressive Aggressive
Shy Shy Shy
Attractive Attractive Attractive
Good listener Good listener Good listener
Approachable Approachable Approachable
Liked Liked Liked
Fun Fun Fun
Sincere Sincere Sincere
Irresponsible Irresponsible Irresponsible
Kind _ Kind Kind
Dependable Dependable Dependable
Other/s: Other/s: Other/s:

After accomplishing this task, compare your response with the answers
of your classmates regarding your characteristics. Are they the same? Do
your classmates see you as you see yourself? Reflect on this matter.
Healthy sexuality encompasses the following characteristics:

SELF-
EXPERES
SELF- SELF- SELF- SI
SELF KNOWLE CONFID RESPEC ON your
- D E T way of
LOV GE your NCE your your showing
E understandin awareness regard for your
your g of your of the yourself individualit
acceptan feelings and things that as a y in
ce of your you can do worthwhi expressing
yourself character well le person yourself as
a man or as
a woman

Bear in mind that learning human

sexuality is important because …

 giving and receiving love is a human

need.
 it will help you appreciate your sexual
identity.
 you should respect your own and another
person‟s body.
 you will experience bodily changes and
you need to learn how to properly
manage these changes.
 it will help you appreciate how life began.
 you have the right to be informed on how
to be disease-free and to live a healthy
lifestyle.
 Activity 4 - Puzzle-Puzzle

Fill up the pieces with the words/phrases hat describe your

personality. Afterwards, fix the puzzle.

Piece 1 –what is your idea of being a

man or a woman?
Piece 2 – how does the link of thinking of a
woman differ from that of a
man?
Piece 3 – how do you behave as a man
or a woman?
Piece 4 – how do you feel about yourself
and others?
Piece 5 – what are your guiding
principles about relationships?

uemd?an Sexuality
men and women should think, feel, and act. It refers to femininity or masculinity of a persons’ role and beh
ing male or female. It is the way in which we experience and express ourselves as sexual beings.

 What picture do you see that comprise the individual‟s personality?

 What do you think will happen if you lack any of these pieces?
 Ooopppsss! Before we go further, let us first unlock some words and sym

exual feelings are normal and healthy. As a teen, you will experience a heightened desire to explore your s
 Below is a diagram showing health attitudes that can
influence sexual behaviour. Which of these do you possess?

SELF
► appreciates own body
► takes responsibility for own behaviours PEERS
► knowledgeable about sexuality issues ► express love and
intimacy in
appropriate ways
FAMILY
► have the skills to
► communicates
evaluate readiness
effectively with for
family
mature
► able to express relationship
love
► interact with both
to your family
genders in
members
appropriate and
► perform your
duties respectful ways
and ► respect both
responsibilities gender in
at home. all apects

Levelling Off

SEXgender equality
GENDER
Gender Role
SEXUALITY
 Please read and analyze the following key ter

Sex – centred on the biological basis of being a male or female.

Gender – is a social concept on how men and women should think, feel, and act. It refer
Gender Equality– permits man and woman equal enjoyment of human rights.
Gender Role - refers to set of roles, characteristics, and expectations of how a man or w
Sexuality –is an integral part of what we do and who we are; it is the way in which we e
beings. It is the total expression of an individual’s self-concept.

Activity 5 - Gender Assumptions

ok, draw the symbol for the male gender if the phrase states a usual role for men and draw the symbol for the female gend

1. giving birth
2. making a living
3. fixing the broken faucet
4. doing household chores
5. helping the children with their homework
 Activity 6

Write the changes that you expect as you mature from a boy/girl to a
man/woman. Copy the example figure below and write your own figure in
your activity notebook.

playful responsible

boy/girl man/woman

It is manifested within society by observable factors such as behaviour and appearance. Your gender role demonstrates the

Activity 7
Let us further enrich your vocabulary by undertaking this Activity.

Society Says
In your activity notebook, copy the table as shown below and
write words or phrases that you associate with the words masculine and
feminine.

GENDER ROLES
MASCULINE FEMININE
Example: breadwinner Example: babysitter
 This table will help you identify the gender roles and sexual
behaviour of male and female as well as differentiate the roles and behaviour of each gender.

Sexual Behaviour Standards are behaviours that have come to be accepted by society.
Social and cultural norms are some of the factors which influence gender roles.

The aim of education for human sexuality is to develop in a boy the

characteristics of the personality belonging to his sex, and in a girl the
characteristic of her own sex, thus turning a boy into a mature man and a
girl into a mature woman,

Using Life Skills to Improve Sexual Health

The life skills that are mentioned below will give you the tools to deal
with problems both big and small.
LIFE SKILLS

ssessing Your Health Making Good Decisions Communicating Effectively Practicing Wellness Setting Goals
Using Refusal Skills

Evaluating Media Messages

 Assessing your Health means evaluating your well-being periodically.
This includes your sexuality. Figure out what you can do to improve
your health if it is not as good as it can be.

 Making Good Decisions means making choices that are healthy and
responsible. You must have the courage to make difficult decisions
and stick to them.

 Communicating Effectively. Communication skills help you avoid

misunderstanding by expressing your feelings in a healthy way. This
means if you listen to what people say, they will want to listen to you as
well.

 Practicing Wellness can be accomplished through information about

good sexuality.

 Setting Goals or aiming for something that will give you a sense of
accomplishment. Just be sure to be realistic with your target goal.

 Refusal Skill is a way to say no to something that you don‟t want to

do. This skill requires practice. But first, you must feel strongly about
what things you want to avoid.

 Evaluating Media Messages is being able to judge the worth of media

messages. It is a big challenge knowing that most media messages
are very convincing

Activity 8

Give an example of a situation for each of the life skills learned.

Explain how you will use each skill in these situations? Write you answer
in your activity notebook.

Which of the life skills do you feel will be the easiest one for you to
use? Which is the most difficult to use? Explain your answer.
A decision is a choice you make or act upon. A good decision is a decision in which you have ca
Decision-making skills will help you make decisions based on your needs and desires. At the sam

Take a look at the illustration below.

This will guide you in enhancing your decision-making skills.
 The Six Steps of
Decision Making

Determine the problem Explore the alternatives Consider the consequences Identify your values De
Evaluate

Your decisions related to your sexual behaviours affect

yourself and other now or later

inyour life. Thesesexual

behavioursmay your be toward
yourself, family, your
friends, or other people.
Thus, what you choose to do, and how you behave, should be guided by family, social and spiritual standa
steps or procedures.

Activity 9 - Making Good Decisions

In your activity notebook, label the page with the letters D E C I

D E vertically. Use the six steps in decision making in going through this
activity.

1. Your classmates are going to a party this weekend, this is the first time
that you are asked to attend by a friend but then you discern that your
 parents will not approve it. You don‟t want to make your friends angry
by not going, but you also don‟t want to get in trouble with your
parents. Determine what decision you should make.

2. One of your closest friends tells his/her problem and asks for your
support. He got his girlfriend pregnant / she got pregnant. How can you
show your support and stand firm with the morals that having children
should be the choice of matured individuals under the blessing of
marriage?

The following guide questions may help you decide.

 Is it safe?
 Is it legal?
 Is it healthful?
 Does it show respect for me and others?
Does it follow norms and standards of society
 What to Process

These activities will help you understand further your own personality and sexuality as we relate
Accomplish it with pride!

Activity 10

Follow the instructions below to help you complete the poem “I Am”
and make it a poem about you. Write this in a whole sheet of paper. Post
it in the display area of the classroom.
.
I Am
Line 1: I am (write your name).
Line 2: I am the child of (write the full names of your parents).
Line 3: I am the grandchild of (write the full names of your four
grandparents).
Line 4: I am the sibling of (write the first names of your brothers and
sisters, if any).
Line 5: I am the friend of (write the names of a few friends).
Line 6: I am (write three descriptive words that describe you).
Line 7: I am a (write something that you do well – for example, I am a
volleyball player).
Line 8: I am a resident of (write the name of the barangay and the city in
which you live).
Line 9: I am (write your citizenship).
 How did you find the activity?
What else did you discover about your family background?
How does this Activityhelp you understand your personality and sexuality?
Write your answer in your activity notebook.

You probably spend most of you day interacting with other people. Having good understanding of your
meet every day.

Activity 11 - Dealing with People

We all encounter people in our lives. Here are some descriptions of

people. In your activity notebook, jot down some positive ways of
dealing with each type of personality.

1. Show off (people who would like to be the center of attraction

whenever possible).

2. Worriers (people who worry about everything).

3. Gossips (people who spread rumors and often

exaggerate information).

4. Bullies (people who use threats, fear, and cruelty to control others).

5. Whiners (people who grumble and complain about everything).

Do you possess any of these personality traits?

What will you do to turn each trait positively in order to improve your personality and sexuality?
Discuss it with your classmates.
 Activity 12 - How Well Do I Know Myself?

On your activity sheet, trace

your left and right hand on each
side of the paper. Each finger
represents a characteristic of a
healthy sexuality.

List your specific behaviors on each

List component.
specific behavior/qualities that you want to improve.
Thumb Finger: Little Finger :
Self-Expression (how do you express your sexuality?)
Self-Confidence (what else do you want to accomplish to gain self-confidenc
Index Finger: Ring Finger:
Self-Respect (what do you do to improve
Self-Loveyour
(howself- respect?)
do you want to be loved?)
Middle Finger: Middle Finger:
Self-Knowledge (what are the things that make you
Self-Knowledge (howhappy?)
can you achieve happiness?)
Ring Finger: Index Finger:
Self-Love (how do you express your love to yourself?)
Self-Respect (how will you gain self-respect?)
Little Finger: Thumb Finger:
-Self-Confidence (what do you doSelf-Expression
best?) (how will you develop your sexuality?)

By doing this activity, you can reflect on the things/behaviour that you develop and improve for you to be sexually he
Share your answer with your classmate and learn more about sexuality.
Activity 13 - Male versus Female

In your activity notebook, copy the Venn diagram as shown below.

Write the roles played by male and female in the space provided. In the
space where the two circles meet, write the common roles played by both.
Where they don‟t join, write their specific roles. Choose the specific roles
from the box below.

MALE FEMALE

cook kiss momkiss dad back out of a fight

play with dollride a bike baby-sit
sing in public play baseball dance
have long-hairwear an earringhave tattoo
wash dishescrywear jewelry
take ballet lessonsjoin rock bandclean the house
invite a person on a datechange diaper
fixing a broken faucet
 What to Reflect and Understand

You can reflect and understand better your personality by

accomplishing the activity below.

Activity 14
Read and reflect on the article below.

Love in Action
Teofilo Guiang Jr.
Retired Secretary, Bangko Sentral ng Pilipinas
Philippine Daily Inquirer
February 28, 2000

I am now 67 years old. And many times, I find myself

seated on an old bench in front of our sari-sari store where I
could have a clear view of schoolchildren and office workers
en route to different places.

I‟m glad I don‟t have to endure the rigors of rushing

things anymore like waking up early in the morning, fixing
myself orderly and neat, having breakfast hurriedly and trying
to beat other people rushing for seat in a passenger jeepney
bound for the office.

Among the lifetime of things remembered is this one

which occupies my mind when I‟m lonely. The fourth
commandment says: “Honor your father and mother.” I
have no parents anymore for death had caught up with them
some years ago.
 During the remaining days of my mom, she and dad stayed
with us at Quezon City. I was then very involved in office work and
Church activities, not fully aware that I was spending little time with
mom and dad. Mom was practically blind for she had been sick of
eye disease called glaucoma for 18 long years.

Indeed, those were trying times for us in the family. I can still
picture in my mind how dad would wash the face of mom, how he
would comb her hair, how he would tell her an interesting story, how
he would give her the prescribed medicines on schedule and how he
would strum his old guitar as he sang a sweet kundiman for her.

Dad was the ever patient and competent “nurse” of mom. No

doubt, he was a model husband and father. Then the unexpected
thing came. Mom was hospitalized. She was in her sick bed and
comatose.

Surprisingly, there were moments when she would repeatedly

utter the words: “Ang anak kong bunso hindi ako mahal.” I was
somewhat disturbed for she was referring to me. When I went home
that night, I tried to find out why she uttered those words.

Perhaps the nice little things I‟ve done for her like giving her
money for her medicines and talking to her in her room were not
enough to make her feel the warmth of my love for her. I should
have spent more quality time with her. I should have talked to her
more often. And I should have brought her somewhere for recreation
more often.

Later, when mom regained full consciousness, I did exactly

what my dad and two brothers did for her with loving care. I
massaged her arms tenderly, fixed her silvery hair in place with my
hands and told her some petty jokes that made her chuckle.

From that time on until she expired peacefully, she didn‟t utter
anymore the words: “Ang anak kong bunso hindi ako mahal.”
Then I came to realize fully that love expressed in words is not
enough. It must also be expressed in action. When I went that night,
I tried to find out why she uttered those words.
 Surprisingly, there were moments when she would
repeatedly utter the words: “Ang anak kong bunso hindi ako
mahal.” I was somewhat disturbed for she was referring to me.

Perhaps the nice little things I‟ve done for her like giving
her money for her medicines and talking to her in her room were
not enough to make her feel the warmth of my love for her. I
should have spent more quality time with her. I should have
talked to her more often. And I should have brought her
somewhere for recreation more often.

Later, when mom regained full consciousness, I did

exactly what my dad and two brothers did for her with loving care.
I massaged her arms tenderly, fixed her silvery hair in place with
my hands and told her some petty jokes that made her chuckle.
From that time on until she expired peacefully, she didn‟t
utter anymore the words: “Ang anak kong bunso hindi ako
mahal.”

Then I came to realize fully that love expressed in words is

not enough. It must also be expressed in action.

Did you like the story?

What lesson/s did you learn from it?
Do you know how to express affection to your loved ones?
How do you do it?
Express yourself.
Write a short essay about this in your Activitynotebook.
Activity 15 - Role Play

To better analyze the factors that affect the attitudes and practices
related to human sexuality, you are going to internalize a given character.

Gather your classmates, group yourselves into five (5). Each member
of the group will assume the role of any of the following:

1. one who grew up in a very religious

family
2. one who was raised by authoritative
parents
3. one who has been strongly influenced
by media
4. one who has good friends from the
opposite sex
5. one who has been educated in an
exclusive school

You are given ten (10) minutes to prepare a short skit.

 Each group shall present the skit in two (2) minutes.

 After the presentation, analyze the factors that shape the sexual
attitudes of the various characters.
 Answer the following questions. Use them as your guides.
o What are the factors that shape our sexual attitudes?
o How do these factors positively or negatively affect our sexual
attitudes?
o What can we do to maximize the negative effect of these factors on
our sexual attitudes?

 Rate yourselves accordingly using the rubrics in the next page.

 APPROACHING DEVELOPIN
ADVANCE PROFICIENT
CRITERIA PROFICIENT G
(20) (15)
(10) (5)
Work Always Usually Sometimes Rarely
Attitude cooperative cooperative cooperative cooperative
(cooperati and and focused and focused on and focused
ve with focused on on task task during on task
the group) task during during group group work and during
group work work and presentation. group work
and presentation. and
presentatio presentatio
n. n.
Convincing
Limited in
in
Competent in Adequate in communicat
Presentati communicat
communicatin communicating ing
on of ing
g character‟s character‟s character‟s
character‟s
Character feelings, feelings, feelings,
feelings,
situations and situation and situation
situation
motives. motives. and
and
motives.
motives.
Actions are Actions are
Actions are
clearly Actions are vaguely
Relevanc clearly
established established but established
e of the established
and may not be and may
actions and generally
effectively sustained. not be
sustained.
sustained. sustained.
Use of
Non-
Verbal Impressive Limited
Good variety Satisfactory
variety of variety of
Cues of non-verbal variety of non-
non-verbal non-verbal
(voice, cues is used verbal cues is
cues is cues is
in a used in an
gestures, used in an used in a
competent acceptable
eye exemplary developing
way. way.
way. way.
contact )
Imaginatio Demonstrat Choices Choices
Choices
n, e Demonstrate demonstrat
Demonstrate e little
Creativity, insight that thoughtfulnes
awareness that awareness
and s that
powerfully acceptably and do little
completely
Choices enhance role to enhance
enhance enhances
play. role play.
role play role play.

Congratulations! You did a great job! Please refer to the boxed

entries for you to assess how you fare in activity 15.
A - 81 -100 points
P - 61 – 80 points
AP - 41 – 60 points
D - 21 – 40 points
B - 0 -20 points
Education for human sexuality deals with the formation of
 virtuous habits
 right attitudes
 integration of positive values

Activity 16

For each factor listed below, provide examples of how this factor
affects your sexual attitudes and behaviors. Write your answer in your
activity notebook.

1. Family. Family values oftentimes determine your own values. Describe

how your family affects your values regarding human sexuality.

1. Culture. Filipinos living in different regions have diverse cultures and

beliefs. Your cultural background can affect your values regarding
sexuality, along with the norms and standards set by society. Describe
how your culture affects your human sexuality.

2. Peers. Like your family, your friends can also have a significant impact
on your views on human sexuality. Describe how your friends affect
your human sexuality.

3. Media. The media plays a significant role in our lives as we regularly

watch televisions, listen to radio, search the internet, read newspapers,
etc.Describe how media affects your human sexuality.
Activity 17 - Analyze Media Message

Think of a commercial and write how men and women are being
portrayed. Then, respond to the following:

 What is the commercial all about?

 What messages were presented about being a man or a woman?
 Is the information real and accurate? Why or why not?

DOUBLE STANDARD OF MORALITY boys and girls are given

the impression of men being superior to women. In as much as we would
like to practice gender equality, the rules for human conduct and human
appropriateness are not alike for both sexes as practiced in most areas in
the Philippines. This is likely shown in the examples below:

A. Boys and men are permitted to stay out more and up to a later time
than the girls and women.

B. A philandering or immoral man is considered as demonstrating his

manliness or “pagkalalaki”. A philandering or immoral woman is
considered as cheap, bad, or “masamang babae”.

C. Women are expected to remain virginal until they marry, while it is

generally acceptable for men to have sexual experience before
marriage.

D. Women are socially judged and legally penalized for adultery and for
having children out of wedlock.

E. Men who stay at home to do household chores instead of having jobs

to earn money for the family are considered by some as “under „d
saya.”
 Activity 18

In your activity notebook, answer the following questions:

1. What is your stand on double standard of morality?

2. How can we possibly eliminate the double standard of morality?

VIRGINITY - a virgin is a person who has not had sexual
interaction.
Staying virgin UNtil marriage keepS yoU…

PHYSICALLY
-free from
EMOTIONALLY pregnancy &
-free from venereal diseases
exploitation by -free from having to
SOCIALLY others. choose a hurry-up
-free to -free from guilt, wedding and an
develop doubt, illegitimate child
many disappointment,
relationship and loss of
s reputation.

VALUE
your virginity for
your own good and
your future spouse ACT
- choose friends with high
KNOW standards
-stay away from dangers
your attitudes and temptations
& standards -be kind, firm, and proud
How of your values.
does
one stay
Virgin?
Activity 19 - My Abstinence Bag

Abstinence is the best decision one can make in safeguarding

sexual health. In this activity, list five items that you value most in life and
will help you say no to unhealthful practices. Explain how this item can
encourage you to make right decisions.

For example, putting a family picture in my abstinence bag can

remind me of how I value my loved ones and how I would like to make
them proud of my achievements.

Activity 20

In your Activitynotebook, answer the following questions:

1. Do you believe that virginity is important for both boys and

girls? Why?

2. What are your attitudes and standards towards virginity? Compare

it with the norms and standards set by society. Does it confirm?

3. How do you value virginity?

Now it‟s time to take a comprehensive test based on what you have learned!
Let your teacher lead you in the assessment process!
Good luck!
 What to Transfer
You are expected to demonstrate the knowledge you have obtained upon learning this module.

nfluence on the rights of others and how to stand up for them. As you mature, you develop your own valu
 Activity 21 - What Do You Value?

Values are qualities or conditions that are important to a person.

Complete this survey by determining what you value in yourself. In your
activity notebook, tick on the appropriate box based on the importance
you assign to each attribute.
Not Very
Important
Important Important
1. To be respected by my parents.
2. To be respected by my friends.
3. To have a positive image of
myself.
4. To have lots of friends.
5. To do well in school.
6. To give and receive love.
7. To stay virgin until marriage.
8. To build healthy relationships
with members of both sexes.
9. To appreciate sexuality as factor
of personality.
10. To make intelligent decisions
concerning sexual behaviour.

 After completing this survey, what observations can you make about
your values?

d feminine and participate in events and professions that are usually chosen by persons of only one sex. Healthful sexuality
 Activity 22 - Visualize and Learn!

b. You will be given five minutes to close your eyes and imagine a
scenario in the past where kings and queens once lived. Imagine you
are the king (if male) or queen (if female). The queen is captured and
needs recuing from her captors. The king assumes the conventional
role of a brave king who rescues his queen, while the queen takes on
the role of a meek and mild queen who needs looking after.

c. Visualize a scenario of a
typical Filipino family.
Analyze and enumerate the
roles being played by the
male members of the family
(grandfather, father, male
siblings) and the female
members of the family
(grandmother, mother,
female siblings). Does it
conform to the norms set by
the society?

oing through Activity 22,

e and discuss with your classmates the strengths and weaknesses of the accepted roles of men and women in the past.
gender takes on which role in the present day?
an you say that a particular gender role conforms to the standard of the society?
Activity 23 - Critical Thinking

Let us try to connect our lesson to current issues in our country.

He issues that focus on sexuality, gender equality,

re are some current
and sexual orientation:
*bullying*RH Bill* sexual harassment *cybercrime law
Choose one topic and write your personal views..

Discuss how it will affect the health of the community as a whole. Suggest ways on how to man

Write your answers in your Activitynotebook.



Activity 23 - Watch and Relax!

This is your opportunity to show your understanding of

gender role in the media.

 Choose a movie or a television show which you believe has gender

role labels in it and you must deconstruct and analyze.

 Extract any gender-biased content.

 Recreate one of the scenes of the film by submitting a script of your

own for this scene.

 Write a reflection on why you think the gender role depiction in media
must be addressed.
 Activity 24 - K W A Chart

In your activity notebook, copy the table as shown. List your top five
(5) issues concerning sexuality regarding what you know, what you want
to learn, and what you have learned. Give a brief explanation of your
answer.
How I Will Apply
Sexuality
What I Know What I Learned (the concept/skill
Issue
learned)
1.

2.

3.

4.

5.

Human sexuality is the totality of being a man or being a woman. It

includes everything that makes you a male or a female – your ideas,
behavior, feelings and judgments.
 Activity 25

As you analyze the significance of sexuality to family health, ask

yourself the following questions:

 Do I periodically evaluate my sexual health?

 Am I making good decisions?
 Am I setting and meeting my goals?
 Do I use refusal skills when I need to?
 Am I communicating my feelings and expectations?
 Do I compare and evaluate media messages as to the norms and
standards of society

Summary
Think back on something that you have learned from this Learner‟s
Material. Reflect on the following questions and then write your answers on
the box.

1) What did you learn?

2) How did you go about 3) Why did you choose to

learning the lesson? learn it?

4) What/Who helped you 5) What hindered your

learn it? learning?

6) How did you know that you had learned it?

Lesson 2: Issues and Problems Related to Human
Sexuality

Issues and Problems Related to

Human Sexuality
 Sexually Transmitted

Infections (with emphasis on

HIV/AIDS )
 Government Policies and

Republic Act No. 8504 and 7719

Introduction:

After learning about human sexuality and gender, you will now be
introduced to the nature and prevention of sexually-transmitted infections
(STIs) like Human Immunodeficiency Virus (HIV) and Acquired Immune
Deficiency Syndrome (AIDS).

Sexually-transmitted Infection (STI) is a communicable disease that is

spread from person to person through sexual contact. Despite the efforts of
government and civil society, the incidence of STIs particularly HIV/AIDS
continues to increase. Thus, it poses a serious threat to Filipinos especially to
young people like you. According to the Department of Health‟s Philippine
HIV and AIDS Registry, we had already exceeded the 10 thousand mark in
HIV infections since 1984 when the disease was first documented in the
country. More than a thousand of these already developed into full-blown
AIDS.

Sexually-transmitted infection is preventable. The first step is to remain

sexually abstinent until marriage. Next is to obtain accurate information about
these diseases and recognize inaccurate information. Third is to enhance life
skills. By knowing how to make decisions and practice refusal skills you can
never go wrong in safeguarding your health.
 Objectives

At the end of this module you will learn to

1. Discuss the signs, symptoms and effects of sexually transmitted

infections (STIs) such as Human Immunodeficiency Virus (HIV)
infection and Acquired Immune Deficiency Syndrome ( AIDS)
2. Identify and analyze steps in the prevention and control of STIs
3. Realize why abstinence is the only sure way to avoid sexually
transmitted infections particularly HIV/AIDS
4. Follow government policies in the prevention and control of HIV and
AIDS (RA 8504 or Philippine AIDS prevention and control Act)
5. Explain other government efforts in ensuring a clean blood supply to
prevent issues and problems related to sexuality.
6. Applies decision-making skills in managing sexuality related issues.

This time you will answer the following pre assessment activity. This
is non-graded test. The purpose is to identify your learning needs. It is
important that you answer the items to help you find out what you need to
know.

Pre-Assessment

A. Before you start studying the next lesson on human sexuality, you are
going to answer the self-inventory test about STI and HIV/AIDS.

How familiar are you with STIs HIV/AIDS?

1. I have never heard of them or I have heard of them but don't know
what they are.
2. I have some idea what they are, but don't know why or how they
happen.
3. I have a clear idea what they are, but haven't discussed them.
4. I can explain what they are and how they occur, what they do
that may affect family life.
Have you made a personal health plan on how to protect yourself
from risky sexual behaviour?

1. I have neither planned nor thought about it.

2. I have planned but not thought about it.
3. I have planned but not practiced it.
4. I have both planned and practiced it.

B. For each of the following topic, place a check mark in the cell if it
describes your experience.

Topic/Concept Have Have Have seen Have written a

read it heard a TV or report paper on it
it movie
production

STIs HIV/AIDS

Abstinence

Refusal Skill

Blood
donation/transfusion

C. Fact or Fiction: Are the following statements true or false?

Write true or false on the space before the number in order to find out
your knowledge in sexually transmitted infections particularly HIV/ AIDS.
When you finish this module, you have to plan on how you can avoid
being infected with HIV/AIDS and live a healthy lifestyle in order to have a
healthy relationship with your family.
1. A person can acquire HIV/ AIDS from using intravenous syringe
used by the infected person
2. Most sexually transmitted infections can be treated and cured
without medical attention.
3. If an HIV/AIDS woman gives a normal birth to a child, her child
may have a greater chance of being infected too.
4. A person always knows when he or she has a sexually
transmitted infection.
5. People who get sexually transmitted infections have a lot of
sex partners.
6. All types of sexually transmitted disease can be cured.
7. Parental consent is needed before you are treated for a
sexually transmitted disease if you are under 18 years of age
8. You can have no symptoms, yet be infected with a sexually
transmitted disease and be able to pass it on to someone else.
9. You can get several sexually transmitted diseases at one time.

Check if your answers are

correct. What you will do!

Learning Goals and Targets

A. Let’s agree on this

You should propose responsible and informed decisions that

will demonstrate understanding of issues and problems related
to human sexuality particularly Sexually Transmitted Infections
(STIs ) with emphasis on HIV / AIDS

B. What are your goals?

Complete the following statements below. Write your answer in

your health journal.

1. The behavior I would like to change or improve to

avoid risky sexual behaviours are

2. The steps involved in making this

change are

3. My timetable is

4. The people I will ask for support or assistance

are

5. The benefits I will

receive are
 Read the questions below and fill out the column in my response
column. Write your answers in your activity notebook. What? / So
What? / Now What?

Strategy: My response

What:
What I want to know about
the topic?

What behavior I would like

to change or improve to
have a healthy sexual
behaviour?

What steps are involved to

accomplish this healthy
sexual behavior?
So what:
 Why is this important?

 What does it mean to

me?

 How does knowing

about this
information change
my thinking?

 What other ideas in

human sexuality do I
have or connections
can I make to STIs
and HIV/AIDS?
Now what:
 What are the
implications human
sexuality to a healthy
family life?
 What am I going to do
or apply to protect and
promote healthy
sexuality?
 What measures will I do
to prevent HIV/AIDS?

Just enjoy and have fun in learning!

Your teacher will help and guide you as you walk

through your learning journey.
 What to Know
u

Are you ready?

What is STIs?
Sexually-transmitted infection or STI, also known as
sexually-transmitted disease (STD) is a communicable disease
that is spread by a pathogen (disease-causing organism) from
one person to another person through sexual contact. A person
who has a sexual relationship with someone who is infected can
get one or more of these diseases. STIs are transmitted through
an exchange of bodily fluids during sexual intercourse. These
infections are commonly caused by bacteria and viruses. Some
STIs can be treated successfully but many STIs such as
HIV/AIDS still have no cure. The good news is, all STIs can be
prevented.

Symptoms of STIs depend on the type of infections.

Common symptoms include discharge from the genitals, warts,
blisters or sores in the genital area, a rash, painful urination, or
flu- like symptoms. Some STIs don‟t have any signs or
symptoms. In fact one of every 10 people can have STIs but be
asymptomatic. These people are carriers and are very
dangerous because they can transmit an infection without even
knowing it.
.
The only certain way to prevent/to keep from catching
these diseases is by abstinence. Sexual abstinence is the
deliberate choice to refrain from all sexual activity.
 Let’s Review
1. What is a sexually transmitted infection?
2. What is abstinence, and why is abstinence the only certain way
to prevent STIs?

Knowing About STIs

Teens are the age group most likely to get STIs that is why it is
important for teens to learn about STIs

Study the table below and identify sexually transmitted infections.

Make a summary and identify the major ways on how to prevent sexually
transmitted infections.

COMMON SEXUALLY TRANSMITTED INFECTIONS

Genital Gonorrhe
AIDS Chlamydia herpes a Syphilis

Pathogen Human Chlamydia Herpes Neisseria Trepone

(causative Immunodeficienc Trachomatis Simplex-2 gonorrhoea ma
agent) y Virus (HIV) bacterium Virus bacterium Pallidum
bacteriu
m

Long term Immune systems In women, If left Sterility, If left

effects failure, severe pelvic untreated, liver untreate
illness leading to inflammatio it may disease, d, mental
death,8-10 years n with cause testicular illness,
to see signs of abdominal cervical disease, heart
infection, pain, fever, cancer in infection of and
infection of menstrual women heart lining, kidney
infants leading to bleeding, and cause eye damage,
death ectopic deformities infections and
pregnancy in unborn for newborn death
In men, babies leading to may
enlarged blindness result
lymph
glands of
the groin,
infection of
the
testicles.
Infection
during birth
 can cause
blindness or
illness in
newborn
Preventio Abstinence from Abstinence Abstinence Abstinence Abstine
n sexual from sexual from from sexual nce from
measures intercourse and intercourse sexual intercourse sexual
from use of intercourse and from intercour
intravenous and from use of se and
drugs use of intravenous from se
intravenou drugs of
s drugs intraveno
us drugs

What are HIV and AIDS?

Acquired Immune Deficiency

Syndrome (AIDS) is a fatal
communicable disease with no effective
treatment or known cure. It is the final
stage of infection caused by the human
immunodeficiency virus (HIV). When
HIV enters the body it attacks the body‟s
immune system. Thus, the body
becomes vulnerable to opportunistic
infections or diseases that develop when
the body‟s defense system becomes weak. Among these infections are
Kaposi‟s sarcoma, a rare but deadly type of skin cancer, recurrent
pneumonia, and toxoplasmosis within the brain.
Early symptoms of infection with HIV may include a rash, sore throat,
fever, and tiredness. Nearly everyone with HIV develops AIDS. People
with AIDS cannot fight off diseases that healthy people could easily resist.
Because AIDS has no cure, people with AIDS eventually die from one of
these diseases.
Ways of Acquiring HIV
Activity 1 - Deal or No Deal

Let us deal with how HIV AIDS can be transmitted from one person
to another. The following chart lists ways of acquiring HIV. If the manner
is false, put an X on the No Column meaning no deal, but if the manner is
an actual way of acquiring HIV put an X in the Yes Column meaning we
need to deal it.

Ways of Acquiring HIV Yes No

1. Breastfeeding

2. Handshaking

3. Sharing the eating utensils with someone infected

with HIV.
4. Donating blood with Red Cross

5. Selling blood in blood banks

6. Someone who has HIV who coughs and sneezes

near you

7. Hugging someone with HIV

8. Having unprotected intercourse with someone with

HIV

9. Sharing contaminated syringes, needles or other

sharp instruments with someone infected by HIV
10. Receiving transfusion of blood infected with HIV

11. Sitting in the toilet seat used by the HIV patient

12. Mosquito bites

13. Tattooing using an infected needle

14. Swimming with an HIV infected person

15. Wearing clothes of an infected person

16. Ear and Body piercing with an infected needle

HIV must enter into the person‟s bloodstream to infect the person. HIV
has been found in many body fluids including blood, semen, vaginal
fluids, and breast milk of infected person.

Which items have you already known and been informed about how
HIV/AIDS can be acquired? Have you heard of other ways AIDs can /can‟t
be transmitted or not transmitted? How can you correct misconceptions?

Check your answer. Your teacher will help you analyze the responses.

Make a generalization on how a person can acquire HIV AIDS.

earned that HIV can be I learned that HIV cannot be

transmitted by transmitted by

1 1

2 2

3 3

4 4

5 5

Activity 2 - Reducing the Risk of HIV

In small groups, brainstorm on how HIV can be transmitted and

then create a chart or web to illustrate it.

For each method of transmission, you and your partners will list at
least three ways to reduce one‟s risk of exposure to HIV. A sample chart
appears below. Groups share their charts/webs and discuss.
 Mode of Transmission Ways to prevent and control
Sexual Contact
(Infected Body Fluids, Blood.
Semen).
Injecting drug and sharing
infected needles

Maternal transference (Mother to

baby during pregnancy)

Activity 3 - Good Reasons for Abstinence

A. Defining Abstinence

How will you define abstinence? Have you experience giving up

one thing in your life in one-week period? Try this with a partner or
classmate. Choose one or two from the activities.

1. You will refrain from any of the following activity- watching television,
not eating a particular food, or not playing a particular game or sport
for the entire one-week period.
2. During that time, you will keep a diary of your feelings and
attitudes about being “abstinent.”
3. After a week is up, you and some of your classmates will meet in
small groups and share your feelings and discoveries.

Answer the following questions in your small group.

a. How hard was it to abstain for the entire week?

b. Did it get more or less difficult as the week went by? Explain.
c. Did friends or family members try to tempt you during the time period?
d. How did you handle the pressure?

Abstinence is . Now what is sexual abstinence?

How can sexual abstinence keep a person from getting pregnant and
protect them from STIs HIV AIDS? Some people choose abstinence for
other reasons as well.

Read the article and use the information in the article to complete the
chart that follows. Remember to copy the chart in your activity notebook
and fill it with required entries.
 SOME THOUGHTS ON ABSTINENCE
Marta, 15 years old, wants to finish her schooling without
delay and give her full attention to helping her parents in their
business. She has a close friend Jonathan, 17 years old, who
invited her to attend a party with their friends. Marta knew that
this group of friends has been drinking alcohol and using drugs.
She knows that using drugs and alcohol affects one‟s ability to
make decisions regarding sexual behavior. This means that
when a person uses drugs or gets drunk, his/her ability to think
clearly and wisely can be affected. So, he told Jonathan that in
order to avoid getting infected with STIs such as HIV/AIDS they
must refrain from doing risky behavior that may tempt them to
have undesirable sexual activities. She was able to convince
Jonathan to stay away from this group of friends who engage in
unhealthful practices. Jonathan realized that abstinence is a
good way to avoid getting into trouble.

Their classmates, Peter and Joanna, have also chosen

abstinence. They promise to abstain from sexual behavior
because they would like to keep their purity until marriage.
Instead, they focus on their studies in order to prepare for their
future together.

Racquel does not engage in sexual behavior because she

would like to protect her reputation and that of her family. She
believes that risky sexual behaviors will only bring her shame
and guilt.

Apparently, Noemi wanted to abstain from sex because

she chose to obey her parents‟ advice to be modest and respect
her body.

All of these young people have different reasons but the

end result is the same- they have chosen abstinence and they
are all proud of their decision.

There is an increasing number of young people being infected with

Sexually Transmitted Infections (STIs) or for every 10 cases 1 is a child. The
most serious of these diseases is AIDS
Activity 4 – Teens Straight Talk
TEENS’
STRAIGHT TALK

Name Reason for Your name

choosing (Your thoughts concerning
this reason)
abstinence

Marta

Jonathan

Peter and
Joanna

Racquel

Noemi

Reducing the Risks of Sexually Transmitted Infections

KEEPING FIT
 Safeguarding one‟s sexual health starts from accurate
information and awareness of sexuality-related issues.

 Sexually-transmitted infections could be completely eradicated

if people practice wise decision-making skills and firmly say no
to risky sexual behaviors.

 The best way a teenager can prevent sexuality-related problems

is through sexual abstinence. Abstinence is refraining completely
from sexual relations with other people.
Rubric 4 3 2 1 Poin
for your ts
Activity 2
and 4

Explanati Complete Good Explanatio Misses

on response Response n is not key points
with With clear clear
detailed explanation
explanation
Demonstrat Shows Shows Response Response
ed complete substantial shows shoes
Knowledg understandi understandin some lack of
e ng of the g understan understan
question ding ding
Sensible Complete Meets the Hardly Does not
opinions response sensible makes meet
with opinion sensible sensible
bright opinion opinions
opinion
Total points

YOU ARE PROTECTED!!!

Government Policies in the Prevention and
Control of HIV/AIDS and Other STIs
 Republic Act No. 8504 also known as
Philippine AIDS Law

 Government efforts in ensuring a clean blood supply to prevent issues

and Problems related to sexuality (RA 7719) or the Blood Services Act
of 1994)
 Republic Act 8504 also known as the Philippine Aids Law

The Philippine AIDS Prevention and Control Act of 1998 or RA

8504 is the government‟s response to the threat of HIV/AIDS in the
country. Important provisions of the law include the following:

 The State shall promote public awareness about HIV/AIDS

through various modalities: integration in the curriculum or
development of special modules in basic education;
inclusion in tertiary and vocational curriculum; providing
education in the workplace, for Filipinos going abroad and
among community people in general.

 The State shall also ensure safe practices and procedures

regarding donation of blood, organ or tissue.

 The State shall provide a mechanism for anonymous

HIV testing and shall guarantee anonymity and medical
confidentiality in the conduct of such tests.

 The Philippine National AIDS Council (PNAC) shall

oversee an integrated and comprehensive approach to
HIV/AIDS prevention and control in the Philippines.

Let’s Appreciate

What is the government doing to protect the health of the Family in terms of STIs
HIV AIDS?

How are you protected in case of blood donation and blood transfusion?

Here’s more….
Have you donated blood? Or received blood transfusion?
How does it feel? There is a law that covers the proper ways to give a
nd receive blood services.
 RA 7719 or the Blood Services act of 1994.
This law protects and promotes public health through provisions related to blood donation. The government promo
To protect you from blood transfusion transmissible diseases like HIV/AIDS, this law lays down the legal principle t

What to Process

Activity 1 - Let’s Think Critically

Reflect on the following focused points and write your ideas in your
activity notebook

1. Analysis: How can good general health practices be healthful in

preventing STIs.

2. Only two strategies if practiced consistently reduced the risk of STIs

to zero. Name the steps in the prevention and control of STIs
particularly HIV/AIDs

3. Analyze why sexual abstinence is the most effective method for the
prevention of HIV/ AIDS and other STIs.
Activity 2 - Life Skills in Action

Common Sense and Good judgment are powerful strategies to

prevent and control STI HIV AIDs. Think about this

1. How does alcohol affect the persons judgment in making

responsible sexual behavior?

2. Why do we need to practice saying NO to behaviors that are risky

to your sexuality?

3. Explain how you can practice refusal skills to prevent and control STI
HIV/AIDS.

Activity 3 - Tracing the Link

The drug, the blood, the alcohol connections to STI HIV AIDS

Blood Drugs Alcohol

How does it contribute to the transmission of STI HIV AIDS?

Read the article below

Dr. Jane Perez is a school physician lecturing about STI HIV

AIDS in Bangkalan National High School asks the students the following
questions:

How many of you have seen the effects of drinking alcoholic

beverages or have read the effects of taking dangerous l drugs? “What is
the danger of using shared syringe in cases of blood transfusion? “
“What are the possible harmful effects to people being tattooed using
needles? “ Have you donated blood? Or received blood transfusion?
 She received varied responses, and she continued asking them
to see a strong links or connection in the prevalence of STI HIV/AIDS.

What are the connections of alcohol, drug abuse, blood donation

and transfusion to STI and HIV/AIDS? Can you give your response?
Write your answer on the space provided and discuss your answer with
your classmates.

1. How can drinking alcohol leads to STI HIV ?

2. What are the dangers of using shared needles in tattooing,

or shared syringe in injecting drugs?

3. Have you donated blood? Or received blood transfusion?How does

it feel?

4. There is a law that covers the proper ways to give and receive
blood services. It is RA 7719 or the Blood Services act of
1994. What is Blood Services Act of 1994 (RA 7719 )?

5. Why is it important that blood donors be qualified to donate

blood? Can you relate this law to STI and HIV/AIDS protection
and prevention?
 What to Reflect and Understand

These are activities you will do to help you acquire adequate and
significant information about this topic. It is important that you clarify ideas
about the lesson.

You are going to watch an interactive video and video news episode
about HIV AIDS incidence in the Philippines this will help you and be aware of
the

Activity 1 - Interactive Video

You are going to watch an interactive video entitled

“Power of You”. This video aims to raise awareness on STI
and HIV/ AIDS among young people like you. Would you like to
make intelligent and informed decisions about Human
sexuality? This interactive Video was especially made for you
by the Dept Education and the UNICEF.

a. Visit the web sites and collect materials and Fact sheets about
STI HIV / AIDS.

b. View some video clips on HIV updates in the Philippines

like Kapuso mo Jessica Sojo www.you tube.com.

c. The “Power of You” by the DEP ED –UNICEF

Activity 2 - Investigative Reporting HIV/AIDS
 Visit your school clinic or barangay health center.

 Interview a health personnel about HIV/AIDS using the

following guide questions:

 What is HIV? What is AIDS?

 What are the signs and symptoms of Human
Immunodeficiency Virus ( HIV) and Acquired Immune
Deficiency Syndrome (AIDS)
 How can HIV/AIDS be spread from one person to
another person?
 What are the effects of HIV/AIDS to our body?
 How can HIV and AIDS be prevented?

Report the information that you have gathered in class.

Compare this with what you already learned in class.

Activity 3 - I Believe

 After the activity you can make a compilation of facts and

information about HIV / AIDS.

 Be ready to make an advocacy campaign about preventing HIV

/AIDS.

 You need to be heard and speak out on the topic” HOW can I be
safe from HIV / AIDS.”

 Tell the class what you believe

Activity 4 - Just Say NO!
How to say no and remain friendly to someone you like?

Is it difficult for you to refuse? If somebody ask you to do risky

behavior like drinking and smoking or even doing pre-marital sex , how
will you refuse?

Throughout life you are likely to meet people who will persuade you
to do things you do not want to do. How do you say no and still remain
friendly with someone you like? Is it difficult for you to refuse? If
somebody asks you to do risky behavior like drinking and smoking or
even do pre-marital sex, how will you refuse?

The ability to say NO to unhealthful practices is called Refusal

Skills.

The following are the different ways of saying NO to things that you
don‟t want to do.

Technique of The Response What’s Your

saying NO Response?
Maintain eye
contact and say
NO firmly

Be true to Person A: Do you

yourself and to want to be my drinking
your belief. buddy?
Give reasons
for saying NO. Person B: NO! I love my
body. I don‟t want to die
young.

Walk away or If you know that the group

avoid the are doing risky sexual
situation behavior that you don‟t
want to do or join, then
JUST don‟t GO
 Change the Try suggesting something
subject better to do with your time,
Person B: Let‟s smoke.
Person A: I think it would
be better if we eat instead
.
Match verbal Shake your head and say
with NO!
non-verbal
communication

Give your personal Conclusion:

Internalize how you will firmly refuse an offer to engage in risky
behavior

For more skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp

Activity 5

Role-play the following situation showing how you can express feeling or
thought on resisting pressures using refusal skills. Practice with your
friend.

1. A friend inviting you to drink alcohol after school

2. Ramon told you to cut classes so you can attend a birthday party.

3. Carmen invited you to try smoking.

 Activity 6 - Check it out

1. Find out what government agencies are responsible for educating the
public about HIV/ AIDS in our country. List them in your notebook and
write their specific task/s.

2. How does the government protect the rights of people living with
HIV/AIDS?

3. What services are available for people living with HIV/AIDS? How can
they avail of these services?

4. What will be your behavior toward a person with HIV/AIDS? What will
you tell her/him?

Summative Assessment

Answer the summative test before you proceed.

 What to Transfer

Activity 1

Let us apply what have you learn. Design a poster that tells teenager on how to avoid STIs an

Activity 2 - Applying Health Knowledge

1. Design a booklet or a health journal entitled “STI and HIV/ AIDS
ALERT” that summarizes the major points presented in the lesson.

2. What steps should public health agencies take to further control the
spread of STI and HIV/AIDS?

3. As a teenager, how will you avoid being infected by this disease?

4. You will need parental involvement. Ask your parent or another

adult at home how they learned about blood donation, STIs and
AIDS/HIV. Ask them about the accuracy of the information. Seek
advice from your parents on how you can prevent being infected by
HIV/ AIDS

5. Community Involvement. Find out what kind of services are

available to help people who have HIV/AIDs in your community. Look
also in your community measures they are doing in relation to Blood
donations. Prepare a report to share your findings with your
classmates
 Activity 3 - Thinking Critically
1. Application. Develop a law of your own that you think would be
effective in the prevention and control of STIs HIV/AIDS. Explain your
thinking.

2. Application. The only known way to prevent a kind of STI is to

abstain from sexual contact. What strategies can you suggest that
would be effective in telling this concept to teens who are already
sexually active?

Are you ready to answer the following questions?

Activity 4 - Critical Thinking

Imagine that you have a chance making solutions on how to

decrease the number of HIV/ AIDS in our country, what are the three
things that you will do?

What shall we do to
decrease the number of HIVAIDS in our country?

What will I do to protect myself from contacting STI and

HIV/ AIDS?
1. Write all your answers in your health journal.

2. Post your decisions in the form of sticker

messages on the bulletin board or in any
display board.

3. Suggest activities for you and your class to

decide.

a. You may want to present a theater

presentation on how you will prevent and protect yourself from
contacting STIs and HIV/AIDS.
b. Organize a Parent‟s forum on STI and HIV/AIDS. Invite
your teachers, and parents to this information campaign.
c. Start a students‟ advocacy campaign on how teenagers can be
protected from HIV AIDS

Activity 5 - Independent Study

Check yourself. Reflect and Understand

After you complete the guided practice review and answer the questions
below to review what you have learned

a. In your own words, can you give the difference between HIV and AIDS.

b. What are the four ways that HIV can be passed from one person
to another person?

c. If you become HIV positive, what will you do to prevent AIDS?

And what will you do to live longer?

d. AIDS is not curable but it is preventable. What are the best methods
of prevention?

e. Name two ways teenagers can do to reduce the risk of HIV infection.

f. How can using alcohol and illegal drugs increase a person‟s risk
of having HIV infection?
Use the chart below in answering the items

Summary
Think back on something that you learned on this Learner‟sModule.
Reflect on the following questions and then write your answers on the
box.

1) What did you learn?

2) How did you go about 3) Why did you choose to learn

learning the lesson? it?

4) What/Who helped you learn 5) What hindered your

it? learning?

6) How did you know that you had learned it?

 Supplemental Readings

RA 8504 OR THE PHILIPPINE AIDS LAW OR THE PHILIPPINE AIDS

PREVENTION AND CONTROL ACT.

Article 1
 The Government must promote education and information campaigns.
Schools and non-formal education programs must include HIV/ AIDS
education.

 The DOH must conduct public health education campaigns.

 The government must provide education for Filipinos going abroad.

 Employers, working with DOLE must develop workplace education and

safety.

 The Department of Tourism must provide education for tourists and

transients.

 LGUs must develop local HIV prevention and education efforts.

 Accurate information about prophylactics will be provided.

 It is against the law to give false or intentionally misleading information

on HIV/AIDS.

Article 2
 The Government will develop and promote safe medical practices

 All blood, organs, and tissue for donation will be tested. If it tests
positive, it will be disposed of safely, and not used.

 The DOH will provide guidelines on safe surgery and medical

procedures.

Article 3
 The Government will provide appropriate confidential HIV testing.

 HIV testing can only be done with the consent of the person tested.

 The DOH will provide anonymous HIV testing

 Counseling will be conducted before and after testing

 The DOH will make adequate and affordable HIV testing available in all
of the barangays in the Philippines.

Article 4

 The Government will ensure adequate health and support services for
people with HIV.

 Hospitals will provide adequate care for persons with HIV.

 LGUs must provide community-based prevention and care efforts.

 Livelihood efforts will be made available for people with HIV.

 The DOH is to do STD prevention and control efforts.

 The DOH is to make sure that health insurance is available to people

with HIV.

Article 5

 The Government will monitor HIV/AIDS

 The Government will establish an AIDSWATCH council.

 Reporting procedures will be developed to track HIV rates, while

respecting client confidentiality.

 Contract tracing is permitted provided confidentiality is not breached.

Article 6
 Confidentiality will be protected on HIV status.

 All healthcare workers and anyone handling health records will

strictly preserve patient confidentiality on HIV status, and the identity
of people with HIV.

 HIV status can be shared by health officials in three circumstances;

officials of the AIDSWATCH council, health workers who are
involved in treatment and need to know for their own safety, and a
judge if under subpoena for an official court case.
 HIV results may be given to the person tested, an official of the
AIDSWATCH council, and a parent or guardian. It cannot be given
to anyone else.

 Legal penalties can be provided for breaching confidentiality.

 People with HIV must inform spouses and sex partners as soon
as reasonably possible.

Article 7

 Discrimination against people with HIV is illegal.

 Employers cannot discriminate in hiring, firing, promoting, or assigning

based on actual or suspected HIV status.

 Schools are not allowed to refuse admission, punish students, or deny

participation in activities based on real or perceived HIV status.

 A person with HIV has the legal right to travel, live, and lodge with the
same freedom as any other citizen. Quarantines and other
restrictions are illegal.

 A person with HIV has every legal right to seek public office.

 Credit services cannot be denied based on HIV status. Insurance

cannot be refused based on HIV status, provided the person does
not lie about their HIV status.

 Hospitals can health services cannot refuse treatment or discriminate

based on HIV status.

 Decent burials cannot be denied based on HIV status.

 Legal penalties for discrimination will be enforced.

Article 8

 The government will establish a Philippine National AIDS Council

 This council will be responsible for implementing the act

and conducting all national AIDS performanc
Unit II: Family Life
Lesson 1 – Courtship, Dating, and Marriage
Introduction
Family is a very important part of our
everyday life. It helps us in improving our
personality. It also helps us in shaping our life. It
teaches us the value of integrity, love and
honesty and provides us with tools necessary for
success.
Do you know how your parents met and
formed your family? Were you able to ask them
their love story? Objectives

Family is considered a place where you At the end of the lesson,

you are expected to do the
can be yourself. It is a place where you are
following
accepted for what you are. This is where you are 1. Recognize the
completely tension free and everyone is there to different factors
help you. Family encourages you when you are that contribute to a
surrounded by problems. It helps you survive successful
through tough times and brings joy and marriage.
2. Discuss the roles
happiness into your life. and responsibilities
Today, most people don’t realize the of parents in
importance of family; they prefer to spend most fulfilling the needs
of their children.
of their time with their friends. But when they
3. Analyze the effects
are surrounded by problems, it is their family of having a big
that helps solve them. At the time when even our family and
best friends refuse to help us, it is our family problems it may
that will help us. So it is very important for each cause to the health
and every individual to give importance to of the nation.
4. Make a plan on
his/her family above anything else and enjoy how to have a
spending time with family members. successful marriage
Have you imagined yourself going and family life.
through a process of dating, courtship, and
marriage?
This module is designed for you to
identify the importance of planning marriage in
having a successful family life in the future.
 Pre-Assessment

LOOP-A-WORD
Loop as many words as you can that have something to do with marriage.
Use the words in a sentence or give the meaning of each.

P D A TINGVC TJLC
R R MA R R I A G EFOOEEEH
A R E V U TA LC
N E W B GN O R FGN E RA T U A T I O N TIENDSHIP S
F X N Y NI J K NFW G HU L F A M I L Y IAGEMENTR P
AE FR
N N Y
CT E
YEN G

Dating
Engagement
Courtship
Love
Infatuation
Marriage
Friendship
Pregnancy
Newborn
Family

You did a good job! Now, think of what you wanted to achieve after running
through this module.
 Learner’s Goals and Targets

MY GOALS
You may now write your goals 1.
and targets for this lesson in a 2.
health notebook/diary:
3.
4.

>>> ARE YOU READY? READ ON. <<<

What to Know

Activity 1 - Hello Learners! Let’s Do Picture-Connectivity.

What words can you form out of these pictures?

How do these pictures apply to you?

Why is courtship and dating important in choosing a lifetime partner?

Activity 2 -

What comes into your mind seeing the picture below? How does the
picture appeal to you? Does it bring good feeling or bad feeling? Does it
spell something? Give your assessment.

1.
2.
3.
4.

Love and Infatuation are both intense emotions that one feels for
another person. These feelings are most often confused for each other by
many people. But the two feelings differ in their actuality of love, intensity,
and final outcome.

Infatuation or crush is the state of being completely carried away by

unreasoning passion or love; addictive love. Infatuation usually occurs at
the beginning of relationships when sexual attraction is central. Love can
be described as a feeling of intense affection for another person. It is most
often talked about as an emotion between two persons.

Comparison Infatuation Love

Category

Definition: Infatuation is the state of A decision to

being completely carried commit oneself to
away by unreasoning another and to
desire. work through
conflicts instead of
giving up. A
deeper
understanding or
care.

Associated Selfish uncontrollable Decision to devote

with: desire yourself to
another person for
better or worse.

Sub- Physical desire, crush, or Intimacy,

Categories: lust , hormonal activity, commitment,
addictive chemical security
reactions in the brain

Symptoms: Urgency, intensity, sexual Faithfulness,

desire, anxiety, high risk confidence.
choices, reckless Willingness to
abandonment of what was make sacrifices
once valued for another.
Working at settling
differences. Able
to compromise so
that either both
win or at least
give the other
person's opinion a
chance

Feels like: All consuming euphoria A deep affection,

similar to recreational contentment,
drug use (addictive confidence.
chemical reactions in the Partners
brain), stupidity (cupidity); communicate and
Can risk everything for the negotiate
next hit of adrenalin appropriate
expectations.
Requires a lot of
selflessness and
polite
assertiveness.

Person to Reckless commitment to Commitment to

Person: satisfy one's all another
consuming lust

Effect: Being controlled by brain Steadfast

chemistry; loss of ability to decision to
make rational evaluations commit yourself to
another person.
 of what is true, valuable
and worthy of pursuit

Comparison Infatuation Love

Category

Result: Emptiness, Security, peace, a

consequences of solid partnership
choices made while which can provide
under the influence of the ideal
mind numbing lust; atmosphere to
raise confident
secure children; a
more stable
society; radical
decrease in the
need for welfare,
jails, lawyers and
mental health
counsellors.

Interdependency: Cannot be sustained Partnership

without some portion of
love and physical
attraction, always
desire to be close to
that person at any cost.

Time Period: Takes off fast and Long term

furious like a spark in offering of
dry grass burns out companionship
quickly and can leave and support
feelings of emptiness.

<source: http://www.diffen.com/difference/Infatuation_vs_Love>
 Attraction is admiration for someone that may include the desire
to get to know that person better. Attraction usually takes place in the
form of infatuation or crush. Infatuation is admiration for someone while
not recognizing that person‟s flaws. Crushes usually last for only a short
time, few weeks or maybe a few months. These feelings are completely
normal and are part of becoming a young adult.

Most people begin to form romantic relationships based on love.

Love is deep affection for someone and is based on a true desire for the
other person‟s best interests. In a healthy relationship, the other person
shares and responds with the same kind of love. Learning to develop,
nurture and even deal with the loss of these relationships are important
ways to prepare for adult relationships.

Activity 3:

Here are three boxes which needs your views and to be shared to the
class.

DEFINITIONS / PRACTICES IMPORTANCE

MEANINGS / ASSOCIATED OF
WORDS THAT WITH COURTSHIP
YOU ASSOCIATE COURTSHIP
WITH COURTSHIP
 Did you know?

Courtship is the period in a couple's relationship which precedes

their engagement and marriage or it is an establishment of an
agreed relationship of a more enduring kind. During courtship a
couple gets to know each other and decide if there will be an
engagement or such agreement. A courtship may be an informal
and private matter between two people or may be a public affair or
a formal arrangement with family
approval.

Here are different traditional practices of courtship in the Philippines

<source: http://en.wikipedia.org/wiki/Courtship_in_the_Philippines>

Ilocos and Tagalog regions

In Ilocos, serenading is known as tapat, "to be in front of the woman‟s
house” likely the same to harana and also to the balagtasan of
the Tagalogs. The suitor begins singing a romantic song, then the courted
lady responds by singing too.
Rooster courtship, a form of courting in Luzon is done
differently. The rooster is assigned to be the "negotiator", wherein the male
chicken is left to stay in the home of the courted to crow every single
morning for the admired lady's family.

Bulacan
In the province of Bulacan in Central Luzon, the Bulaqueños have a
kind of courtship known as the naninilong which means serenading from the
basement. At midnight, the suitor goes beneath the nipa hut, a house that is
elevated by bamboo poles, then prickles the admired woman by using a
pointed object to catch the attention of the sleeping lady, after they converse
in whispers.

Kalinga
The Ifugaos practice a courtship called ca-i-sing or ebgan to Kalingas
and pangisto to Tingguians, where a man and a woman are separated into
"houses". The house for the males is called Ato, while the house for
females is known as the olog or agamang. The man visits the woman‟s
house to sing romantic songs and the woman reply to these songs also
through singing. The courtship ritual is guarded by the elders who inform
the parents of both parties about the progress of the courtship process.

Batangas
In Batangas a traditional eve of the wedding procession is done. The
purpose is to bring the cooking ingredients for the celebration to the
bride‟s home, where refreshments await.

Pangasinan
In Pangasinan, folks utilizes the taga-amo, which means "tamer", a
form of love potions or charms which can be rubbed to the skin of the
admired. It can also be in the form of drinkable potions. The suitor may
also resort to the use of palabas, meaningshow or drama, wherein the
woman succumbs to revealing her love to her suitor, who on the other
hand pretends to commit suicide if the lady does not confess her true
feelings.

Apayao
The Apayaos has a practice that allows a man and a woman to sleep
together during the night. This is known as mahal-alay. This form of
courting assists in assessing the woman‟s feeling for her lover.

Palawan
In Palawan, they perform courtship through the use of love riddles or
pasaguli. The purpose of the love riddles is to assess the sentiments of
the parents of both suitor and admirer. After this pabalic / pabalik is
done to settle the price in a form of dowry that will be received by the
women from the courting man.

Visayas
When courting, Cebuanos also resort to serenading, called balak. They
also write love letters that are sent through a trusted friend or relative of
the woman. Presents are not only given to the woman, but also to her
relatives. They also use love potions to win the affection of the woman.

Man from Leyte performs the pangagad or paninilbihan instead of

paying a form of dowry during courtship. The suitor accomplishes
household and farm chores for the family of the woman. The service
normally lasts for approximately a year before the man and woman can
get married. It is also referred to as subok - a trial or test period for the
serving suitor. In Bicol, it is called pamianan.
 Mindanao
Palabas, sarakahan tupul, or magpasumbahi, is practiced by
the Tausugs of Mindanao. A suitor would threaten to stab his heart while
in front of the courted woman‟s father. If the father of the woman refuses
to give her daughter‟s hand to the suitor, the suitor is smitten by a knife.
The Bagobos, on the other hand, sends a knife or a spear as a gift to the
home of the courted woman for inspection. Accepting the weapon is
equivalent to accepting the man‟s romantic intention and advances.

Pre-arranged marriages and betrothals are common to Muslims. These

formal engagements are arranged by the parents of men and the women.
This also involves discussions regarding the price and the form of the
dowry. The Tausog people proclaims that a wedding, a celebration or
announcement known as the pangalay, will occur by playing percussive
musical instruments such as the gabbang, the kulintang, and the agong.
The wedding is officiated by an Imam. Readings from the Quran is a part
of the ceremony, as well as the placement of the groom's fingerprint over
the bride's forehead.

Courtship Practices at the Age of Technology

 A suitor can court a woman through the use of cellphones. Frequent
texting and calling one another develop their feeling of belongingness
until such feeling develops into a deeper relationship resulting to love.
 A man can court a woman through Facebook, Twitter, Skype or other
social networking sites.

It gives one a chance and time to get to know better the character and background of one‟
Courting gives time to understand one another.
It reveals one‟s interests, likes and dislikes limitations, and other aspirations in life.
It allows couples to decide whether they want to be committed.
It allows couples to know if they are ready to be committed.
Why is it It
important
developsfor couples to undergo 1.
security. a
courtship?It develops understanding and acceptance.
2.

3.

4.

5.
6.
 And you should not forget this…

Showing Affection

Whether or not you are dating, there are many healthy ways for
persons to show affection which may lead to courtship between persons,
especially of the opposite sex who are physically and emotionally attracted
with one another. It is an important part of being close friends to build trust
and confidence with one another.

Activity 4 -
Identify the pictures of showing affection and give other
examples.

 Giving a smile or a kind laugh to someone

 Telling someone how much he / she means to you
 Remembering important events in one‟s life especially a birthday
 Writing a card, a note, or a letter
 Giving a small gift, such as flowers and chocolate
 Texting, chatting in social networking sites, communicating via internet
 Spending quality time together
 Cheering for someone at a game or performance
 Holding hands
 Patting shoulders
Activity 5 – Do You Know?
In your activity notebook, copy and answer the following
questions.
a. What does it mean to go on a date?
b. What are the activities usually done during dates? How does it differ
from a regular outing?

Good job! Now you may continue to the next activity.

Activity 6 - Use of Metacards

You will be given a strip of cartolina where you can define dating, and
write its advantages and disadvantages. Be ready to present and defend
your ideas to your teacher.

<< DATING
is a social activity which involves two or more people generally assessing each other‟s suitabilit
is a form of consisting ofdone by two people, as partner in anor as a.
it refers to the act of and engaging in some mutually agreed upon social activity, together, as a

Types of Dating:
a. Standard date – involves two people
b. Double date – two couples go on a date at the same time and
place
c. Group date – where any number of couples can enjoy a date

Importance of Dating
 It forms affection and respect.
 It strengthens the relationship.
 It gives quality time to each other.
 It leads one to observe the other person‟s character.
 Provides an opportunity for one to know his/her strengths and
weaknesses in dealing with the opposite sex.
 Dating in a relationship is important because it allows you to get
to know the person you are in a relationship with, while having a
 good time. Dating helps to reveal any potential problems you may
have if pursuing a more serious relationship with a person, and it
sets the foundation for marriage.

In addition...

Going steady is a period wherein the relationship between two people

remains strong and well.
Engagement – a period of agreement entered between two people in
love for them to be able to know each other and their families well
enough to be sure that they are ready and are suited for life-long
companionship. It provides opportunity to develop interpersonal skills
useful before and even within marriage. Time of understanding and
devoting much time to explore each other‟s strengths and weaknesses
so they could adjust to one another.

Activity 7

If you are engaged, which do you prefer, Long Engagement or

Short Engagement period? Explain in front of the class.

☺☺ Wow! That is very nice. You have high standard expectations.

Do you want to know more?
Read on.☺☺

Activity 8 - My Ideal Partner

On a separate sheet of paper, draw, and color your ideal man /

woman. Below your drawing, write the characteristics you expect from
him / her.
Marriage is the most enjoyable human relationship. It is the most
significant event that may happen to your life. It takes only two people,
a man and a woman to unite and make a successful relationship as
married couple.
Marriage is a lifelong partnership of a man and a woman. It is
two unique individuals, who understand, respect, care, and love each
other. It is a bond between two people who continue to grow and
develop their best qualities as human beings.
Marriage is not a mere contract but an inviolable social
institution. Its nature, consequences and practices are governed by law
and not subject to stipulation except that the marriage settlements may
to a certain extent fix the property relations during the marriage. (Civil
Code of the Philippines)
 Marriage is a cherished institution under which man and woman
believe in one faith and children are conceived, raised, and nourished to
become useful and productive citizens of the country and the world. It is
essential to the continuity of the human race.
Filipinos view marriage as a sacrament and a lifelong commitment.
Husband and wife work for the successful and harmonious relationship at
home and among family members. Trust, respect, kindness, and love are
essential factors to attain this goal.

Factors Necessary to Consider in Choosing a Lifetime Partner to

Work Out for Successful Married Life:
1. Maturity
a) Can make good decisions
b) Responsible in handling relationships

2. Fidelity
a) Can make the relationship lasting
b) Sincere and true to his / her promises
c) Considers relationships sacred

3. Commitment
a) Can make peaceful and lasting relationship
b) Dedicated in fulfilling his / her responsibilities

4. Love
a) Strengthens relationship
b) Understands one is partner
c) Enduring

5. Economic Readiness
a) Aims for better future of the family
b) Financially stable
c) Good provider for the needs of the family

6. Physical Maturity
a) Proud of having good partner
b) Have healthy body

7. Character
a) Responsible and honest
b) Hard-working and industrious
c) Respectful and compassionate
d) God-fearing
 Did You Know?

EXECUTIVE ORDER NO. 209

THE FAMILY CODE OF THE PHILIPPINES
July 6, 1987

Marriage is a special contract of permanent union

between a man and a woman entered into in accordance with
law for the establishment of conjugal and family life. It is the
foundation of the family and an inviolable social institution...
<Source: www.chanrobles.com/executiveorderno209.htm >

The Family Code of the Philippines sets eighteen (18)

as the age of majority of the Filipinos. However, for marriages
between the ages of 18-21, the written consent of the parent is
required. Without the written consent, the marriage is voidable.
A person who is between the ages 21-25 is obliged to
ask their parents or guardian for advice and has to make a
sworn statement that advice was sought and given. If there is
no parental advice or if the advice is unfavourable, the
marriage license is issued only after three months after the
publication of the application for the license.
The marriage of persons who are below 18 years of age is void
(not lawful, not legal) and therefore, no true marriage took
place.
<Source: Module 3: Sex Education, Early Marriage and
Teenage Pregnancy>
 Activity 9
Can you cite another law that strengthens the bond of a man and a
woman as a couple? Share it by writing your ideas in your activity
notebook. Remember to present it in class and to share it to your friends /
classmates, relatives, or neighbours.

RECIPE / INGREDIENTS OF A SUCCESSFUL MARRIAGE

1. Love
2. Understanding / Respect
3. Care
4. Loyalty
5. A Shared Philosophy
6. Cooperation
7. Growth
8. Involvement
9. Sharing and Giving
10. Communication

To achieve a better married relationship with a partner, communication

must be exercised that may lead to mutual accommodation and
adjustment.

What to Process
Activity 10
Read and answer the following questions. Share your answers in
class.
1. What can you say about the article?
2. What does it want to tell you?
3. What lesson can you get from the article?

Is it Love or Infatuation?
Infatuation is an instant desire. It is one set of glands calling to
another.
Love is a friendship that has caught fire. It takes root and grows,
one day at a time.
Infatuation is marked by a feeling of insecurity. You are excited
and eager, but not genuinely happy. There are nagging doubts,
unanswered questions, little bits and pieces about your beloved
that you would just as soon not examine too closely it might spoil
the dream.
Love is quiet understanding and the mature acceptance of
imperfection. It is real. It gives you strength and grows beyond
you to bolster your beloved. You are warmed by his/her presence
even when he/she is away. Miles do not separate you. You want
him/her nearer, but near or far, you know he/she is yours and you
can wait.
Infatuation says, "We must get married right away! I can't risk
losing you!"
Love says, "Be patient. Do not panic. Plan your future with
confidence."
Infatuation has an element of sexual excitement. If you are
honest, you can admit it is difficult to be in one another's company
unless you are sure it will end - in intimacy.
Love is the maturation of friendship. You must be friends before
you can be lovers.
Infatuation lacks confidence. When he/she is away you wonder if
he/she is cheating. Sometimes you check.
Love means trust. You are calm, secure, and unthreatened. Your
beloved feels that also and that makes him/her even more
trustworthy.
Infatuation might lead you to do things you will regret later, but
love never will.
Love is an upper. It makes you look up. It makes you think up. It
makes you a better person.
(source: http://www.drirene.com/isitlove.htm)
 Activity 11 - Film Analysis

HI! Let’s unwind and watch a video clip. After watching, read and answer the questions.
(Reference: )

What time of your life would you prefer courtship? Why?

Is it necessary to undergo courtship? Why?
Compare courtship before and at present times.
Why do you think courtship at present times is faster and easier than before?
Which do you prefer, courtship before or at the present times? Support your answer.

Activity 12 - What You’ll Do

In your activity notebook, write your answers to the question.

What are the benefits of dating?

As a couple

As a group

Great job! Now you may proceed to the next activity

Activity 13 – Miniature Bulletin Board
Prepare a miniature bulletin board to express your stand on the issue
dating is/not necessary in having a relationship.

What to Reflect and Understand

Activity 14: Sharing of Personal Experiences in Courtship

This activity will help you to reflect on your past experiences during
courtship and to understand the nature of the boys and girls during
courtship.

Procedure:
 Make a single circle, so that everyone will have a chance to talk
and share his/her personal experiences.
 Close your eyes for one minute and reminisce the past.
 Each of you has one minute to share.

After the sharing, answer the following questions:

 How do you feel sharing your love story?
 Do boys and girls have the same style in courting the opposite sex?
 What can you say about courtship before and at present times?

Excellent job! You are truly in love. Keep it up for the next activity.

Activity 15 – Poem Analysis

Let‟s Begin! Group yourselves into four. You will interpret the message
of this poem. Your group is given 2-3 minutes for the presentation.

“Don’t think you can direct the course of

love, For love, if it finds you worthy,
Directs your course.” - Khalil Gibran
<source: http://www.askmen.com/top_10/dating_top_ten_150/159_dating_list.html >
 Good work! Now you may proceed to the next Activity

Activity 16
Below are terminologies that you encountered earlier in the lesson,
can you remember their meanings?
a. Fidelity

b. Commitment

c. Character

d. Maturity

e. Marriage

Activity 17 – Verse It Out

Be with your groupmates and choose one verse that best suits your
principles about marriage. The group will explain it in front of the class.
You‟ll be given five minutes to explain your answer.
a. Mark 10:6-9 - "But at the beginning of creation, God made them male
and female. For this reason a man will leave his father and mother
and be united to his wife, and the two will become one flesh. So they
are no longer two, but one. Therefore what God has joined together,
let man not separate."

b. 1 Corinthians 7:3 - “The husband should fulfill his marital duty to

his wife, and likewise the wife to her husband.”

c. Qur’an [24:32] - “You shall encourage those of you who are single to
get married. They may marry the righteous among your male and
female servants, if they are poor. GOD will enrich them from His
grace. GOD is Bounteous, Knower.”

d. Qur'an [30: 12] - “He has planted affection and mercy between you”.

Good job! Now you may continue to the next activity

 Activity 18

Choose an issue below and discuss it in a group if you are in favour or

not. You are given 10 minutes to conceptualize before you share it in
front of the class.
1. Early Marriage
2. Live-in partners
3. Same sex marriage

Activity 19: I Should Decide

characteristics in the person you like, will you still consider him / her your lifetime partner? Explain your answer in front of

Activity 20 - Am I Prepared?

Be with your groupmates and discuss your answers to the following

questions. Remember to share your answers with others after 5-10 minutes.
What is your concept of marriage?
Do you know of persons who are married?
How long had they been married?
Tell something about their relationship.
 Activity 21 – Marriage Vows

Here is a copy of the marriage vows from a Protestant Church. A

member of couples today, are choosing to write their own marriage vows
printed in their wedding invitation. Can you recall some? Share it with your
classmates. In the space provided, write your own version of the marriage
vows that highlight what is important to you.

I (name), take you (name) to be my (husband/wife), my partner in life and my

love you more each day than I did the dayone true love. I will cherish our union and

laugh with you and cry with you, love you faithfully through good times and the bad, regardless of the obstacles we may face
before. I will trust you and respect you,
and my love, from this day forward for as long as we both shall live.

together. I give you my hand, my heart,

Now, reflect on this marriage vow. Do you like it? It‟s you turn to write
your own marriage vows in your diary and explain why you chose the
vows you have written.

Excellent job! You are truly in love. Keep it up for the next activity.
 What to Transfer

Activity 22

To fully understand courtship before and at present times, form a group

and decide on which to portray: how courtship is done before or at present
times. Your group will be given five minutes to prepare for the presentation.
Refer to the rubric below to be used in the presentation:

(5) (4) (3) Need Some (2) Needs Much (1)

Scoring Criteria Excellent Good improvement improvement Fair
Relates to audience
Provides a fluent
rendition of scenario
Role plays scenario
with feelings and
expressions
Varies intonation
Present characters
appropriately
Gives the scenario
its full range

Very well! You may now enjoy your accumulated points. Let’s continue with
the next activity.

Activity 23 Debate
Be with your groupmates and prepare for a debate by reflecting on
and answering these questions:

At what stage in one‟s life should one be allowed to go on dates?

Do you think a Grade 8 student like you should already be allowed to
go on dates? Justify your stand.

Assess your performance using this rubrics.

.
Rubrics for Debate
1 = weak; 2 = developing; 3 = adequate; 4 = above average; 5 = strong

1. Opening statements clearly addressed 1 2 3 4 5

the central issues of the debate

2. Overall impression on the presentation 1 2 3 4 5

(eye contact, use of voice, etc.)

3. Claims showed evidence of research 1 2 3 4 5

4. Rebuttal statements effectively 1 2 3 4 5

addressed the statements of the
opposing team

5. The presentation demonstrated 1 2 3 4 5

organization and forethought

6. Final statements effectively summarized 1 2 3 4 5

salient points and improved the team‟s
position

7. Participants adhered to rules and 1 2 3 4 5

procedures

Activity 24 My Future Married Life

In your activity notebook, project on and write a description of yourself

as a married person 10 years from now. Use the following questions as a
guide.

1. How many children do you envision to have?

2. How would you be like as a husband / wife?
3. How do you see yourself as a parent?
 Activity 25 My Dream Family
by writing your plans and then draw your dream family in the box intended for it. Below the diagram, explain why you choo

MY PLANS MY DREAM FAMILY

Activity 26 Reflection

Think of a successful married couple you know. This couple might be

your parents, guardians, grandparents, aunt and uncle, or neighbours. In
your activity notebook, copy and complete the chart by putting a check
mark at the appropriate column after each question. Remember the points
that contribute to the success of their marriage.

Name of Couple:
Guide Questions Always Sometimes Never
1. Do they communicate effectively?
2. Do they respect each other?
3. Do they have fun together?
4. Are they committed to the marriage?
5. Do they both make compromises?
6. Are they friends with each other?
7. Do they love each other?
8. Do they appear to be attracted to each
other?
 Focus questions:
a. What do you think makes this marriage successful? Explain.
b. What can you learn from the marriage? If you were to be asked,
what would you do / follow when you get married to make your
marriage successful?

Summary

Choosing a lifetime partner involves some processes: crushes or

infatuation, dating, courtship, and engagement are practiced and exercised.
Dating leads to the development of intimacy between couples or within a
group. Dating steadily, dating in groups are all healthful ways of developing a
healthy relationship. A couple or groups can date, going together to different
places, such as the movies, parties, dances, fiestas, and other celebrations.
Dating gives you a quality time to talk to people. Best of all, couple or group
dating is fun.

There are different traditional courtships in the Philippines like

practices of singing romantic love songs, reciting poems, writing letters, and
gift-giving.

The union of man and woman is given dignity by the sacrament of

matrimony.

Marriage is a promise, a covenant to keep the partnership for life not

only for the sake of staying together but more for the growth and good of each
other and for responsible rearing of children.

Married couple should by all means protect the sanctity of their

marriage and must be true to their vows. They should be strongly united and
focused not only to each other but also practice responsible parenthood.
 Lesson 2: Pregnancy-related Concerns
and Pre-natal Care

me of many changes. Your body will go through a lot on the way to creating a new person.
signed for you to be aware of pregnancy- related concerns and prenatal care, importance of

Objectives
At the end of the lesson, you are expected to do the following:
Talk about pregnancy- related concerns and prenatal care.
Explain the importance of maternal nutrition during pregnancy.
Discuss essential newborn protocols.
maternal pregnancy,
Recognize the advantages of breastfeeding.
nutritionduring
rn protocol, and advantages of breastfeeding to have a harmonious relationship in a family.

Pre-Assessment

Choose the letter of the correct answer. Write it in your activity notebook.

1. The reproductive process wherein the male gamete and female gamete
unite to form a new single cell.
A. Fertilization B. Ovulation C. Implantation D. Gestation

2. The fertilized egg develops into a baby in the .

A. Ovaries B. Fallopian tube C. Uterus D. Stomach

3. The developing human is called .

A. Fetus B. Zygote C. Baby D. Embryo
 4. The developing human is fed in the woman‟s womb through.
A. Mammary gland B. Placenta C. Uterus D. Bladder

5. The place of pregnancy that starts from week 13 to 27.

A. First trimester C. Third Trimester
B. Second Trimester D. Second and third trimesters

6. The phase of pregnancy that lasts from weeks to birth

A. First trimester C. Third Trimester
B. Second Trimester D. Second and third trimesters

7. The process of birth wherein the doctor removes the baby from the womb.
A. Ceasarian section C. Surgical operation
B. Normal delivery D. Painless Delivery

8. The behavioural development of a healthy baby wherein he/she learns to

vocalize and controls movement of the head.
A. 0-1 month B. 4-5 months C. 6-7 months D. 2-3 months

9. The best and ideal form of infant feeding is through .

A. Breastfeeding C. Mix feeding
B. Bottle feeding D. All of the above

10. Lactation is the period of milk production initiated by what hormone in the
mammary gland?
A. Progesterone C. Prolactin
B. Estrogen D. None of the above

You did very well on this one. Keep it up!

Learner’s Goals and Targets

In your health notebook / diary, you may MY GOALS

now write your goals and targets for this 1.
lesson. 2.
3.
4.
 What to Know

Activity 27

PregnancyMorning sickness Complications

DiscomfortTrimester Braxton Hicks Contraction
Health condition

Do you recognize the words above? Share what it means to the class.
A. New Beginning

After marriage, a couple‟s desire is to build a family. Humans are

reproduced through sexual reproduction. In this kind of reproduction, the
reproductive cells of man and woman join together to make a new human
cell. This process is called fertilization.
Fertilization is a reproductive process wherein half of the genes of the
father and mother combine to form a single cell; the new cell then divides
and forms more cells. This ball of cells enters the uterus and attaches
itself to the uterine wall. The attachment of the developing cells to the
uterus is called implantation. Pregnancy is the time when a new cell is
formed during fertilization, grows and develops into a baby in the woman‟s
uterus. From the time that the ovum and the sperm cell unite until the end
of the eight week, the developing human is called embryo. From the eight
week until birth, the developing human is called the fetus. A normal
pregnancy generally lasts until 9 months or 38-40 weeks.
Source: Teenage Pregnancy (Mccoy and Wibbelsman, 1992:
235-236)
An unplanned and unwanted pregnancy can cause emotional anguish,
possible health risks, and in some cases, limited life options.Teenage
pregnancies are premature because they occur in mothers who may be
too young and/or immature to care for a child adequately. In such cases,
the mother may be so young endangering pregnancy.
Consider this statistics:
1. Teens 15 and younger face a 60% higher risk of death during
pregnancy and child birth than young mothers on the age of 20.
2. Babies born to young teenage mothers are two to three times more
likely to die during their first year than babies born to older mothers.
3. Teen mothers are twice more likely to have low birth weight infants (at
risk for physical and mental defects as well as increased risk of
dying).
4. Seventy percent of teen mothers get no medical care at all during
critical first months of pregnancy and 25% get no prenatal care at all.
This is specifically dangerous because, while a teen may be able to
conceive a baby, her body may not be quite ready for the stresses of
pregnancy and child birth. Thus, she is at higher risk for complications
like high blood pressure, toxaemia, prolonged and difficult labor, more
vaginal lacerations during childbirth, and more after-delivery
complications and infections.
5. Even with good prenatal care, teenager mothers are more likely to
have premature labor and to deliver low birth-weight babies.
6. Young teen mothers are likely to drop out of school and face high risk
of unemployment, poverty, and dependence on parents.
7. If they marry due to pregnancy, their risk of break up or separation is
high.
8. The young mother is more likely to be angered and disillusion by her
baby‟s demands and may become an abusive parent.Each mother is
a distinct individual. Some young women make wonderful mothers
and manage to build satisfying lives for themselves. Unfortunately,
these tend to be in minority. Chances are, if you are a pregnant
teenager, young pregnancy is a problem for you and your family.

Activity 28
Look at the pictures and spot their differences. Be guided by the
questions below.
1: skinny pregnant woman 2: healthy pregnant woman

a. Describe the pictures. Are they different?

b. Why do you think they differ? Explain your answer.

You did very well. Keep it up!

Changes in the Mother’s Body
During pregnancy, a woman‟s body undergoes many changes. As
soon as implantation happens, the mother‟s uterus releases special
hormones, which is only released by the woman‟s body during pregnancy.
Some of the hormones produced by the pregnant woman‟s body makes
her nauseated, this situation is called “morning sickness” and usually lasts
for 3 months. The same hormones make the woman‟s breasts enlarge
and prepare to produce milk.
Over the 9-month period, the woman‟s uterus stretches to hold a
full-sized newborn baby. This stretching makes her abdomen gets larger.
A pregnant woman also experiences swelling of legs, difficulty in sleeping,
restlessness, and irritability as the fetus gets larger. Many women, feel
clumsy or uncomfortable too because of the changes taking place.

Nourishing the Baby

Almost everything that goes into the mother‟s body enters her
bloodstream and goes to the placenta. The placenta is an organ that
grows in the woman‟s uterus during pregnancy and allows nutrients,
gases, and wastes to be exchanged between the mother and the fetus.
The mother‟s blood circulates on one side of the placenta, while the fetus
blood circulates on the other side. Nutrients, fluids, and oxygen flow
through the membrane from the mother to the fetus. Waste products and
carbon dioxide flow across the placenta from the fetus to the mother.
During pregnancy, the fetus gets its nutrition from food that the
mother eats. To ensure the health of the fetus, the mother needs to eat
healthy foods and takes special vitamins. She should get regular medical
check-ups to protect her health and the health of the growing fetus.

Normal physical changes and symptoms throughout pregnancy

Although they can range from mild to severe, the following conditions
are common during pregnancy:
 Fatigue ●Morning sickness
 Sleep problems ●Heartburn
 Breast changes ●Varicose veins
 Hair changes ●Leg cramps
 Back pain and sciatica ●Pelvic ache and hip pain
 Hemorrhoids and constipation ●Nosebleeds and bleeding gums
 Stretch marks, itchiness, and other skin changes
 Hand pain, numbness, or weakness (carpal tunnel syndrome)
 Changes in vaginal discharge. A thin, milky-white discharge
(leukorrhea) is normal throughout pregnancy. Also, the tissue lining of
the vagina becomes thicker and less sensitive during pregnancy.
 Second
First trimester trimester Third trimester
 Fatigue Breast changes  Braxton Hicks contractions,
Descriptions  Breast which are "warm-up"
characterizing Leg cramps
tenderness contractions that do not thin
condition Back pain
 Increased and open the cervix (do not
urination Pelvic ache and lead to labor)
 Fullness or mild hip pain  Fatigue
aching in the Stretch marks  Back pain
lower abdomen and other skin  Pelvic ache and hip pain
 Nausea with or changes  Hemorrhoids and
without vomiting, Hemorrhoids constipation
also known and constipation  Heartburn
as morning sickness Heartburn (also  Breathing difficulty, the
a symptom expanding uterus is just
of gastroesophag below the rib cage, leaving
eal reflux lungs less room to expand.
disease, or  Mild swelling of the feet and
ankles (edema). Pregnancy
Nosebleeds and
causes more fluid to build
bleeding gums up in the body. This, plus
Hand pain, the extra pressure that
numbness, or uterus places on the legs,
weakness (carpal can lead to the swelling of
tunnel syndrome) the feet and ankles.
 Difficulty sleeping and
Braxton Hicks finding a comfortable
contractions, which position. Lying on the back
are "warm-up" interferes
contractions that do with blood circulation, and
not thin and open lying on the stomach isn't
the cervix (do not possible. Sleep on the side,
lead to labor) using pillows to support
your belly and between your
knees. Later in your
pregnancy, it is best to lie
on your left side. When you
lie on your right side or on
your back, the
increasing weight of your
uterus can partly block the
large blood vessel in front of
your backbone.
 Frequent urination, caused
by an enlarged uterus and
the pressure of the fetus on
the bladder.
 Phases of Pregnancy
The first trimester of pregnancy lasts from week 1 through week 12.
Your first sign of pregnancy may be a missed menstrual period.
The second trimester of pregnancy (from week 13 to week 27) is the
time when most women start to look pregnant and may begin to
wear maternity clothes. By 16 weeks, the top of your uterus, called the
fundus, will be about halfway between your pubic bone and your navel. By
27 weeks, the fundus will be about 2 in. (5 cm) or more above your navel.

You may find that the second trimester is the easiest part of
pregnancy. For some women, the breast tenderness, morning sickness,
and fatigue of the first trimester ease up or disappear during the second
trimester, while the physical discomforts of late pregnancy have yet to
start. Pressure on your bladder may be less as the uterus grows up out of
the pelvis.

The third trimester lasts from week 28 to the birth. Many women have
some discomfort during this time as their belly gets bigger. Sleep
problems are common during this period.

Complications of Pregnancy
Special Condition Prevention and Management
Nausea / Improper body small frequent feedings instead of three
weight large meals and high carbohydrates, low fat
foods such as crackers and jelly and liquids
should be taken between meals

Toxemia proper nutrition

iron and folic acid prescribed by the
physician
Morning sickness
folic acid prescribed by the doctor

Anemia proper nutrition

Diabetes fluid intake, proper nutrition, and exercise

Constipation
Birth
The passage of a baby from its mother‟s uterus to the outside of her
body is called birth. During birth, the uterus contracts many times and
pushes the baby through the vagina and outside the mother‟s body.
Labor is the process that lasts from the time contractions start until the
delivery of the child and the placenta. Labor lasts a different amount of time
for every woman and every pregnancy.
There are three distinct stages of labor:
1st Stage – Begins with the first contraction and lasts until the cervix has
opened enough to allow the baby to pass through. Contraction happens
every few minutes and lasts a minute.
nd
2 Stage – Starts when the cervix is completely open and lasts until the
baby is delivered. During this period, contraction happens every 2-3
minutes. After the baby is born, the doctor cuts the umbilical cord.
Healthy babies breathe and cry almost immediately.
rd
3 Stage – This is the final stage of labor. It is when the placenta is
delivered. In this stage, the mother‟s uterine contractions push the
placenta or “afterbirths” out of her body. At this time, the birth is
completed.
In some cases, doctors have to deliver a baby by a ceasarian section
(CS). In this procedure, the doctor surgically removes the baby and the
placenta from the mother‟s uterus. Cases like this happen when the
mother cannot or is not capable of delivering a normal childbirth.

Did You Know?

Mother’s role during and after pregnancy:

 Avoid vices such as smoking and drinking alcoholic beverages.
 Avoid stressful activities.
 See to it that she gets the necessary pre-natal and post natal check-up.
 Do exercises like walking, yoga, etc.
 Eat nutritious food.

Father’s role during and after the pregnancy of the wife:

 See to it that the mother gets the necessary pre-natal and post natal
check-up.
 He must take care of the mother and the baby.
 He should see to it that the necessary immunizations as scheduled
are strictly followed.
 He should provide healthy diet meals for the mother and the child.
Additional information
How to Take Care of a Pregnant Woman
Pregnant woman should be taken care of properly by doing the
following:
 Accompany a pregnant woman in a daily exercise for motivation.
 Give fruits, vegetables, and lots of water.
 Listening to music relaxes a pregnant woman and the baby in her
womb.
 Let her sleep on her left side.
 Go together with a pregnant woman during check-ups.

You are very studious. I am positive you can work on these activities:

Activity 29 - What to Avoid During Pregnancy

When women are pregnant, they need to be very conscious of the food
they eat and what they drink and the activities they engage in because
more food, drinks, and activities may harm the child they are carrying.

The following is a list of actions performed during pregnancy. If the

action mentioned is something that pregnant women should avoid, put a
cross (X) mark on the space provided. If the activity is something that
would be good for pregnant women, put a slash (/) mark. Remember to
copy the table in your activity notebook.

Actions
1. drinking alcohol
2. drinking milk
3. dyeing hair
4. cleaning the cat‟s litter box
5. drinking water
6. eating varieties of fruits and vegetables
7. smoking cigarretes
8. sitting in a sauna, steam room, or hot tub
9. eating uncooked meat
10. taking vitamin B (folic acid) daily
11. taking over-the-counter drugs
12. having an x-ray
13. drinking coffee
14. going for walks
15. eating sweets and junk foods

Activity 30 - Use of Metacards

1. Group A with violet metacard: Discuss the nutritional status of
pregnant women and explain its importance.
2. For group B with green metacard: Discuss nutritional needs of
lactating women and explain the importance of breastfeeding.
3. For group C with orange metacard: Discuss the nutritional needs of
infants and explain the importance of providing them the needed
nutrition.
Be informed of the following tasks you can choose from. Be with your
groupmates and perform your task.

Very good! Be ready for the next activity.

Activity 31 - What Shall I Eat?

Consider this question:

Do you know what a pregnant woman
should eat?
Name at least five kinds of food that a
pregnant woman should eat. Write your ideas in your activity notebook.
Pregnant women need to become aware of the food they eat. A baby
in their womb absorbs all the nutrients a mother takes in.
IMPORTANCE OF MATERNAL NUTRITION
Maternal nutritional status affects the offspring‟s health development
significantly during early embryogenesis, pregnancy, birth and lactation,
and subsequently determines health during growth and even throughout
adulthood. On the other end of the human lifetime scale, the importance
of maternal nutrition expands into the time period before conception: Pre-
conception nutritional status not only influences fertility, but also
embryogenesis and life-long health. Predisposition for coronary heart
diseases, type-2 diabetes mellitus, and hypertension can be caused by
intrauterine adaptations to fetal malnutrition. Hence, optimizing nutrition
for women during their reproductive period can be expected to have a
great impact on the well being of the next generation.
DIETARY PLAN DURING PREGNANCY

Body Building Foods

Fish, Meat, Poultry 4 matchbox-sizes
Milk 2/3 cup whole
Eggs 3-4/ week
Dried Beans & Nuts ½ cup cooked

Energy-Giving Foods
Enriched rice 5 cup cooked
Root crops 1 small or ½ cup sliced
Sugar 7 teaspoon
Fat 6 teaspoons

Regulating Foods
Green leafy and yellow vegetables ¾ cup cooked
Vitamin C –rich foods 2 medium or 2 slices big fruit
Other fruits and vegetables 2 medium fruits and 2/3 cup cooked
vegetables
Activity 32 - Please Feed Me

In your activity notebook or a separate sheet of paper, copy and color

the picture. Write down the needs of the baby as well.

Baby’s Needs:
1.
2.
3.
4.
5.
Newborn
A new baby at home is exciting, but it can be scary, too. Newborns
have many needs, like frequent feedings and diaper changes. Babies can
have health issues that are different from older children and adults.

Essential Newborn Care

Protocol aimed to significantly reduce infant deaths in the country.
Protocol can pave the way to the reduction of neonatal deaths. Essential
Newborn Care is a comprehensive strategy to improve the health of the
newborn through interventions before conception, during pregnancy,
soon after birth and in the post natal period. This protocol will focus on
the first few hours of life of the newborn with the manual guiding the
health workers and medical practitioners in providing evidence-based
essential newborn care.
The guidelines are categorized into the time bound and non-time
bound plus unnecessary procedures.
Time bound procedures should be routinely performed first which are:
1. immediate drying
2. skin to skin contact
3. clamping of the cord after 1-3 minutes
4. non-separation of the newborn from the mother
5. breastfeeding initiation
Non-time bound interventions include:
1. immunizations
2. eye care
3. vitamin K administration
4. weighing
5. washing
6. routine suctioning
7. routine separation of newborn for observation
8. administration of prelacteals like glucose water or formula.

New born babies should undergo a newborn screening as reflected in

 REPUBLIC ACT NO. 9288
AN ACT PROMULGATING A COMPREHENSIVE POLICY AND A
NATIONAL SYSTEM FOR ENSURING NEWBORN SCREENING

Newborn means a child from the time of complete delivery to 30 days old.

Newborn screening: Newborn Screening (NBS) is a simple procedure to find

out if the baby has a congenital metabolic disorder that may lead to mental
retardation or even death if left untreated.

Importance of newborn screening: Most babies with metabolic disorders

look "normal" at birth. By doing NBS, metabolic disorders may be detected
even before clinical signs and symptoms are present. And as a result of this,
treatment can be given early to prevent consequences of untreated
conditions.

When is screening done?: Newborn screening is ideally done on the 48 th, to

72nd hour of life. However, it may also be done after 24 hours from birth.

How is newborn screening done?: A few drops of blood are taken from the
baby's heel, blotted on a special absorbent filter card and then sent to
Newborn Screening Center (NSC).

Who will collect the sample for newborn screening?: The blood sample
for NBS may be collected by any of the following: physician, nurse, medical
technologist, or trained midwife.

Where is newborn screening available?: Newborn screening is available in

hospitals, lying-ins, rural health unit, health centers, and some private clinics.
If babies are delivered at home, babies may be brought to the nearest
institution offering newborn screening.

When are newborn screening results available?: Results can be claimed

from the health facility where NBS was availed. Normal NBS results are
available by 7 - 14 working days from the time samples are received at the
NSC. Positive NBS results are relayed to the parents immediately by the
health facility. Please ensure that the address and phone number provided to
the health facility are correct. A NEGATIVE SCREEN MEANS THAT THE
NBS RESULT IS NORMAL. A positive screen means that the newborn must
be brought back to his/her health practitioner for further testing.

What should be done when a baby is tested a positive NBS result?:

Babies with positive results must be referred at once to a specialist for
confirmatory testing and further management. Should there be no specialist in
the area; the NBS secretariat office will assist its attending physician.
What are the disorders tested for newborn screening?
The disorders tested for newborn screening are:
1. Congenital Hypothyroidism (CH)
2. Congenital Adrenal Hyperplasia (CAH)
3. Galactosemia (GAL)
4. Phenylketonuria (PKU)
5. Glucose-6-Phosphate-Dehydrogenase Deficiency (G6PD Def.)

The behavioural development of a healthy baby:

0 -1 month suckles and smiles
2-3 months vocalizes and controls head
4-5 months controls hand and rolls over
6-7 months sits briefly and crawls
8-9 months grasps and pulls up
10 – 11 months walks with support and stands alone

Here is a table of immunizations a baby should have:

Kind of Immunization Age of Immunization

BCG (Anti-TB) 0-1month old and 7 years old
OPV (Anti-Polio Vaccine) 0-½ month, 2½ months, 32 months
DPT (Anti-diphtheria, 1 ½ months, 2½ months, 32 months
pertussis and tetanus)
Hepa B vaccine 1 ½ months, 2½ months, 32 months
MMR (measles, mumps, 9 months to 1 year
rubella)

How will you assess a newborn baby?

Daily Dietary Allowances for Infants
Breastmilk for a newborn, 0-6 months, is sufficient to meet the
nutritional needs.

? Can you still remember the dietary allowance for infants? Let us see.
Here is an exercise for you.

Activity 33 - Baby Cup

On a separate sheet of paper or activity notebook, draw a baby cup

and indicate the nutrients needed by an infant for daily meal.

Activity 34 – Keywords

Using the letters in the word INFANT, form a keyword that you should
remember in meeting the needs of a baby.
I-
N-
F-
A-
N-
T-

Activity 35 - Window

Consider the following questions and answer them in your health

notebook.

Window 1: What can you say about

breastfeeding? Where did you learn
the word breastfeeding”?
Window 2: How about bottle feeding? What
benefits can you get from it?
Window 3: Which is more important, “breastfeeding”or” bottle feeding”?
Why?
Window 4: If you were a mom, which feeding would you choose? Why?

That’s good!
You are already on your way to deeper exploration of our lesson.
 Republic Act No. 7600

This Act shall be known

as "The Rooming-In
and Breast-Feeding Act
of 1992.”

BREASTFEEDING The State LACTATION

It is the adopts rooming-in as a It is the
traditional and national policy to period of milk
ideal form of infant encourage, protect, and production initiated
feeding, meeting support the practice of by the prolactin
an infant‟s breastfeeding. It shall hormone in the
nutritional needs create an environment mammary glands.
for his first four to where the basic The mother‟s milk
six months of life. physical, emotional, and is bluish and
Human milk is psychological needs of watery. It has
clean. It lowers the mothers and infants are approximately 67
risk of intestinal fulfilled through the Kcalories / 100 mL
illness and general practice of rooming-in or 20 Kcalories/ oz.
infection. Mother‟s and breastfeeding. and 1.2 grams
milk provides a Breastmilk is the protein per 100 mL.
host of protective best food since it An average of 850
factors both contains essential mL of mother‟s milk
cellular and nutrients suitable for the is produced
hormonal. infant‟s needs. It is also everyday. The first
Breastmilk nature‟s first thick yellowish fluid
contains immunization, enabling that comes out
antibodies that the infant to fight from second to the
helps the immune potentially serious fifth day after
system of the infections. It contains delivery is called
infant strong. It is growth factors that colostrum. It should
non-allergenic and enhance the be given to all
easily digested. maturization of an newborns because
infant‟s organ systems. of its high protein
contents.
Healthy childcare
entails
breastfeeding of
the baby.
Remember:

The advantages of breastfeeding are:

 It is economical and nutritious.
 It promotes emotional bonding between the child and the mother.
 Mother‟s milk has an antibody that protects the infant from
certain diseases.

What are the nutrients a baby can get from a mother’s milk?

Nutrient
 Kilocalories 67.0
 Protein (gm) 1.1
 Vitamin A (I.U) 240.0
 Vitamin D (I.U) 42.0
 Vitamin E (I.U) 0.56
 Vitamin C (mg) 5.0
 Folacin (mg) 0.018
 Niacin (mg) 0.2
 Riboflavin (mg) 0.04
 Thiamin (mg) 0.01
 Vitamin B6 (mg) 0.011
 Vitamin B12 (µg) ------
 Calcium (gm) 0.033
 Phosphorus (gm) 0.014
 Iodine (µg) ------
 Iron (mg) 0.1
 Potassium (mg) 51.0
 Magnesium (mg) 4.0

You are a smart student. Be ready for the next activity.

What to Process
Activity 36 – Article Analysis

LEGAZPI CITY, Albay - Teenage pregnancies in the

Philippines surged by 70 percent over one decade, a ranking
official of the United Nations Population Fund Agency (UNFPA)
said on Monday.
Ugochi Daniels, UNFPA country representative, said the
rising number of teenage pregnancies in the country is an area of
concern that the agency is giving serious attention to, exposing as
it does adolescent girls (10 to 19 years old) to high risk.
Daniels said a strong advocacy campaign is needed to educate
and advise young Filipinas about the dangers posed by early
pregnancies, and to inform them about reproductive health (RH) in
general.
She added that the teen pregnancy concern, if not given
focus, can derail and affect the country's program targets with
respect to its Millennium Development Goals (MDGs).
At 53 births per 1,000 women aged between 15 and 19, the
teenage pregnancy rate in the Philippines is the highest among
ASEAN six major economies, the United Nations Population Funds
2011 annual report says.
Government statistics on female adolescent pregnancies
indicates that the total number of annual births changed little over
the preceding 10 years, but the number of teenage pregnancies
rose 70 percent, from 114,205 in 1999 to 195,662 in 2009.
Based on data compiled from birth certificates, of the 1.75 million
live births in 2009, the latest review year, over 11 percent involved
teenaged mothers.
On Monday, Daniels and Albay Governor Joey Salceda
signed a Letter of Understanding (LOU) to jointly undertake
population development programs in Albay.
Salceda said the joint partnership carries a P40-million
funding spread over a five-year project timeline starting this year.
He said the fund will be used to carry out reproductive health
projects in the 15 towns and three cities of the province.
The project involves an information-education campaign on
RH on women, youngsters, trainings, and the pursuit of MDG
components on maternal health, reduction of child mortality,
promotion of gender equality, combating HIV/AIDS, and
eradication of poverty.

<source: http://www.interaksyon.com/article/30434/teenage-
pregnancies-in-philippines-rise-70-percent-over-10-years---unfpa >
 Be with your groupmates, and read the article together. Remember to
use the questions below as your guide.

Guide Questions:
1. What is the moral lesson of this article?
2. What should you do if someone in your family got pregnant at
your age? Why?
3. When is the right age to get pregnant? Justify your answer.
4. Are you in favour of teenage pregnancy? Support your answer.
5. What are the effects of early pregnancy?

Activity 37

If you were on the shoes of a pregnant woman, think of some

keywords or health tips that you should remember during the phases of
your pregnancy. Write them in your health activity notebook.

Pregnancy
a. First trimester
b. Second trimester
c. Third trimester

Activity 38 - Newspaper Collage

Cut pieces of old newspaper and form these into a food pyramid for
pregnant woman and paste it in a clean sheet of paper. Present it to the
class.

Activity 39 - Jigsaw Puzzle

Be with your groupmates. Look at the figure

inside and answer these guide questions:

1. What figure have you formed?

2. Where do you think it came from?
3. What are the responsibilities of its co-
creators?
4. How do married man and woman form
another human being?
Activity 40 - Brainstorm

Are you / are you not in favour of breastfeeding? Be with your

groupmates and discuss ideas with them. Share your group‟s standpoint
with others.

What to Reflect

Activity 41: Alisa’s Dilemma

Read the situation carefully. Reflect on the focus questions. Copy and
write answers to the questions in your activity notebook.

Alisa is a 14 year-old girl who grew up in the province.

When she was in grade eight, her aunt took her to Pasay to
be a househelper in the morning and to study at night in the
nearby public school. While studying, she fell in love with one
of her classmates who is older than her. They got married and
lived in the squatter area of Baclaran. She got pregnant but
because her husband‟s salary is below minimum wage she
did not go to any clinic or hospital for prenatal check-up. She
saved money for the coming of the baby. She gave birth in a
public lying-in clinic to an underweight child with several
health complications. Alisa and her husband got so scared
about their child‟s condition.

Focus questions:

1. What could have prevented the poor health condition of the child?
2. What government agencies could have helped Alisa during her
pregnancy?
3. What insights and realization did you gain from the story?
Activity 42 - I Got It!

Read and reflect on the following

questions. Write your answers in your
activity notebook.

1. Why do pregnant women need to guard their

diet?

2. Give and explain the importance of maternal nutrition during

pregnancy.

3. What foods are recommended for pregnant woman?

Activity 43 - Child of My Own

Cut a picture of a baby and paste it in your diary.

Write down some features that you wanted to have
for your future baby. (e.g., sharp nose, big eyes,
dark skin, etc.) Explain.

Activity 44: Needs of the Baby

If you will have your own baby in the future, what are the needs you
should provide him/her? List down at least ten in your diary.

List of Baby’s Needs

1. 4 7. 10.
2. 5. 8.
3. 6. 9.
Activity 45

If you were given a chance to become a politician and creates a bill

for breastfeeding, what particular programs would you implement or
support? List them according to preference. Explain your reasons for
choosing such programs. Do this in your notebook.

Programs Listed Based on Reasons for Choosing the

Preference Programs

1. 1
2. 2.
3. 3..

Activity 46

Cut out some advertisements about breastfeeding from newspapers /

magazines and explain how these support breastfeeding.

Activity 47

Imagine that a lactating woman is invited by her bestfriend to a party.

In the party she was offered an alcoholic drink and cigarette. Give three
(3) examples of what she could say or do to refuse drinking and
smoking. Explain why refusal is necessary.

What to Transfer

Activity 48

If you were a politician, what law would you like to impose for the
care of pregnant women? Share your answer/s with your classmates.
Activity 49 - Pregnant Woman’s Meal Plan

Prepare a one week meal plan for a pregnant woman. Justify your
answer. Copy the following table in your notebook and fill it out with
entries called for.

Mon Tues Wed Thurs Fri Sat Sun

Breakfast

Snack

Lunch

Snack

Dinner

Activity 50 - Paper Plate

Cut out pictures of different foods and paste them on a paper plate.
Remember that these foods are what a woman should be eating during
pregnancy.

Activity 51 - Sing a Song

Anak
by Freddie Aguilar

Nang isilang ka sa mundong ito Laking tuwa ng magulang mo

At ang kamay nila ang iyong ilaw At ang nanay at tatay mo'y
Di malaman ang gagawin Minamasdan pati pagtulog mo
At sa gabi'y napupuyat ang iyong nanay Sa pagtimpla ng gatas mo
At sa umaga nama'y kalong ka Ng iyong amang tuwang-tuwa sa iyo
 Ngayon nga ay malaki ka
na Nais mo'y maging
malaya Di man sila payag
Walang magagawa
Ikaw nga ay biglang nagbago
Naging matigas ang iyong ulo
At ang payo nila'y sinuway mo
Di mo man lang inisip na
Ang kanilang ginagawa'y para sa iyo
Pagkat ang nais mo'y
Masunod ang layaw mo
Di mo sila pinapansin

Nagdaan pa ang mga araw

At ang landas mo'y naligaw
Ikaw ay nalulong sa masamang bisyo
At ang una mong nilapitan
Ang iyong inang lumuluha
At ang tanong,"anak, ba't ka nagkaganyan"
At ang iyong mga mata'y biglang lumuha ng di mo
napapansin
Nagsisisi at sa isip mo'y
Nalaman mong ika'y nagkamali
Nagsisisi at sa isip mo'y
Nalaman mong ika'y nagkamali
Nagsisisi at sa isip mo'y
Nalaman mong ika'y nagkamali
Activity 52 - Music Messages of Love

Sing the popular song, “Ugoy ng Duyan”, while pretending to

breastfeed a baby. Repeat it for several times. What do you think may
be the effects of the song to the baby? Why? Write your ideas in your
health activity notebook.

Ugoy ng Duyan

Sana‟y di nagmaliw ang dati kong araw

Na ng munti pang bata sa piling ni nanay
Nais kong maulit ang awit ni inang mahal
Awit ng pag-ibig habang ako‟y nasa
duyan
Sana‟y di nagmaliw ang dati kong araw
Na ng munti pang bata sa piling ni nanay
Nais kong maulit ang awit ni inang mahal
Awit ng pag-ibig habang ako‟y nasa
duyan
Refrain:

Sa aking pagtulog na labis ang himbing

Ang bantay ko‟y tala, ang tanod ko‟y
Sa piling ni nanay, langit ay buhay
bituin
Puso kong may dusa sabik sa ugoy ng duyan

Sana‟y di nagmaliw ang dati kong araw

Na ng munti pang bata sa piling ni nanay
Nais kong maulit ang awit ni inang mahal
Awit ng pag-ibig habang ako‟y nasa
duyan
Sa aking pagtulog na labis ang himbing
Ang bantay ko‟y tala, ang tanod ko‟y
Sa piling ni nanay, langit ay buhay
bituin
Puso kong may dusa sabik sa ugoy ng duyan
Na is kong matulog sa dating duyan ko, inay
Oh! Inay
Summary/Synthesis/Generalization

Obviously, in this module you have learned that changes in the

mother‟s body during pregnancy are evident due to the developing fetus.

Pregnant woman should watch for her health, she should submit
herself to regular check-ups and healthy lifestyle to give the baby sufficient
nutrition.
Giving birth can be safe and easy but during some deliveries,
unexpected life-threatening problems may arise. Delivering in a hospital with
qualified doctor is the safest way.

Breastfeeding is essential in a proper childcare. Mother‟s milk is

economical and nutritious and it promotes emotional bonding between the
mother and the child.
 Lesson : Responsible Parenthood
Roles and Responsibilities of Parents, and
Successful Family life

Aim
Understand that
responsible parenthood
involves the choice of a
partner, decisions on how
many children to have and
when to have them (based on
the emotional growth as well as values formation of the children. They both
familyperform different
resources) and tasks and is treated differen
providing
for the needs (physical and
emotional) of the children
throughout their development.
Basic concepts
The size of a family should
be decided by both parents
together, based on their
available resources and the
standard of living they wish to
achieve.
Even though young people
family. family may be physically able to
However, at present, the become parents at a very early
structure is evolving age, being a responsible parent
Moreover, Filipinos keep means waiting until the health
close connections with other of the mother will not be
relatives. They recognize them from endangered by pregnancy and
2nd degree to the last they can until both parents are
emotionally mature and able to
identify. As Filipinos say, “not being
deal with the needs of a family.
able to know a relative is like turning
By waiting to get married
their backs from where they come and have children, young
from. people can give themselves
This module is designed for more time to pursue the things
you to analyze the importance of that can help to make them
responsible parenthood, to better partners education,
recognize the factors for a employment, personal maturity,
successful family life, to explain the self-confidence, etc.
effects of family size on health, to Spacing the birth of children
enumerate the important roles and helps to protect the health of
responsibilities of parents in child the mother and allows both
rearing and care, and to propose parents more time to give each
ways on how to plan an ideal family child the attention and affection
size. he or she needs.
 Objectives
At the end of the lesson, you are expected to do the following:
1. Analyze the importance of responsible parenthood.
2. Recognize the factors for a successful family life.
3. Explain the effects of family size on the health of the family.
4. Examine the important roles and responsibilities of parents in child
rearing and care.
5. Explain the effects of rapid population growth on the health of the nation.
6. Propose ways on how to plan an ideal family size.

Pre-Assessment

Be with your groupmates. Read the statements and discuss the truth
or falsity of each. Justify your answer.

 Families have the same number of people.

 Families can celebrate different holidays.
 Families live in one house.
 Families celebrate birthdays in the same way.
 Families change all the time.
 Even though family members fight, they still love each other.
 In all families, mothers and fathers work.
 Mothers and fathers always live together.
 Different families have different rules.
 Families have children.

Wow! You are a very smart student.

Now, you can write down the goals you want to achieve

Learner’s Goals and Targets

MY GOALS
You may now write your goals
and targets for this lesson in your 1.
2.
health notebook/diary:
 What to Kno

Activity 53 – Thumbs Up or Thumbs Down

Hello! Let‟s play Thumbs Up, Thumbs Down. Read the statements below. Sign THUMBS UP if you
1. Mom and Dad provide my basic needs.
2. Security is the priority of my parents.
3. Parents give love and care to their children.
4. We live under the bridge because our parents are jobless.
5. I get what I want from my parents.

Parenthood is the state of being a parent. Traditionally, it means being

a father or mother of the biological child. When adoption is involved, the
parents are the legal father and mother of the child.

Responsible parenthood is the will and ability to respond to the needs

and aspirations of the family.

Responsible parenting is defined as the series of decisions couples

make to ensure the best possible life for the family and for the community
to which the family belongs. It is the ability of the parents to raise children
in the Filipino way and to satisfy the social, economic, and religious
responsibilities of a family. Parenting also includes the inculcation of
values and instilling of discipline.
<source: Population and Education Teaching Module 2009˃

Parenthood is a great responsibility or task. It is not a role which can

be successfully played on the basis of chance. It is a status where
responsible couples arrive at after making a decision to have a family.

There are several points when thinking of parenthood:

1. Happiness and stability of the marriage.
The relationship of the couple should be satisfactory because a child‟s
arrival may only become another source of marital stress and misery.
2. Physical and emotional readiness of both partners for parenthood.
 A wife should be physically and emotionally prepared to give birth to a
healthy child and the husband should be mature enough to carry out
his responsibilities.
3. Financial stability.
The cost of living gets higher as the new born child completes the
family and it depends to his parents.
What do we mean by responsible parenthood?

An important part of growing up is learning to make decisions about

our lives. Part of decision- making means taking responsibility for our own
actions and understanding that our decisions affect the lives of other
people. In order to make responsible decisions, a person needs accurate
and reliable information. Decisions about family size and child spacing
should be made by the mother and father together as they will affect both
of their lives.

The situation of every person and each couple is different. Therefore,

there cannot be a set of rules or guidelines which can be applied to
everyone. Couples need to make their own decisions regarding
responsible behaviour. However, discussions within the youth group and
advice and counseling from adults can help youth to make good decisions.

Establishing a family is a very important decision that demands

emotional, intellectual, social, physical, and economic preparation.
Motherhood and fatherhood are not simply tasks for which we are
"naturally equipped"; they require preparation and maturity.

Responsible parenthood includes the process of deciding how to

choose our partners, when to form families, when to have the first child,
child spacing, how many children to have in all, etc. But responsible
parenthood does not end with decisions about how many children to have
and when to have them. Responsible parenthood includes all the
decisions we take to ensure the best possible lives for ourselves and our
children.

Children have special needs that often can be neglected if not carefully
planned for. Beyond their need for appropriate nutrition, children also need
emotional support and affection, mental stimulation, social involvement,
and recreation.
Activity 54 - Slogan-Making

Create a slogan expressing the responsibilities and roles of parents

Duties and responsibilities of parents

 Provision of physical care and love
The duty and responsibility starts during the prenatal stage. The
physical, emotional, and mentalhealth of children depends on the
quality of prenatal care they received.
 Inculcating discipline
Parents should be role models in inculcating discipline in their
children. Children should be trained to think and reason out for
themselves and be able to distinguish between right and wrong. They
should learn to accept limitations, to appreciate the value of freedom
with responsibility and understand the requirements of living happily
and peacefully with other people
 Developing social competence
 Education
 Citizenship training
 Financial aspect of responsibility
 Spiritual formation

Activity 55 - Balloon of Roles

Below are balloons where you will write the roles and responsibilities of
each member of the family. Color those balloons with the role that you
think can help you achieve a healthy family. Use the following colors: red-
father‟s roles , yellow- mother‟s roles and green- child‟s roles

Additional Information
 Table of Responsibilities
Toward Toward Toward Children Toward Parents
Self Spouse
Takes care -provides / Parents Young children:
of one‟s: addresses -care for children -help in household
the needs of -perform domestic chores
-Health spouse: tasks (e.g., -study hard
-Career emotional, cooking, cleaning -care for siblings and
-Education social, the house, etc.) the elderly
economic, -earn a living
etc. -send children to Older children:
school -Take care of older
-keep children in parents
good health

Activity 56

Reflect on the essence of the following quotations and answer the

following questions. Remember to write your answers / ideas in your
activity notebook.

“Love is patient, love is kind. It does not envy. It does not boast. It is not
proud. It is not rude. It is not self-seeking. It is not easily angered, and it
keeps no record of wrong. Love does not delight in evil but rejoices with
the truth. It always protects, trusts, hopes, and perseveres.”
<Editorial Feb15, 1998, Philippine Panorama>

Questions
1. What is the message of the article?
2. How can you “put love into action” every day in your family?

♥ Wow! That is magnificent. Keep it up. ♥

 Nuclear famiies
have parents and at least one child

Blended families
Single parent are made when two families combine (for example: two single pare
families have one parent and at least one child

Family structures

Adoptive families
include one or more children who were born into other families Couples can be
families without having children

Extended families
include members such as grandparents, aunts, uncles, and cousins

Now that you know the different family structures, what is yours?

Activity 57

On a separate sheet of paper, draw the structure of your family and

share it to the class.

My Family Structure

Very Good! That is very nice portrait. ☺

EFFECTS OF SMALLER FAMILY

More parental attention and love for the children

Happier and more emotionally stable
Financially stable
More time, energy, and money left for other pursuits
Children tend to be well- nourished, heavier, and healthier

EFFECTS OF BIGGER FAMILY

Nutritional intake per member tends to be smaller, malnutrition tends to be higher

Disadvantaged in terms of physical development
Prone to infection and parasite infestations
Exercise self-deprivation and sacrifice
Stiff competition among siblings
Effects of Family Size on Health

1. Nutritional Status
2. Morbidity
3. Risk Behaviours
4. Utilization of Health Services
 What to Process

Activity 58 - The Family of Vincent and Susie

The Family of Vincent and Susie

Vincent and Susie have been married for 10 years; they were 18 and
16 when they got married. Susie has been pregnant eight times and
actually has six children of eight, seven, five, three, two, and the last of
two months. Vincent works very hard. He is a carpenter but also has to do
other work to survive. Susie is always tired and complains that Vincent
does not work hard enough and that there is never enough food to eat or
time for anything but work. Most of the children stopped going to school in
order to work in a neighbour's fields. The seven and five-year-old children
are still at school but will not be able to stay much longer because there is
no money for the fees. The youngest child was born too early and is very
sickly. At the moment he has bad diarrhea. The doctor has told Susie that
she should not have any more children because her health is very poor
now. They did not plan the number of children in the family because they
say; it depends on destiny and customs.
 Vincent and Susie

Here are some questions to start off the

discussion. In your activity notebook, copy
and answer the following questions.

1. This family does not look very happy.

What do you think the problem is?
2. With so many children, the parents have a lot of chores to do at home.
What do you think about that?
3. The children are very close together in age, and there is even a new
baby. Do you think that makes it harder for the parents?
4. The mother looks very tired. Do you think having so many children,
one after the other is good for her health?
5. Are the parents able to give all their children the attention and affection
they need?
6. Do you think these parents chose to put themselves in this situation?
Or did this come from not making decisions?
7. Should the parents have thought and decided together when they were
first married about the size of their family?

Activity 59

Copy the instructions in your activity notebook and rank the following
characteristics according to their importance, with number 1 being the
most important and number 5 being the least. Be able to justify your
ranking.

A would- be parent should be:

Financially stable
Emotionally matured
Physically healthy
Morally upright
Possessing a behaviour that complements that of the spouse

Activity 60 - Looking at the Family

In your activity notebook, copy and answer the following questions.

1. What is your concept of a family?

2. Point on the characteristic of the members of your immediate family.
Share these to your classmates.
3. Are there benefits gained of being a part of the family? Name them.
4. What are the stresses or drawbacks involved in being part of the
family? How do these happen?
5. How do families today differ from families 10 years ago?
6. If you like to build a family, how would you like it five years from now.

Activity 61 – Debate

Be with your groupmates, and be ready for a debate on the issue,

“Which is better, having a small family or a big family? Explain. Use the
following guide points for you to explore.

Rubrics for Debate:

1 = weak; 2 = developing; 3 = adequate; 4 = above average; 5 = strong

Guide Points:

1. Opening statement clearly 1 2 3 4 5

addressed the central issues of
the debate.

2. Overall impression of the

presentation (eye contact, use of
voice )

3. Claims show evidence of

research.

4. Rebuttal statements effectively

addressed the statements of the
opposing team.

5. The presentation demonstrated

organization and forethought.

6. Final statements effectively

summarized salient points and
improved the team‟s position.

7. Participants adhered to rules and

procedures.
 What to Reflect and Understand

Activity 62

Bring a picture of your mother or father and share to the class why you
admire either or both.

Activity 63

On a separate sheet of paper, draw an ideal responsible mother and/or

father and explain your work.

Responsible Mother / Father

Explanation

Activity 64 - My Own View

A. On a separate sheet of paper, complete the sentence and support

your answer.
1. Father is responsible because .
2. Mother is responsible because .
3. My father and mother are successful parents
because .

B. Understanding concepts in responsible parenthood

1. Explain different kinds of families and that all family members have
rights, privileges, and responsibilities.
2. How does responsibility prepare couples to become successful /
responsible parents?
3. You are a role model for your children because they look up to you.
Record the time you spend with them. What did you do together? What
was good about spending time as a positive ROLE model. Describe
one way you can be a better role model for other parents to their
children.
4. Explain what to do if someone shows you affection in a way you don‟t
like.
5. How can your relationship influence each member of the family?

Congratulations for a job well done!

Now you can proceed to the next activity.

Activity 65 - My Ideal Family

Draw and color a picture of your ideal family that shows success and
harmonious relationships.

Activity 66 –

Collect news clippings about family relationships. Paste them in your

notebook and answer the following questions.

a. What is the news all about?

b. Does it promote good will or not?
c. Does it contain factors that can help you have a successful family in
the future?

Activity 67

Create a plan on how you will have an ideal family size. You are given
5 minutes to finish this activity.
 Great! You seem to enjoy these activities. Keep it up!

What to Transfer

Activity 68 - Compose a Song

Be with your groupmates and compose a song expressing how you

want to be when you become parents. You are given five to seven
minutes to finish your song.

Activity 69 - Special Thoughts

You are given heart-shaped colored papers. Write something in them

and fold. All hearts with the same color should be collected without
knowing whom these came from. Read the heart you got and recall if
you had the same content.

 In the red heart, write a note for the roles and responsibilities of
parents well attended and followed in child rearing and caring.
 In the white heart, write a note expressing your feelings of gratitude to
your parents for the love and care given to you.
 In the yellow heart, write a thank you letter to the Creator for giving you
wonderful parents. Use the focus questions as guides. Write your
answers in your activity notebook.
 1. What did you feel when you read the content of the red heart, white
heart, and yellow heart?
2. What would you like to tell the class after reading the heart-shaped
colored hearts? Express it in three sentences.

Activity 70 My Diary

Write down the responsibilities of an ideal parent. Share these in front

of the class.

Activity 71 Role Play

Be with your groupmates and be ready to demonstrate how a family

becomes successful. Use the following rubric to assess your work.

Scoring Criteria (5) (4) (3) (2) (1)

Excell Good Need Needs Fair
ent some much
improve improv
ment ement
1. Relates to the
audience

2. Provides a fluent
rendition of
scenarios

3. Role-plays
scenarios with
feelings and
expressions

4. Varies intonations

5. Present characters
appropriately

6. Gives the
scenarios full
range
 Activity 72: - My Home

Make a stick house where all the sticks are the identified factors of a
healthy family. Explain your work.

Very good! Here’s another one to strengthen your

understanding about the topic.

Summary

A family…
Requires a lot of work and responsibility.
Quality time spent with your family builds harmonious relationships among members.
Parents should be role models to their children.

A family is the smallest unit of society where children learn the first
ABC‟s of life. Parents should be role models of values to their children.
Society recognizes the rights of parents to raise their children in the manner
they see fit. This is one of the main principles of the Philippine Child and
Youth Welfare Code.

The primary responsibility of parents is to provide their children

physical care, economic security, inculcating discipline, social competence,
opportunities for education and self-development, training for responsible
citizenship and adulthood.
Unit Test

I. Identify the concept described in each item. Choose from the words
inside the box below. Do it in your activity notebook.

Marriage Fidelity Family Pregnancy Lactation

Breastfeeding ParenthoodCourtship InfatuationEngagement

1. The period of milk production initiated by the prolactin hormone in the

mammary gland
2. The ideal and traditional form of feeding an infant
3. The period when a new cell during fertilization grows and develops
into the woman‟s uterus
4. The smallest integral unit of the society
5. The legal union of man and woman, as husband and wife
6. The intense emotion that one feels for another person
7. A period in a person‟s relationship when one tells his intense feeling/
desire to another person
8. Characteristics of being faithful, loyal, and true to a relationship or to
parents
9. The period when couples are ready to embrace their responsibilities to
care for the children and provide them quality life
10. The period in a couple‟s relationship before getting married

II. Multiple Choice: Choose the letter of the correct answer of the
statements / questions given and write it in your test booklet /answer
sheet.

1. Which among the statements given below upholds the responsibility of

parents to their children?
A. Choose their course in college
B. Choose their husband or wife
C. Teach them religion
D. Teach them values
2. Why do people marry?

A. For economic security

B. For love
C. For social status
D. All of the above
3. Why do couples want to have children?
A. Children are considered wealth of parents
B. Religious institutions require it
C. Society expects couples to have offsprings
D. Strengthens the bond between husband and wife

4. Which is an ingredient of a happy married life?

A. Commitment
B. Love
C. Sincerity
D. All of the above

5. Which is a wrong reason for having children?

A. Children are gifts from God
B. Children make married couples happy
C. The sole purpose of marriage
D. Parent‟s security in the future

6. Why is having a small family important?

A. Ensures community‟s progress
B. Provides for the basic needs of children for quality life
C. Requires lesser economic needs
D. Secures the future of children

7. Which of the following beverages does a pregnant woman cannot

take?
A. Chocolate drinks
B. Fruit juices
C. Milk products
D. Rice wine

8. Lactating mothers should eat the following foods:

A. Big serving of cereals
B. Big serving of green leafy and yellow vegetables
C. Big serving of red meat
D. Processed foods

9. Which do you think is the family structure of extended families?

A. Includes members such as parents, grandparents, and cousins
B. Includes one or more children who were born into other families
C. Includes the combination of two families, like two single parent
marriage
D. Includes one parent and at least one child
10. What is the right age Filipinos to enter into marriage, as set by the
Family Code of the Philippines?
A. 15
B. 18
C. 21
D. 25

I. Modified True or False. Write TRUE if the statement is correct.

Replace the underlined word/s if the statement is wrong to make
the statement true. Write the answers in your activity notebook.

1. Wealth is an ingredient of a happy marriage where couples do not

keep secrets that may cause quarrel.

2. Marriage is a temporary relationship between people in love.

3. Marriage of persons below 18 years old is null / void.

4. Having fewer children and proper spacing of birth are good for the
health of the mother and the children.

5. Smoking and drinking liquor is healthy during pregnancy.

6. Listening to music gives a pregnant woman and the baby in her womb
relaxation.

7. The placenta is an organ that grows in the mother‟s uterus during

pregnancy and allows for the exchange of nutrients, gases, and wastes
between the mother and the fetus.

8. The mahal-alay is a courtship practice among the Palawaños.

9. The palabas or magpasumbahi is a courtship style practiced by the
Tausug.

10. The reproductive process wherein ½ of the chromosomes from the

father and ½ of the chromosomes of the mother combine together to
form a zygote is called implantation.
Glossary of Terms

Affection - A tender feeling toward another person

Ato - A house for males in Kalinga and Tingguian tribes
Balak- Serenade of Cebuanos
Birth - A passage of a baby from the mother‟s uterus to outside of the
mother‟s body
Breastfeeding - Feeding the child from the breast of the mother
Character - One of the attributes or features that distinguishes an individual
Congenital hypothyroidism - A condition where a newborn has decreased
or absent thyroid function and thyroid hormone production
Congenital Adrenal - A genetic disorder characterized by a deficiency in the
hormones
Hyperplasia (CAH) - Cortisol and aldosterone and an over-production of the
hormone androgen, which is present at birth and affects sexual
development
Courtship – The stage when a boy proposes his love to the girl
Commitment - One‟s dedication to a relationship
Crush - Attraction of the opposite gender
Dating - Going out socially with someone to whom you are attracted
Diet - Pattern of eating that includes what a person eats, how much a
person eats, and how often a person eats
Engagement - A period when two people are sure and know well each
other‟s families which proceeds to marriage
Fatigue - Physical or mental exhaustion, a feeling of extreme tiredness
Fidelity - A man‟s or woman‟s loyalty to one another
Going steady – The boy/girl relationship that gives them quality time to
know each other well
Infatuation - crush; extravagant passion
Lactation - Secretion of milk from the breasts of lactating mother
Love - A strong feeling of personal attachment between friends and family
members; the tender and compassionate affection shared between two
people
Maturity - Adultness; able to accept responsibilities within a relationship
Marriage - A lifelong partnership of a man and woman, two unique
individuals who understand, respect, care, and love each other
Nutrition - The total of the processes involved in the taking in and the
utilization of food substances by which growth, repair, and
maintenance of the body are accomplished
Pregnancy - Time when a woman carries a developing fetus in her uterus
Tapat- The practice of singing a romantic song in front of the house of a
courted lady in Ilocos
Resources

Books:
Basic Nutrition for Filipinos by Virginia S. Claudio, PR.D.,RND, et. al., Meriam
School and Office Supplies Corp. 864-870 H. Reyes Sr. Ave.,
Sampaloc, Manila, 1982.

Decisions for Health, Holt, Rinehart and Winston, A Harcourt Education

Company, Orlando, Austin, New York, 2105.

Teaching Guide on the 2010 Secondary Education Curriculum (P.E. and

Health Education II).

MAPEH III by Vilma Perez, et..al. St. Bernadette Publication, Quezon City.

Website:
1. http://www.youtube.com/watch?v=VolwsYhOCTc
2. http://www.webmd.com/baby/tc/pregnancy-common-concerns
3. http://www.healthguidance.org/entry/9975/1/What-Is-the-Definition-of-
Nutrition.html
4. http://www.thefreedictionary.com/affection
5. http://www.thenewstoday.info/2009/12/10/essential.newborn.care.proto
col.launched.html
6. http://en.wikipedia.org/wiki/Courtship_in_the_Philippines
7. http://chroniclesofanursingmom.wordpress.com/category/essential-
newborn-care/
8. http://weddings.about.com/cs/bridesandgrooms/a/vowwording.htm
9. http://www.lyricsmode.com/lyrics/f/freddie_aguilar/#share
10. http://pediatrics.med.nyu.edu/endocrinology/patient-care/congenital-
hypothyroidism
Unit III: Disease Prevention and Control (Communicabale)
 Introduction

Disease prevention and control is a very important

health concern because it affects the quality of people‟s life.
Communicable diseases not only threaten the sick person but
also his/her family and the society in general. Thus, protecting
ourselves and our families from diseases is both a personal
and social responsibility.

This material will introduce you to the nature of

communicable diseases and their prevention and
management. You will discover that the spread of
communicable diseases to the environment threatens the
populace, so each one must understand how to prevent the
spread and learn how to manage it.

There is a very popular saying “Prevention is better

than cure.” As you go along, you will notice that the diseases
you are experiencing or encountering can be prevented if you
only know how to control them. Accordingly, if you lack self-
discipline, then prevention and control of diseases will be
difficult to attain.

One thing is sure after learning from this material, you

will be challenged to become a catalyst for the control and
prevention of communicable diseases. Start with your self,
family, neighbour, community and extends it to the nation. You
just need to consistently demonstrate personal responsibility
and healthful practices in order to prevent and control
communicable diseases.

Our target is to let this knowledge be seen in your

actions, words, and way of life. This is the best legacy you can
contribute not only to you and your family but to the whole
nation.

Lastly, I hope that you will enjoy going through this

material.
\
 Objectives

At the end of the lesson, you are expected to

1. Discuss the nature, prevention, and control of common communicable

diseases (mortality and morbidity);
2. Analyze the common beliefs about the causes of diseases;
3. Discuss the factors that influence disease transmission;
4. Explain the different elements of the chain of infection;
5. Discuss the stages of infection;
6. Discuss adolescents skin problems: nature, prevention, and control,
as in
 Acne
 Warts
 Tinea (ringworm, jock, itch, athlete‟s foot);
7. Recommend actions to prevent and control the spread of
communicable diseases;
8. Demonstrate self-monitoring skills to prevent and control
communicable diseases during adolescence;
9. Demonstrate healthful practices in order to prevent and control
communicable diseases.

Pre- assessment

Activity 1- How Well Do You Know the Nature of Diseases?

Read very carefully each statement about the nature of communicable

diseases. The teacher will guide whether the statement is true or false by
putting a check (√) mark on the appropriate box. Do this in your activity
notebook.
 Statement TRUE FALSE
1 Organisms like bacteria and viruses are all over the
environment.

2 Many of the most common diseases are caused by

tiny microorganisms called pathogens.

3 Communicable diseases come from one infected

person to another.

4 Stomach ache is one symptom that can be

manifested by a communicable disease.

5 Viral hepatitis is caused by a virus that affects the

liver.

6 Rabies virus can enter only the brain cells while

polio virus attacks only the nervous system.

7 Malaria is a sickness caused by a carrier mosquito.

8 Pinworms hatch and live primarily in the intestines of

a person.

9 Stagnant water is a reservoir for mosquitoes to

multiply.

10 It is the nature of pathogens to invade its host

through certain points of entry to cause morbidity.

Questions M S N
1 I keep my immunization records up -to-
date.
2 I stay away from people who currently
have cold or flu.
3 I eat a balanced diet daily.
4 I get at least eight hours of sleep each
night.
5 I exercise aerobically at least three times
a week.
6 I do not smoke.
7 I avoid using towels that others have
used.
8 I avoid using other people‟s combs and
brushes.
9 I take a few minutes each day to relax.
10 I stay at home within the first day when
symptoms of an illness appear.
11 I listen and respond to my body that it is
tired or that something may be wrong

12 I wash my hands before and after every

meal, before preparing food, and after
using the toilet.
13 I shower or bathe regularly.
14 I do not share eating utensils or glasses
with other people

15 I cover my mouth when I cough or

sneeze.
16 I avoid walking around without footwear.

17 I avoid eating dairy & poultry products that

are not refrigerated.

18 I advise my parents to make sure that our

pets have their vaccines too.

19 I put food wastes in closed containers.

20 I support efforts of the government to

enforce public health laws for
immunization and reporting
communicable diseases.

Total for Most of the time

Total for Some of the time

Total for Never applies

Activity 2 - Self – Inventory

A. How do I rate…..?

Number your activity notebook from 1 to 20. Read the questions

and respond by writing:

M if the statement describes you most of the time,

S if the statement describes you some of the time, and
N if the statement never applies to you.

Answer this self- inventory, without any assistance from your teacher
or anybody.

Total the number of each type of your response.

Proceed to the next section, the How Did You Score section.

B. How did you score?

Give yourself 4 points for each most of the time; 2 points for each
some of the time; 0 points for each never answers.

Get your total and read the result of your score below:
60 to 80 = Excellent!
Your disease prevention efforts are outstanding.Congratulations!
40 to 59 = Good!
You are doing very well in your efforts to prevent communicable
diseases.
20 to 39 = Fair!
Disease prevention is not important to you. Some efforts will be
beneficial to you and to others.
Below 20 = Needs Improvement!
Be careful. You may be spreading communicable diseases to
others. Now is a good time to start taking good care of yourself.

C. What are your goals?

If you received an excellent score (60 to 80), complete the

statements in part A only, but if your score was fair (20 to 39), complete
parts A and B.
 Part A. Part B

1. I plan to learn more about 4. The behaviour I am most likely to

disease prevention change is .
by .
5. The steps involved in making these
2. My timetable for change are .
accomplishing this is
. 6. The people or groups I will ask for
support and assistance are
3. I plan to share my
information with other 7. My rewards for making this
people by . change will be .

Activity - Looks Familiar

Group the class into five. Each group will look closely on the pictures
of the different communicable diseases. Identify the name of the disease
by choosing from the word box provided and discuss among group
members the possible causes of the disease. Write the answer in the
activity notebook.

Pictures of Write on the first row the name of the

communicable diseases disease, (look at the choices below).
Write on the second row the causes of
the disease.

1
2

8
Choices: acne athlete‟s footdengue jock itchmalaria
influenza pneumonia
ringworm tuberculosis warts
 Learning Goals and Targets

Write your expected goals and targets in your journal. Your journal will
be given attention after we finished this material.

I will demonstrate understanding on the prevention and control of communicable diseases for the attainment of my welln

The following are the things I will do to

demonstrate prevention and control of
communicable diseases for the attainment of
my wellness.

Date

._

Write down the steps you will do daily to consistently demonstrate

personal responsibility and healthful practices in preventing and controlling
communicable diseases.
 What to Know
Activity 1 - Read, Analyze, and React.

One summer, my family went to Ilocos for our yearly summer vacation. At
night my daughter had a fever so I gave her a medicine. In the morning, I saw
rashes on her arms so I suspected measles. I had her occupy another room
to prevent cross-infections.

After breakfast, my late mother-in-law brought my daughter out at the

backyard and started scattering some rice while talking indistinctively. She got
some soil near a tree where my daughter played and rubbed it on my
daughter‟s arms, face, and feet. My mother-in-law did that because my
daughter while playing might have disturbed some spirits in the backyard.
Judith Langbayan-Javier

React on what you read.

The teacher will guide you analyze the questions and assist you while
reading the questions aloud. Write your answers in your activity notebook.

1. Are the rashes the result of some disturbed spirit? ( ) yes ( ) no

2. Can playing at the backyard harm some spirits? ( ) yes ( ) no

3. Will scattering some rice around help heal the rashes?( ) yes ( ) no

4. Does rubbing the soil in the arms, face, and feet heal the rashes?
( ) yes ( ) no

Evaluate Your Answer

If you got 4 correct answers, then you really know the truth about some
false beliefs and practices.
If you got 3 correct answers, then you are not sure of the some false
beliefs and practices.
If you got 2 correct answers, then you need to focus, listen, and learn.
If you got 1 correct answer, then you are in danger, you practice a lot of
false beliefs and practices
What can you say about the story?
1. Do you agree with the belief of the mother-in-law? Why or why not?

2. If you were the mother-in-law, what should you do?

3. Have you heard of a similar story?

Share your answers to the class.

Critical Thinking

If you are to give some questions about the readings, what will
these be? Use your own words.
Activity 2 - Did You Know?

Dear Naomi,

Naomi, I received your text message about the

Factors that Influence Disease Transmission.
Anyway, thank you for this opportunity to share to
you what I learned in my medical training.
As far as I can remember, the following are
factors that influence disease transmission.1)
Environmental Factors. Sanitation and sanitation
facilities can affect the transmission of diseases
where food and water can become contaminated
because of poor sanitation. Pollution also plays a
major role in disease transmission as evidenced by
floods during the rainy season. These floods were
the culprits in the spread of leptospirosis.

Climate takes its role as an environmental

factor. In our country we only have the dry and wet
seasons where various microorganisms can cause
morbidity in each season. 2) Socio-economic
Factors. Cultural practices influence disease
transmission. For instance, there are some places
in the Cordilleras where people drink wine after a
tiring day of planting and when drinking, they use
one glass to show unity. I also experienced similar
practice observed by the Ilocanos and that is
washing the hands in one basin before eating.
Anotrher way of transmitting disease is through
living arrangements where a group of people live
near their livestock. Considering these factors, TI
hope you can them with your family and friends so
they can avoid getting these diseases.
Have a nice day.

Calvin Paul

Judith Langbayan-Javier
Activity 2. As a group, complete the graphic organizer based on the guide
questions. Share your output to the class.

What is the title?

What are the factors?

What are the things that affect the factors?

Evaluate Your Answer

If your group got 9 correct answers, then your group is in the advanced
level.
If your group got 7-8 correct answers, then your group is in the proficient
level.
If your group got 5-6 correct answers, then your group is in the
approaching proficiency level.
If your group got 3-4 correct answers, then your group is in the
developing level.
If your group got 1-2 correct answers, then your group is in the
beginner‟s level.
 Put a (√) check mark before the statement if you have knowledge about
it, an X mark before the statement that you have just learned, and put a ?
mark on the statement that you want to know more about.

1. A communicable disease is an illness transmitted through

contact with microorganisms.

2. People, animals, food, surfaces, and air can all be carriers

of the microorganisms that pass infectious diseases from one host
to the next.

3. The exchange of fluids or contact with a contaminated

substance or individual may be enough to allow the spread of
communicable disease.

Now, focus on the statement that you want to know more about
because the following activities will be dealing more on the things you
need to learn which are the nature, prevention, and control of
communicable diseases.

Activity 3 - Germs, Germs Now Has Wandered

Dear students,

Hello! Let‟s do some activities that will help you discover the
importance of protecting yourself from the different threats to your health.
As you do this activity, you will explain the different elements of the chain
of infection. So I will group you into male and female groups. The male
group will form a circle likewise with the female group. Select a leader
who will hold the colored ball (ball is painted with washable paint). The
leader will sing the song first to be followed by the groups while the ball is
passed around. Select an “it” who will be looking for the ball around. While
singing the song (a germ, germs now has wandered…in the tune of
“dollar, dollar now has wandered), the leader passes the ball to his/her
right. The “it” starts looking for the ball. If she/he finds/points at the person
holding it then that person becomes the “it”, but if not, he/she remains the
“it”.

Keep singing until all of you hold the ball or have the paint on your
hands. Try to analyze the lyrics/wordings of the song.

Germs, germs now has

wandered From one hand to one
another
It is here, it is here to get anybody standing there.
 Let us start singing and pass the ball, the”it” will stay at the center of
the circle and go around looking for the ball. The passing of the ball stops
when everyone has paint on her/his hand

Activity 4 - Share and Care

A) What did you understand about the lyrics of the song?

B) How do you relate the lyrics of the song to your daily experiences?

Figure 1 will be flashed on the board. The teacher will guide you as you
fill out each space with appropriate description. Use the questions as your
guide.
1. In the context of disease transmission, what does the following
represents?
A. ball
B. leader
C. act of passing the ball
D. student having paints on their hands
2. How would you name the activity?

B.

A.. C.

D.

E,
 How did I score in this activity?

Score Basis for the points/score

4-5 If you got this score, it means that you know the concept on
how a person gets infected by a communicable disease.
Congratulations!

2-3 If you got this score, then it shows that you have to focus
and know the ways on how a person gets infected by a
communicable disease.

0-1 If you got this score, it means that you hardly know how a
person gets infected by a communicable disease so you
need to strive harder.

Congratulations dear student! You are now ready to do the

next level.

The following is a very interesting story. This story will help you
remember your Under Six experiences.

One rainy day, Christine Joy was fixing some old boxes in the store
room. She found a small booklet with graphs and remarks. She asked her
mom about this.

Her mother explained why Christine Joy had her doses/shots of anti-
measles, anti-polio, anti-malaria, anti-TB, and other vaccines. Her mom
brought her to Under Six Clinic for monthly check-up and vaccination.
According to Christine Joy‟s doctor, proper hygiene is one way to
prevent getting infected. Her mom said that having sunshine everyday and
walking around the yard is one of the most enjoyable activities CJ did
because she wasn‟t only walking but running after her brother.

Now, how about you? What is your story?

Judith Langbayan-Javier
 Activity 5 - What Do You Know?

In your activity notebook, draw your hands. Recall the things your
parents taught you to prevent getting sick.

Write these things in each finger in three minutes. You will be given
one minute each to share your work to the class.

List down in your activity notebook key words heard/learned from the
sharing of inputs.

Figure 1

Find out how the words inside the box will be explored in the next
activities.

Immunity, vaccines, personal hygiene, physical

fitness, and/ or biofeedback.
 Complete each blank with appropriate
Did you know? entry/word. Then, follow these guidelines to
reduce the spread of infections.
There are three levels of
preventing diseases:  everyday to keep your
primary, secondary, and skin, hair, and nails clean.
tertiary. In primary  Avoid sharing or drinking
prevention, activities are utensils.
done to prevent one from  Store and prepare food in a safe
having the disease. This way to prevent food
includes getting .
immunized, eating a  your hands after using the
healthy diet, and getting toilet and before and
enough sleep. The eating.
secondary prevention  If you are sick, avoid infecting
activities are done to others. Cover your when
prevent further damages coughing.
when the disease has  There are three other ways to
already started. This protect yourself from
includes prompt diagnosis diseases. You
and treatment. For the can become by
tertiary prevention, the having the disease. You can be
focus is on rehabilitating immunized by injection. If a
the sick person so as to is available, then
prevent long-term you can practice bio back.
complications of the  There are three levels of prevention.
disease. 1) The P level is used
before the person gets the disease.
2) The S level is
used after the disease has
occurred, but before the person
notices that anything is wrong.
3) The T level targets
the person who already has
symptoms of the disease; to lessen
the damage and pain from the
disease, to slow down the disease,
to prevent it from causing
complications, to give the best care
and to make the sick healthy again.
 Evaluate Your Answer:

If you got 13 correct answers, it means that you are very much concern
in helping reducing the spread of infections.
If you got 11-12 correct answers, it means that you are much concern in
helping reducing the spread of infections.
If you got 6 – 10 correct answers, it means that you are concern in the
reduction of the spread of infections.
If you got 1-5 correct answers, it means that you are in danger of getting
infected.

Activity 6: Know What You See.

Look at the pictures. Write in your notebook what you should do and
should not do if you are the one in the picture. Complete the columns
with the appropriate choices provided for.

Figure 1

What I Should do What I Should not do

3
 4

Figure 2 Choices:
1. Drink water all the 1. Drink from somebody‟s bottle/glass.
time. I use my own
bottle/glass in drinking.
2. Use my comb alone and won‟t
2. Use the comb properly. share it with others.

3. Use my own towel. 3. Not to share my towel or use

others‟ towel.
4. Use clean pair of socks
and change it 4. Share my pair of socks to others
everyday. or use others‟ socks.

5. Wash hands with soap 5. Be lazy in washing my hands

and water. before and after using them.
Activity 7 - Act What You Know

Class, you will be grouped into five with 10

members each.

Each group will draw from the box the type

of pathogens their group will represent. Read
the lesson about your drawing and discuss on
how you will present the lesson to the class.
1. Here are some suggested ways you can
use to present the lesson.
A. News casting
B. Skit
C. Classroom setting
D. Debate
E. Barangay Meeting
F. Acrostic
2. The lesson talks about the types of
pathogens which are
a. Bacteria; Toxins Bacteria; Resident
Bacteria;
b. Virus;
c. Rickettsias;
d. Fungi;
e. Protozoans;
f. Parasitic worms
3. Make sure everyone understands the
lesson and uses his/her own words to
explain and discuss the chosen type of
pathogens.
4. Each group is given 20 minutes to
prepare for the group presentation.
5. After 20 minutes, the leader of each group
will draw who will draw lots for the
presentation.

The following criteria will be the bases for

scoring:
Clear explanation of the lesson – 50%
Presentation of the lesson is creative using the
suggested means without help from
others – 25%
Group participation (all the members actively
participated) – 25%
 TYPES OF NATURE
PATHOGEN
PATHOGEN
Many of the most common diseases are
caused by tiny microorganisms called
PATHOGEN. Pathogen infects or invades the
body and attacks its cells and tissues. Some
bacteria, rickettsias, fungi, protozoans, certain
types of worms, and all viruses are pathogens.
Diseases caused by the direct or indirect
spread of pathogens from one person to
another are called communicable diseases.

BACTERIA
I read that Bacteria are one-celled microscopic
organisms that rank among the most
widespread of living things. Some are small
that a single grain of soil may contain over 100
million of them. Most bacteria do not cause
disease. In order to live, all bacteria must have
a food supply, as well as suitable temperature,
moisture, and darkness. Some bacteria digest
non-living food materials such as milk and
meat. These organisms are called
saprophytes. If the food supply is a living plant
or animal, the microorganism is called a
parasite. The plant or animal that the parasite
feeds on is called a host.

TOXIN BACTERIA Toxin Bacteria produces a certain poison.

Botulism is a food poison. These bacteria live
in the soil. Once they enter the body through a
wound, they can cause tetanus or lockjaw.
Other bacteria cause pneumonia.

RESIDENT Resident bacteria live in the human, mouth,

BACTERIA intestines, and on our skin. These help protect
us from harmful bacteria. Lactobacili, found
in the gastro-intestinal tract, produce lactic
acid from simple carbohydrates. Coliform
bacilli, found in the intestines, help break down
carbohydrates and combat disease-causing
bacteria. Resident bacteria cause infections
 when they move from where residents are.
Example is the bacteria in the mouth which
moves to the ear thus, causing ear infection.

RICKETTSIAS Rickettsias are organisms that are considered

intermediate, that is, somewhere between a
virus and a bacterium. Most of them grow in
the intestinal tracts of insects, which carry
them to their human hosts. Rickettsia requires
living cells in order to grow and multiply. Blood
sucking insects, such as lice, mites, and ticks
carry rickettsias to humans. Typhus fever a
rocky mountain spotted fever are diseases
caused on these organisms.

VIRUS Viruses are small, simple life-like forms from

one half to 100 the size of a bacteria. These
organisms are the human body‟s worst
enemies. All viruses are parasites. There are
viruses that invade animals and virus that
attack specific types of cells. Examples are
rabies virus enters the brain cells and polio
virus which attacks the nervous system. Cold
virus enters the respiratory system. Viral
hepatitis is caused by virus that affects the
liver. Mumps and mononucleosis are caused
by viruses that infect glandular tissues.
Smallpox, chicken pox, shingles, and warts are
infections caused by viruses that attack the
skin tissues. When virus enters the body, it
attaches itself to a cell and releases its nucleic
acid into the host cell.

FUNGI Fungi are simple organisms that cannot make

their own food. Many lives on dead animals,
insect, and leaves. Fungi are therefore
saprophytes. They prefer dark, damp
environments. Two of the most common fungi
are yeast and mushrooms. Disease-producing
fungi invade mainly deep tissues of the
hair,
nails, and skin. Fungi cause infections of the
scalp, such as ring worm, and of the feet, such
 as athlete‟s foot. Pathogenic fungi can also
cause brain inflammation and serious lung
infections.

PROTOZOANS Protozoans are single-celled organisms that

are larger than bacteria and have a more
complex cellular structure. Most of these are
harmless and they are most common in
tropical areas that have poor sanitation. They
cause malaria, African sleeping sickness, and
amoebic dysentery, a severe intestinal
infection.

A worm is classified as a parasite. (A parasite

PARASITIC WORM is a disease-causing organism that lives on
humans or another animals and derives its
nourishment from its host.) Lice are examples
of parasites that live on humans; bacteria and
viruses are examples of parasites that live
either on humans or in animals; parasitic
worms (also called helminths) live in humans.
Helminth eggs contaminate food, water, air,
feces, pets, wild animals, and objects such as
toilet seats and door handles. The eggs enter
the body of a human through the mouth,
nose, and anus. Once inside the body,
helminth eggs usually lodge in the intestines,
hatch, grow, and multiply. They can
sometimes infest other body sites. The word
"helminth" is derived from the Greek "helmins"
(worm). Helminthology is the study of parasitic
worms.
Common helminths and the problems they
cause include the following:
 Roundworm: Roundworms hatch and
live in the intestines.
The eggs usually enter the body through
contaminated water, food fingers placed in the
mouth and hands that have touched a
contaminated object. Symptoms of their
presence include fatigue, weight loss,
irritability, poor appetite, abdominal pain, and
diarrhea. Treatment with medication results in
a cure of about a week. Without treatment,
anemia and malnutrition can develop.
 Pinworms: Also called seatworms and
threadworms. Pinworms hatch and live
primarily in the intestines. The eggs usually
enter the body through the anus, nose or
mouth through inhaled air or fingers that have
touched a contaminated object. Symptoms of
their presence include anal itching, pale skin,
and stomach discomfort. If pinworms enter the
vagina, discharge and itching may develop.
Pinworms do not cause serious complications.
Treatment with medication results in a cure
within days.
 Trichina spiralis: This worm lives in the
intestines and causes a serious illness known
as trichinosis. The eggs usually enter the body
via raw or undercooked pork, sausage, or bear
meat. In the intestines, the eggs hatch,
mature, and migrate to other parts of the body
through the bloodstream and the lymphatic
system. Early symptoms include vomiting,
diarrhea, and abdominal cramps. In time, a
high fever, puffiness of the face, and muscle
pain develop. Eventually, the worms can
penetrate the muscles, the heart, and the brain
and can cause death. Treatment with an anti-
worm drug such as thiabendazole, as well as
bed rest and a physician's care, can cure
trichinosis. Recovery may take several
months. Diagnosis of trichinosis sometimes
requires analysis of a tissue sample (biopsy)
taken from muscles.
 Tapeworm: Tapeworms live in the
intestines. The eggs usually enter the body via
raw or uncooked beef. Symptoms of their
presence are usually absent. However, some
patients experience abdominal pain, fatigue,
weight loss, and diarrhea. Treatment with
medication results in a cure within days.
 Fluke: Flukes live in different locations
in the body, including the intestines, bladder,
rectum, liver, spleen, lungs, and veins. Flukes
first mature inside freshwater snails. After
leaving the snails, they can enter the body of
humans by penetrating the skin of
persons swimming, bathing, or washing in
water where flukes are active. Infected
persons can re-contaminate the water by
urinating or defecating in it. Most infected
persons experience no symptoms. However,
some infected persons may experience rash,
itching, muscle aches, coughing, chills, and
fever. Flukes pass out of the body, but
persons can become infected again and again.
In time, the repeated infections can damage
the liver, bladder, intestines and lungs. In rare
cases, flukes can invade the spinal cord or
brain and cause seizures and paralysis. Fluke-
caused illnesses are classified as
schistosomiasis (also called bilharziasis) and
are mainly confined to Africa, parts of South
America, Caribbean, parts of the Middle East,
China, and the Philippines.
Prevention of helminth diseases usually
requires frequent washing of hands, frequent
cleaning of bathrooms and kitchens, and
thorough cooking of the food they infest --
mainly beef, pork, sausage, and bear meat.
Water supplies should be chlorinated, if
possible.
Assessment for Knowledge

SCORE REMARK INDICATOR

You have very clear knowledge about the
90-100 You belong to lesson because you explained the lesson
the Advanced with confidence using creative
group presentation without any help from others.
The whole member of the group actively
participated and the class attentively
enjoyed your presentation.

You have clear knowledge about the

81- 89 You belong to lesson because you explained the lesson
the Proficient using a creative presentation without any
group help from others. The whole member of
the group participated and the class
enjoyed your presentation.

You have clear knowledge about the

70 - 80 You belong to lesson because you explained the lesson
the Approaching presentation but with a little help from
Proficiency others. The whole member of the group
group participated and the class watch your
presentation.

You have vague knowledge about the

50- 69 You belong to lesson because you explained the lesson
the Developing using the means of presentation with
group much help from others. The whole class
watch your presentation

You hardly know the lesson because you

49 and You belong to hardly explain the lesson using the means
below the Beginning of presentation and with much help from
group the teacher. The whole class watched
your presentation.

Congratulations dear students! You are now ready to do the

next level.
 What to Process

Activity 1 - Match and Connect

The fact sheet about the chain of infection will be given to you.
Carefully read each numbered entry and choose from the word pool the
appropriate term being described. The teacher will help you do the
activity.

1. A volunteer from each row will read aloud the definitions very well, and
then write the word of the first in the link chain.

2. Another member of the row will explain in her/his own words the
meaning of the chain.

3. The other rows will do the same until the link chain is discussed.

CHAIN
MEANING/DEFINITION

is an organism with the ability to cause diseases.

The greater the organism's virulence (ability to grow
1. and multiply), invasiveness (ability to enter tissues),
and pathogenicity (ability to cause diseases), the
greater the possibility that the organism will cause
an infection. Infectious agents are bacteria, virus,
fungi, protozoa, and parasitic worms.

is a place within which microorganisms can thrive

2. and reproduce. For example, microorganisms thrive
in human beings, animals, and inanimate objects
such as water, table tops, and doorknobs. The
most common reservoir is the human body.
 provides a way for a microorganism to leave the
3. .
reservoir. For example, the microorganism may
leave the reservoir through the nose or mouth when
someone sneezes or coughs. Microorganisms,
carried away from the body by feces, may also
leave the reservoir through an infected bowel.

in the mode of transmission, is the method by which

4.
the organism moves from one host to another. The
mode of transmission are contact, droplet, air-
borne, food-borne/water-borne, Vector-borne
(usually insect).

an opening allowing the microorganism to enter the

host. This includes body orifices, mucus
5.
membranes, or breaks in the skin. Tubes placed in
body cavities, such as urinary catheters, or from
punctures produced by invasive procedures such
as intravenous fluid replacement can also serve as
portal of entry.

a person who cannot resist a microorganism

6. invading the body due to immunity of physical
resistance to overcome the invasion by the
pathogenic microorganism

Word Pool:

MODE OF TRANSMISSION PORTAL OF EXITRESERVOIR

PATHOGEN PORTAL OF ENTRY SUSCEPTIBLE HOST

 Individually copy figure 2 on your activity notebook and put the
different chain of infections based on the story below. Remember that the
elements in the chain are sequentially arranged.

6 2

Chain of
Infection

5 3

Figure 2
Peter joined the school fun run; his desire is to win so he didn't mind if
he was stepping on water wherein his feet was soaked. Even if this feels
uncomfortable because his feet were very itchy, he only removed his
socks that evening that‟s why it was very smelly.
He hanged it at the back of the refrigerator to dry and immediately
went to sleep because he was so tired.
Early that morning, his brother John saw that sock hanged at the back
of the refrigerator and used it thinking that it was clean.

Get clues from the guide questions below. Explain the chain of infection to
the class.

Guide Questions;
1. What types of pathogens has the ability to cause Peter diseases?
2. What is the place within which microorganisms can thrive and
reproduced?

3. Where is the reservoir of the microorganisms?

4. How did the microorganisms transfer to John?

5. Where did the microorganisms enter John?

6. Who is this next host?

If you answered all correctly then you are skillful in

analyzing the definitions and can write the sequence
of the chain of infection correctly. Therefore, you are
considered an Advanced Student.
LET US SEE
HOW YOU If you got 7-9 correct answers then you have some
SCORED skills in analyzing the definitions and in writing the
sequence of the chain of infection correctly. So this
makes you a Proficient Student.

If your score is 4-6, then you need more skills in

analyzing the definitions and in writing the sequence
of the chain of infection correctly. You are
Approaching Proficiency.

But if you scored 1-3, then you really need some

more skills in analyzing the definitions and in writing
the sequence of the chain of infection correctly. You
are Still Developing.

The danger is if you got zero then you are just

beginning to learn skills in and analyzing the subject.

Activity 2: Fill My Lacking Correctly

Each group will read the “chain letter” and fill-in the blanks with the
correct word. Start to answer when you hear the bell and stop when you
hear the word “time is up.” All groups will submit their papers after 5
minutes of answering. Exchange papers and check the answers as the
class goes over the letter. The teacher will clarify misconceptions as the
need arises
 “THE CHAIN LETTER”

(1) P is a disease-causing organism which includes

bacteria, virus, parasitic worm, protozoa, and fungi and lives in the ( 2 )
R which can be a living or non-living object. In order to be
transmitted, the pathogen leaves the reservoir through the (3) P o
.Examples include the mouth, nose, anus, and other special body
openings. The pathogen is then passed through a direct or indirect (4)
M of T from one host to the next host. It is transmitted
through a living vector like a mosquito or flea. Some diseases like malaria
have complicated life cycles involving more than one species. Some are
transmitted by respiratory droplets, while others are through blood contact,
semen, or other secretions. Hand-to-mouth is a common mode for
gastrointestinal pathogens. The organism enters the body through the (5)
P o E . Such as the nose, skin, or mouth. The portal of
entry determines the type of personal protective equipment (PPE) to use to
keep health care workers, family, and visitors safe in the hospital. The ( 6)
S H is a person with low immunity to disease. This includes
the very old, and the immune suppressed (due to genetics, transplant drugs,
malnutrition, or viral infection like HIV).

Michelle Ziegler, Contagions, wordpress.com

Evaluate Your Answer:

SCORE REMARKS COMMENT!

6 An Advanced You were able to process very well the
Student elements of the chain of infection.
Congratulations!

5 A Proficient You were able to process well the

Student elements of the chain of infection.

3-4 Approaching You found it hard to process the basic

Proficiency knowledge of the chain of infection.
Student
0-2 A Developing You still need to double your effort in
Student processing the chain of infection.
Activity 3 - Read This!

Hello my dear student,

Here are some additional preventive measures for

diseases according to different modes of transmissions. In
addition to your general hygiene practices, vaccination and
standard precautions, specific preventive measures should be
adopted when dealing with diseases with various modes of
transmission. In order for you to avoid the spread of infections,
if you are sick, you should avoid going to school or going
outdoors. The suitable time for you to return to school depends
on your health conditions.

Copy the following chart on your activity notebook, and

as you go through this lesson, underline with green color/pen
the examples of diseases that you already experienced.
Underline with red color/pen the diseases that you have now.
For the preventive measures, underline with black color/pen the
practices you are doing regularly and underline with blue
color/pen the preventive measures that you need to practice to
prevent infections.
Mode of Examples of Diseases Preventive Measures
Transmission
I – DIRECT
 Adopt proper isolation for
1.Contact Hand, foot and mouth the sick.
transmission disease, No human contact.

(Kissing)

Acute conjunctivitis,  Keep both hands clean and

perform hand hygiene
properly.

(handshakes
with a sick
person)

Scabies  Clean and disinfect properly

the items used by patients.

(sleeping with Head lice  Do not share towels and

someone with other personal items.
lice)
 Chickenpox  Wear gloves when making
contact with patients.

2. Food-borne/ Viral gastroenteritis,  Ensure all food is

water-borne adequately cooked especially
transmission high risk food like shellfish.

Food poisoning,

Cholera,

 Perform hand hygiene

Bacillary dysentery,
before meals and after going
to the toilet.

Hepatitis A,

 Handle vomitus and excreta

properly.
 Sick food handlers should
refrain from work and seek
Hepatitis E medical advice early.
3. Vector- Dengue fever,  Maintain environmental
borne hygiene to prevent breeding of
transmission insects mosquitoes,
(usually e.g.,prevent accumulation of
insects) stagnant water.

 Take personal protection to

prevent insect /mosquito bites,
e.g. wear light-coloured, long-
Malaria,
Mosquito bites sleeved clothes and
and Insect trousers/pants and use insect
bites repellents.

Japanese encephalitis
II – INDIRECT

1. Droplet Influenza,  Maintain good indoor

transmission ventilation

(Coughing) Common cold,

 Keep both hands clean. In
particular, perform hand
hygiene properly and
immediately after making
contact with sick persons
having respiratory secretions.

(Sneezing) Streptococcus  Cover mouth and nose when

sneezing or coughing. Use
tissue papers to contain
respiratory secretions and
dispose them in garbage bins
with lid.
 People with respiratory
infection symptoms and their
close contact/aids should wear
surgical masks.
pneumoniae infection  Keep a distance of at least
one metre from the sick
person.
 Seek medical advice
immediately if unwell.
  Adopt proper isolation for
the sick.
 Use appropriate personal
protective equipment when
necessary.

2.Air-borne Pulmonary  Maintain good indoor

transmission ventilation

tuberculosis,  Seek medical advice

immediately if unwell.

Measles,
 Anyone with symptoms
suggestive of air-borne
transmissible diseases should
not attend school.

Chickenpox
 After going through this lesson, do the activity below. The teacher will
guide you fill in the shapes with the correct answers. Answer the questions
that follow.

1. What are the TWO KINDS OF TRANSMISSION?

2. What are the different MODES OF TRANSMISSION?

3. Give EXAMPLES of communicable diseases.

4. What are their PREVENTIVE MEASURES?

Evaluate Your Answer

SCORE REMARKS INDICATOR

You know and understand very well the
25 You‟re advanced modes of transmission of communicable
diseases and their preventive measures.

You know and understand well the

20-24 You‟re proficient modes of transmission of communicable
diseases and their preventive measures

You‟re You know and understand the modes of

15-19 approaching transmission of communicable diseases
proficiency and their preventive measures

You hardly know and understand the

10-14 You‟re modes of transmission of communicable
developing diseases and the preventive measures.

You are prone to be infected with

6-9 You‟re beginning communicable diseases because you
don‟t know the preventive measures.

Critical Thinking
l
Independently process this activity.

Observe, Reflect, and React

The Cough Etiquette

A B
Analysis.
Evaluat yourself.
What do you see in picture A?
Do you think this is a very fast way Look at picture B.
to infect other people with Which of these 6 prevention tips
diseases? do you strictly practice and
Prove your contention. why?

Share your analysis to the class, What is its effect to you?

your family and friends
Which of these 6 prevention tips
do you hardly practice and why?

What is its effect to you?

So what are you planninig to do

now?

Analyze and Evaluate

1. People say that
the hands are the
dirtiest part of the body.
Doyouagree? Why and why not?

2. People say that

washing the hands is the most neglected practices that a person does.
Do you agree? Why and why not?
 What to Undestand

Activity 1 - A Life-Changing Letter

Dear students,

This life-changing letter is about the course of infection

by stages. Read it very carefully and understand how infection
manifests through its various stages. When a person is sick,
the first stage of infection is incubation. It is the period starting
from the entry of the pathogen until the appearance of the first
sign. For example: chicken pox, it takes 2-3 weeks of
incubation. For common cold,1-2 days of incubation, influenza
takes 1-3, days and 15-18 days for mumps.

The second stage is called the prodromal stage which

starts from the onset of non-specific signs and symptoms
such as fever.

Illness stage begins when more specific signs and

symptoms appear. For example, common cold is
characterized by sore throat, sinus congestion, rhinitis,
mumps manifested by ear ache, high fever, and salivary gland
swelling.

The last stage of infection is an interval when acute

symptoms of infection disappear. The length of recovery
depends on the severity of infection and the sick person‟s
general state of health. Recovery may take several days to
months and is called the convalescence stage.

By understanding the chain of infection, the sick person must

intervene to prevent the infection from developing any further.
When a sick person acquires an infection, he/she must
observe signs and symptoms of infection and take appropriate
actions to prevent the spread like staying away from other
 In addition, look at the graph showing the stages of infection. Study the
graph and share what you learned to your classmates, friends, and parents.

disease process, faculty.irsc.edu

Now that you finished reading and understanding the chain and stages
of infection, here are some activities to test what you have understood.

Row 1 will do Activity1.a: What’s the word?

Row 2 will do Activity1.b: Pick and Put, and
Row 3 will do Activity1.c: Explain the graph.

Each row will discuss their outputs to the class after 5 minutes.
 Activity 1 - What’s the Word?

1. Copy the puzzle in your activity notebook and write the letters on the
boxes to form each word being described.

2. Choose your answer from these choices:

Convalescence stage, Incubation stage, Illness stage, Prodromal stage
 Across

1. This is the interval between entrance of pathogen into the body to the
appearance of first symptoms.

2. This is the stage when the sick person exhibits signs and symptoms
specific to type of infections.

3. This is the interval when acute symptoms of infection disappears

(length depends on severity of infection and sick person‟s state of health).

Down
4. This is the interval from the onset of nonspecific signs and symptoms
to the appearance of more specific symptoms. Time when
microorganisms grow and multiply and the sick person may be more
capable of spreading disease to others.

How did i score in this activity?

If I got 4 checks then I understood the intervals of infections.

If i got 2 checks then I need to reflect on my answers in order to understand the intervals of infections.

Critical Thinking

Now that you read and understood the definitions of the stages of
infection, choose a stage where you think is the best stage to CUT from the
flow of infection and explain why you chose that stage?

1. b: Pick and put

Choices of symptoms are written on the strips. Copy on your activity
notebook the table as shown below and pick the answers from the choices
and write them on the columns that describe the stages.
Incubation Prodromal stage Illness stage Convalescence
stage Stage
 Choices:

Length of Chickenpox, 2-3 Malaise, low- Common cold

recovery weeks. grade fever, manifested by
depends on Common cold, 1- fatigue sore throat,sinus
severity of 2 days congestion,
infection and Influenza, 1-3 rhinitis, mumps
patient‟s days manifested by
general state of Mumps, 15-18 earache.
health; take days
several days to
months.

How did i score in this activity?

f I was able to put all the symptoms in the boxes correctly then I have clear ideas about them.
f I wasn‟t able to get all the symptoms in the correct boxes, then I have to analyze and reflect on the symptoms understan

Critical Thinking:

What will your group do?

Now that you have classified the symptoms in each column and
stages, choose a stage were you think is the best stage to STOP the flow of
the infection and explain why you chose that stage?

1.c: Explain the graph

Explain in your own words the graph of the stages of infection
 Guide questions;
1. Where did the arc started and where did it end? What does it mean?
2. Explain the flow of the arc. If you noticed, it started low, then up, then it
goes down.

HOW DID I SCORE IN THIS ACTIVITY?

1. If I was able to explain very well to the class the stages of infection
then I have clear ideas about them.
2. If I wasn‟t able to explain very well to the class the stages of infection
then I have to analyze and reflect on the stages of infection until understand it better.

CRITICAL THINKING

CAN YOU DO SOMETHING ABOUT IT?

After your group explained the stages of infection, as a
group, choose a stage that you think is the best stage to CUT the flow of
infection and explain why you have chosen that stage.

Congratulations to each row for a great job. Now everyone understood the
lesson, we will proceed to our next activity.
Do you get to the point that you need to make a decision? Well, our next
Activityis about decision making.
Activity 2: I have to decide.

Read the first column “when the following happens…” and read the second
column, “what will I do?” Connect them and put a check mark on each
appropriate box.

When the following What will I do?

happens… YES NO
By understanding the I will intervene to prevent
chain and stages of infections from developing.
infection
When I acquire infection I will observe signs and
symptoms of infections.
When there are symptoms I will take appropriate actions
and signs to prevent its spread.
If the symptoms and signs I will see the appropriate
persists doctor/medical specialist.

1st
If you checked all yes, then you are really a disciplined and health-
conscious student. You are ready to be a model for others to follow.

If you answered 2 yes, then you have to go back to where you

started and internalize or analyze what a sick person should do
2nd when he is infected. So that when it happens to
you, you will apply it.

If you answered 1 yes, then you have to read the module and other
health readings that I have given you so that you will understand
3rd what to do during the course of infections.

Congratulations everyone! How do you find the Activity? Is it really hard to

decide? We find it hard sometimes to decide but we need to stand to our
decision.
Activity 3 - Read me aloud!

One from each row will read this short information about the Levels of
Prevention of getting sick.
TERTIARY LEVEL

SECONDARY LEVEL What is tertiary

PRIMARY LEVEL prevention?

What is secondary -the focus is on

What is primary prevention? prevention? rehabilitating the sick
person so as to
-Activities are done to -Activities are done to prevent
prevent one from prevent further long-term
having the disease. damage when the complications
disease has already of the disease.
Examples: started.
-getting immunized; Example:
-eating a balanced diet; Examples:
-getting enough sleep; -prompt diagnosis and -If the child is
-avoiding vices; treatment. suffering
-Don‟t abuse yourself by dysentery, he must
doing a lot of work that -So if a child is be close monitored
can cause sickness. diagnosed because he/she
with Loose Bowel can die of
-In order not to get sick of Movement, he must dehydration and
Loose Bowel Movement, follow the doctor‟s complications. He
practice washing your instructions very can be
hands with clean water strictly. This is to confined in a
and soap before & after prevent LBM from hospital for strict
it is used. becoming dysentery monitoring.
or even worse.
-Immunizations are -Tertiary prevention
probably the best -Screening tests are include the follow-up and
example of primary excellent examples of monitoring of all
prevention, and health secondary prevention. prescribed medications
education to all. By diagnosing to make sure the patient
diseases quickly, is taking them, therapy
to help restore functions
in debilitating diseases
and any medical
procedure means to
treat or cure the disease
itself.
CRITICAL THINKING

Analyze the following questions and write your reactions on a whole

pad paper.

1. If you are a mother and your toddler is very sickly. What do you think is
the reason why he is very sickly? What will you do?

ACTION: What will you advice your neighbor who just gave birth?

2. Inside your classroom, your bestfriend fainted. How will you know the
cause of her fainting? What will you do?

ACTION: What will you advice your best friend after getting conscious?

3. Your neighbor was electrocuted and had a third degree burn. You
helped bring him to the hospital. After three days, you heard the doctor
explain to your neighbor the best way to prevent the spread of infection.
Amputation was his suggestion but your neighbor did not like it. What will you
do?

ACTION: Explain to your neighbor the importance of prevention. Explain why

is
amputation needed?
Read and learn the following in order to avoid and prevent encountering
them.
Infectious How it looks What it is Examples
Agent

Strep throat,
Bacteria tuberculosis,
One-celled sinus infections
organisms that is
found almost
dangerous bacterium. It is everywhere.
estimated that listeria
causes approximately ...
Extremely small
organisms that
consist of a protein
Virus coat and some Cold,
genetic materials. Influenza

Ebola virus

Fungus
A fungus relies on
other living or dead
organisms to survive;
yeast, molds, and
mildews are included Athlete‟s foot,
in this group.
Athlete‟s foot fungus, SEM
Fungus – Jock itch
Pictures & Images (Fungal infection –
groin .400 x 320 | 13.7 KB
health.allrefer.com Ringworm
A single-celled
organism; much more
Protozoan complex than a Amoebic dysentry
bacterium; protozoal
infections usually
Amoeba come from infected
proteus Protozoan, water or food.
pseudopods

Parasite An organism that

lives in a host Tapeworm,
organism; draws
Parasite | Health Dictionary nourishment from a
426 x 399 | 38.5 KB
www.beltina.org host; some may be
very large.
Malaria
 WHAT NOW? As a student, what can you do to make our
environment clean and keep ourselves free from
Do you believe disease?
that you can do
great things to Use these guides to come up with a personal daily
prevent the journal.
spread of
communicable Title: Making Small Things to Prevent the Spread of
disease? Diseases.
Adapt the How? Before you sleep, write down on your journal
quotation that what you
says have done for that day. For example, I picked
“Ako ang scattered
simula” wrappers inside the classroom and I washed
my hands
with soap and water after wards.
You can write on your journals everyday and you are
free to adapt a strategy on how to do it. You can
also make posters.

Decide on what to do to demonstrate your

understanding of the general methods of disease
prevention and control.

Activity 4: Advertise what you know

Form six groups and do this activity. In column A, make an

advertisement/drawing on the prevention of skin diseases described in the
column B. Write your advertisement/drawing in your activity notebook.

The following criteria will be the basis for judging your work.
1. Does your advertisement/drawing match each description in column
B?
2. Did you make a very clear message for the public in the
advertisement/drawing?
3. Is it attractive that can easily catch the eyes of people?
COLUMN A COLUMN B

Ringworm of the Body (Tinea Corporis)

Ringworm usually causes a very itchy rash. It often
makes a pattern in the shape of a ring, but not always.
Sometimes it is just a red, itchy rash. The outer ring is
very reddish and another ring in the middle is reddish
too. The in-between is whitish.
To prevent ringworm:
 Keep your skin clean and dry.
 Change your socks and underwear at least once
a day.
 Wear loose-fitting cotton clothing.
 Avoid tight underwear, pants, and panty hose.
 Always dry yourself completely after showers or
baths. After drying your skin with a towel, allow your skin
to air-dry before
 putting your clothes on.
 You can also use a hair dryer, set on a cool
setting, to dry
 your skin.
 Do not share clothing, sports equipment, towels,
or sheets. If you
 think you have been exposed to
ringworm, wash your
 clothes in hot water with fungus-killing
(fungicidal) soap.
 Wear slippers or sandals in locker rooms,
showers, and public
 bathing areas.
 Shower and shampoo thoroughly after any sport
that requires
 skin-to-skin contact.
 Acne has always been a common skin problem
among teenagers and adults. This disease is also
known to cause stress or embarrassment on its
sufferers. Thus, acne has become an almost dreaded
skin condition. So if you don‟t want to experience having
a hard time dealing with the possibility of acne growth
on your skin, the best thing that you can do is to learn
how to take care of your skin. Acne is usually caused by
the following factors – dirt, excess oil, and unhealthy
lifestyle.
 Prevention is, in washing your face, make sure
that you use a gentle soap or cleanser that matches
your skin type to effectively eliminate sweat, excess oil,
and dirt from your face, otherwise your skin pores will
clog and soon pimples might appear.
 Moreover, in drying your skin, make sure that you
use only clean towels.
 Wash acne-prone areas only twice a
day. Washing removes excess oil and dead skin cells.
But too much washing can irritate the skin. Wash areas
with a gentle cleanser and use oil-free, water-based skin
care products.
 Avoid heavy make-up. Choose powder
cosmetics over cream products because they‟re less
irritating.
 Remove make-up before going to bed. Going
to sleep with cosmetics on your skin can clog tiny
openings of the hair follicles (pores). Also, be sure to
throw out old make-up and clean your cosmetic brushes
and applicators regularly with soapy water.
 Wear loose-fitting clothing. Tight-fitting clothing
traps heat and moisture and can irritate your skin. Also,
whenever possible, avoid-tight fitting straps, backpacks,
helmets, or sports equipment to prevent friction against
your skin.
 Shower after exercising or doing strenuous
work. Oil and sweat on your skin can trap dirt and
bacteria.
 At all times try to keep your hands and hair away
from your face. Your hands and you hair may contain oil
and dirt. If contacted on your face it can contaminate the
pores and cause acne.
 Never squeeze or pick your spots! We all know
this maybe very tempting, but it would only makes
matters much worse. Most spots will heal on its own.
Picking at spots will just increase the chance of it
spreading the bacteria or even worst permanently
scarring your skin. So remember never to pick on it.
 Trying to reduce stress in your daily routine
wherever possible is a great way to prevent acne. More
sleep, do more exercise, taking warm baths and a
balance diet will contribute to physical well being and
hence prevent acne.
Athlete’s foot is caused by a fungus that grows on or in
the top layer of skin. Fungi (plural of fungus) grow best
in warm, wet places, such as the area between toes. It
looks like a burned skin because it has scales and it is
reddish and itchy.
Athlete’s foot
Wear flip-flops in affected areas.
 Use anti-fungal sprays or powders on shoes and
feet.
 Dry the feet and between the toes first after a
shower to prevent spread to other parts of the skin.
 Avoid tight or closed footwear especially in warm
climates.
 Change socks daily. Cotton socks keep the feet
cooler.
 Wash towels daily.

WARTS are the most common of dermatological

complaints. Three out of four people will develop a wart
(verruca vulgaris) at some time in their lives. Warts are
slightly contagious, and you can spread them to other
parts of your body by touching them or shaving around
infected areas. Children and young adults are prone to
getting warts because their defense mechanisms may
not be fully developed, but it is possible to get a wart at
any age. Warts are caused by the human papilloma
virus (HPV), which enters the skin through a cut or
scratch and causes cells to multiply rapidly. Usually,
warts spread through direct contact. Each person
responds differently, and not everyone exposed to HPV
will develop a wart. They can be all over the parts of the
body.

They are small black or brownish hard grown skin. They

can become bigger especially when they are always
touched.

PREVENTION:
To reduce your risk of plantar warts
Avoid direct contact with warts.
This includes your own warts.
 Keep your feet clean and dry.
 Change your shoes and socks daily.
 Don‟t go barefoot in public areas.
 Wear sandals or flip-flops in public pools and
locker rooms.
 Don‟t pick at warts. Picking may spread the
virus.
  Don‟t use the same file, pumice stone, or nail
clipper on
 your warts as you use on your healthy skin
and nails.
 Wash your hands carefully after touching your
warts.
Jock itch is characterized by an itchy, red rash on the
genital, inner thighs and buttocks. It occurs in warm,
moist areas of the body and is common in athletes and
people who are obese or perspires a great deal. Jock
itch (groin infection)
 Wash the groin daily. Dry the skin carefully after
bathing.
 Do not dry the feet before the groin to reduce the
risk of spreading the fungi from the feet.
 Change underwear daily.
 Wash towels daily.

CRITERIA:

90-100 For an advertisement that has a clear message, harmonious

combination of 4
colors, simple presentation, and placed in a 1/8 illustration
board
85-89 For an advertisement that has a clear message, combination of 4
colors,
presented in a 1/8 illustration board.
80-84 For an advertisement that has a message, combination of 4 colors
and
presented in a 1/8 illustrated board.
75-79 For an advertisement that has a message, combination of 3 color
and presented in a 1/8 illustrated board.
ASSESSMENT

REMARKS INDICATION
For a very well done work. The advertisement/drawing
Advanced matched very well what is being described in column B. A
90-100 very clear and attractive message that catches the attention
of people for them to read about the prevention of skin
diseases.
For making the advertisement/drawing that matched well
Proficient what is being described in column B. There is a clear and
85-89 attractive message that catches the attention of the people
for them to read about the prevention of skin diseases.
Approaching The advertisement/drawing matched what is being described
Proficiency in column B. A message that people can read about the
80 – 84 prevention of skin diseases.
For hardly making an advertisement/drawing that should
Developing match what is being described in column B. Message that
75- 79 hardly catches the attention of people to read about the
prevention of skin diseases.

Activity 5: “R. U. R. on this”

Dear , (please write your name in the blank)

It is a great opportunity for you to read my story. My name is

Remedios, We are five in the family. I have three brothers and one younger
sister where I am the eldest. We are living in a very small house and my
father works as a carpenter while my mother stays at home to take care of my
siblings.
We are a happy family even though, we suffer a lot in our health. I was in
grade 8 when my teacher taught us about the prevention and control of
communicable diseases. And I have been applying what I learned until now
and I am improving everyday.
Lack of water causes us much problem. We bathe at least twice a
week but still all of us have body odors. My younger brother‟s face is full of
acne. My father complains of athlete‟s foot every time he removes his shoe
when he gets home. Our small house smells bad in every corner. My
mother‟s neck is full of warts. All of us even have lice. I don‟t know what I
have on my chest that looks like ring. I am thankful that we have learned
lessons on how to prevent and control of communicable diseases.
After learning from the class discussion I was really challenged to
share to the whole family about skin diseases. So one night, after dinner, I
asked permission from my father to discuss what I learned and that we have
to help one another to have these skin diseases cured and prevented.
 All of us were not happy with our sickness and so we agreed to work
hand in hand to solve the problem. One Saturday, my father told us to go to
the health center. We were instructed ways to treat our illnesses. We were
taught to a take bath every day, not to share personal things to family
members so that we will not infect one another.
I know that my family is not happy of our skin problems, so I would like
to encourage you to apply what you have learned in school for you not to
experience what my family and I have experienced.

Love and concern,

Remedios

-Judith Langbayan-Javier
After you read the letter,
What can 1.you say about the letter of Remedios? Can you also do what she did? How will you do i
If you are2.in her situation, what steps will you do to solve your
3.
family health problems?

Next thing you‟ll do is letter writing. Please bring out a whole pad paper.

Write a letter and address it to Remedios. Share your feelings when

you were reading her letter and why did you feel that way. Share also if you
have similar experiences. Tell her that you would like to do what she did and
how you will do it.

Dear Remedios,

Very truly yours,

 After writing, five volunteers from each row will read to the class
their letters. Did it help you express your feelings after you wrote to
Remedios? I know it helped you a lot.

This time you will have your summative test. This will help you
measure how far you knew the lesson and because you understood the
lessons, you are ready to apply them in your daily life

Activity 6: Summative Test

SUMMATIVE TEST

NAME SCORE
SECTION DATE

MULTIPLE CHOICE:

DIRECTION: Carefully read the questions and choose the correct answer
from the
choices and write the letter of your choice on the blanks
provided at the
right side.

A. These are tiny microorganisms that infect or invade the body

and attack
body cells and tissues.

A. Bacteria 1.
B. Pathogen
C. Virus
2. Pneumonia is a sickness caused by pathogen called . 2.
A. Bacteria
B. Fungus
C. Virus
3. Rickettsias need living cell in order to grow and multiply, 3.
which of the following is a rickettsias?
A. Dysentery
B. Small Pox
C. Ticks

4. Athlete‟s foot is a disease caused by pathogen called A. F

 ungi 4.
B. Parasite
C. Protozoans
5. Which of the following virus enters the respiratory system and cause
sickness? 5.
A. Cold
B. Rabies
C. Wart
6. This is a pathogen that causes amoebic dysentery. 6.
A. Parasite
B. Protozoa
C. Virus
7. Helminths is a pathogen meaning . 7.
A. Bacteria
B. Parasite
C. Virus
8. This helminth lives in the intestines and causes a serious illness known as
8.
A. Bilharziasis
B. Schistosomiasis
C. Trichinosis
9. Prevention of helminth diseases requires . 9.
A. Eating good food
B. Maintain cleanliness
C. Taking medicine
10. Diseases caused by the direct and indirect spread of pathogens from one
person to another are called diseases. 10.
A. Communicable
B. Non-communicable
C. Toxin Bacteria

In chronological order, arrange the following stages of infection according to

the graph of disease process in numbers 11 to15 and the chain of infection in
numbers 16 to 20. Write the letter of each correct entry.

A. Convalescene stage is recovery stage. 11.

B. Illness stage is when specific severe sign and symptoms appear. 12.
C. Incubation stage is when a person acquires the pathogen.
13.
D. Prodromal stage is when there are non-specific signs and symptoms
appearing 14.
E. Decline stage is the time when the signs and symptoms of the sick person
slowly goes down. 15.

The chain of infection starts when a pathogen lives in a

A. passed through a direct or indirect Mode of Transmission. 16.
B. Reservoir which can be a living or non-living object. When the pathogen
17.
C. Susceptible Host if one who has low immunity resistance is the next victim.
18.
D. leaves the reservoir through a Portal of Exit, the pathogen is 19.
E. The organism then enters the body through a Portal of Entry and the
20.

Fill in the blanks. Choose you answer from the choices below and write the
letter of the correct answer on the blanks provided at the right side.

21. In the three level of prevention, the first is called of

prevention. 21.
22. The objective of this first level is to one from having the
22.
23. disease. is probably the best example of this level of
prevention and health education to all. 23.
24 . The second level of prevention is called . 24.
25. This level of prevention aims to prevent further when the
disease has already started. The best action to do in this level is 25.
26. prompt diagnose and . 26.
27. tests are excellent examples of this level. 27.
28. The third level of prevention is called . The focus of this
28.
29. Level is the sick person so as to prevent long-term
complications of the disease. The best thing to do in this level is follow-up
29.
30. and very close (24/7) of the sick person. 30.

Choices:
A. Damage F. Rehabilitating
B. Immunization G. Screening
C. Monitoring H. Secondary Level
D. Primary level I. Tertiary Level
E. Prevent J. Treatment
 What to Transfer

The learner demonstrates a complete performance on the

following activities:

Activity: ACT NOW!

“Act now before it will be too late,” as the saying goes. Let‟s see how
you will do your part. It‟s time for you to do a pantomime. The males are
grouped into five smaller groups. Choose a leader who will draw a paper from
the box. The word written on the paper will be your group name. The word
written on the paper will be parts of the body such as nose, mouth, eyes, etc.
Each group will be given 15 minutes to conceptualize and practice a 5-minute
pantomime presentation. The pantomime will focus on “The spread of
diseases using the different modes of transmission.” Example, if your leader
drew “nose” from the box, then focus your presentation on this, “Diseases are
spread through the nose using the chain of infection.”
The female groups will do the same just as what the males will do. The
group‟s name will depend on the word that is written on the paper drawn from
the box. The name of the group will also be a part of the body. The
pantomime will focus on “The prevention of the spread of diseases from the
different modes of transmission. Example, if the leader drew “food” from the
box, then focus your presentation on how to prevent the spread of infections
from the food we eat.
After 15 minutes, each group will present for 5 minutes. Each group must jot
down what they observed about the spread and prevention of diseases. After
that, the observations will be shared with the class.

Please look into the criteria in rating your presentations.

Criteria:
if
Your score is 25

1. Your group will present a very clear and understandable message.

For the Male, the spread of diseases using the different modes of
transmission and
For the Female, the prevention of the spread of disease from the different
modes of transmission.
2. Each member will take part in the presentation.
3. The group will present for 3 minutes.
Your score is 20 if

1. The group will clearly present the pantomime but with a little assistance
from
other people on how to prevent the spread of diseases.
2. Each member of the group will actively participate.
3. The group will present for 3 minutes.

Your score is 15 if

1. The group hardly and vaguely presented a pantomime despite the

assistance of other people.
2. Most of the group members will not actively participate.
3. The group will not present three minutes.

After the presentation, share to the class what you have learned and
observed from the presentations. Are you ready to perform in real life the
preventive measures on spread of diseases?

HOME WORK: COMMITMENT on how I can help prevent the spread of

diseases.

Write your commitment in your journal or activity notebook. Affix your

signature on your work and ask your parents to read then sign. Use the
following questions as your guide.

Guide questions:

1. As a teenager, what can I do to prevent the spread of diseases?

2. How can I help my classmates, schoolmates, and my family not to be
infected by diseases?
Recommendation:

It is time for you to make a recommendation that will help prevent the spread
of communicable diseases. Consider the following:

SUGGESTIONS:

1. “Wash hands” campaign poster.

2. Cleanliness slogan.
3. Personal journal on individual daily actions to promote cleanliness.
4. Bookmark on prevention and control of communicable disease.

STEP:
1. Write a letter to your school student organization(SSO), barangay
captain, parents, neighbors, etc.
2. Coordinate with your SSO, barangay captain, parents, and neighbors if
they have some activities that you can tie up with.
3. Suggest steps or tips how to maintain and monitor it.

RUBRICS:

Transfer of understanding to life situations (30%) as demonstrated

through:
 Products – outputs which are reflective of learner‟s
creative application of understanding; and
 Performance- skillful exhibition or creative execution of a
process, reflective of masterful application of learning or understanding.

ADVANCED (26-30%) – The student independently demonstrates the ability
to create, add value and transfer his/her/their understanding to life situations
in the form of products and performances. This means that the product or
performance reflects the following attributes:
 The entire process from planning to execution was carried out by the
student, with no guidance from the teacher.
 The product or performance is well thought out by the student from
planning to execution. Potential problems have been identified and
appropriate remediation has been put in place should problems arise.
 Values formation is evident as demonstrated by the students in their
performance.
 The product or performance is a demonstration of a creative
application of enduring understanding in a new or novel context.
PROFICENT (21-25%) The student demonstrates the ability to create, add
value, and transfer his/her understanding to life situations in the form of
products and performances, but the product or performance can still stand
improvement in a number of areas, namely the following:
 The entire process from planning to execution was carried out by the
students with some guidance/ coaching from the teacher.
 The product or performance is well thought out by the student from
planning to execution. Potential problems have been identified and
appropriate remediation has been put in place should problems arise.
 Values formation is evident as demonstrated by the students in their
performance.
 The product or performance is a demonstration of a creative
application of enduring understanding in a new or novel context.
APPROACHING PROFICENCY (16-20%) – The students strive to use
understanding or leaning creatively in producing products or performance as
manifested in the following:
 The students attempt to do the tasks entirely on their own, but seeks
the teacher‟s help for the majority part of the process.
 The products or performances have some flaws in the design that the
students addressed with help from the teacher.
 There is little evidence of values formation as demonstrated by the
students in their performance.
 A little creative application of enduring understanding is shown in the
product or performances. The context or situation in which the understanding
is applied is ordinary or common. There are limited attempts at novelty (e.g.
formatting, organization, packaging, presentation).
DEVELOPING (11-15%) – The students show inadequacy in using
understanding or learning creatively in their products or performances. The
inadequacy is manifested in the following:
 The entire process from planning to execution had not been carried out
by the student, without the teacher‟s guidance and coaching.
 The product or performance is poorly thought out by the student from
planning to execution. There are marked flaws in the design that the student
is not even aware of.
 There is almost no evidence of value added by the student in the
execution of the process or in the use of understanding or learning.
 Every aspect (e.g. formatting, organization, package, presentation) of
the product or performance is just a copy of what has been taught in class.
BEGINNING (6-10%) – The student shows great difficulty in using
understanding or learning creatively in producing products or performances.
The difficulty is manifested in the following:
 The entire process from planning to execution was poorly carried out
by the student), without the teacher‟s guidance and coaching.
 The product or performance is poorly thought out from planning to
execution. There are many obvious flaws in the design that the student has
ignored.
 There is no evidence of values formation as demonstrated by the
students in their performance.
 The product or performance does not show creative application of
enduring understanding. The context or situation in which the understanding
is applied is very ordinary or common. There are no attempts at novelty (e.g.
in formatting, organization, packaging, presentation).
Activity 2 - Self Monitoring

In your journal/activity notebook, copy the chart as shown. In your daily

chart, write what you can do to keep your self, home, school, and community
clean. Prepare four copies of this chart. Ask your parents and your teacher to
monitor you if you are doing it.

Attach your signature and your parents‟ signature too.

SELF MONITORING CHART

Committed Monda Tuesda Wednesda Thursda Frida Saturda Sunda

to maintain y y y y y y y
Cleanliness
-Self
-Home

-school

-
community

Check only if you have accomplished it

Committed to do M T W Th F S S
I do not drink from somebody‟s bottle/glass.
I use my own comb and don‟t share others‟
comb.
I do not share my towel or use others‟ towel.
I do not share my socks to others or use other
socks.
I wash my hands before and after using them.
I wear only washed clothes

STUDENT‟S SIGNATURE PARENT‟S SIGNATURE

Figure 2
Summary/Synthesis/Generalization

It is very encouraging to know that you are through with this material,
Disease Prevention and Control (Communicable). Your readings,
accomplishments in doing the activities and projects or performances and
interacting, discussing with your classmates are assurances that you have
learned a lot from this material. The saying, “Prevention is better than cure”
become more significant to you because of the importance of practicing
preventive measures that diseases will not infect you. It is also a challenge on
your part to practice daily these preventive measures you have learned. I
know that you will share them to your family, friends, and classmates
especially how this module influenced you. A saying goes, “Learning without
application is no learning at all.”

In the first part of this material, you are introduced to the overview
content of this material and likewise the things you are expected to do.

In the pre-assessment you are given activities that help you assess
how far you know the lessons and you are introduced to new concepts.

The learning goals and targets serve as your guide that lead you to
what is expected of you.

Part one is what to know. Your knowledge is challenged there. The

activities given aim to evaluate your stock knowledge. Misconceptions are
clarified as you go through this part. There are readings given to enhance and
let you know that there are many things to learn.

In part two, what to process, you are provided with activities that help
you assess your skills especially in processing challenges in life. One of
which is how you can be part of the prevention and control of communicable
diseases.

Part three deals with what you need to reflect and understand. You are
made to see what others cannot see or your attitude is put to a test to really
see if you can apply what you have learned. In this part, you do not just learn
how to cook rice or do the cooking but you learn why you need to cook and
the result of your cooked food should be good t your health.

Finally, the fourth part is the final test to see if you understood the what,
when, where, who, why, and how to prevent and control communicable
diseases. Now, can you really say that you make all what you‟ve learned part
to your daily life? The answer lies in you.
GLOSSARY OF TERMS
A
ATHLETE’S FOOT -is caused by a fungus that grows on or in the top layer of
skin. B

BACTERIA - are one-celled microscopic organisms that rankamong the most

widespread of living things. Some are small that a single grain of soil may
contain over 100 million of them and most bacteria do not
ause disease.
BIOFEEDBACK -is a process of becoming aware of physical events in your
body that normally you are not aware of.C

COMMUNICABLE DISEASES - are those that are transmissible from one

host, person (host) or animal, to another person.

CONVALESCENCE is the stage when acute symptoms of infection

disappear.D

DISEASE - is an abnormal condition affecting the bodyof an organism.F

FUNGI -are simple organisms that cannot make their ownfood.H

HOST - is a plant or animal that the parasite feeds I

ILLNESS STAGE - is the interval when a sick person manifests signs and
symptoms specific to a certain type of infection.

IMMUNITY is the body‟s natural resistance to pathogens.

INCUBATION STAGE - is the interval between the entry of pathogen into

the body until the appearance of first sign or symptom.

JOCK ITCH - is characterized by an itchy, red rash on thegenitals,

inner thighs and buttocks. It occurs in warm, moist areas of the body and is
common athletes and people who are obese or perspire great deal.M

MODE OF TRANSMISSION -is a method of transfer by which thepathogen

moves or is carried from one host to another.

PASSIVE IMMUNITY - is the temporary immunity that the infant acquires

from the mother.

PARASITE - is a microorganism that gets their food supply in aliving plant or

animal.
PATHOGEN - is an organism that causes disease to its host;
also known as infectious/disease agent.

PORTAL OF ENTRY - is an opening that allows the microorganism to

enter the host. It includes body orifices, mucus
membranes, or breaks in the skin.
PORTAL OF EXIT - is a place of where pathogen leaves the reservoir
such as the nose, mouth, or anus.

PRODROMAL STAGE - is the interval from the onset of non-specific signs

and symptoms to more specific symptoms.

PROTOZOANS - are single-celled organisms that are larger than

bacteria and have more complex cellular structure.

RESIDENT BACTERIA - that lives in the human mouth and intestines and
on our skin.

RESERVOIR - is a place where pathogen thrives and reproduces

such as human beings, animals, and inanimate
objects such as water, table tops, and doorknobs.

RICKETTSIAS - are organisms that are considered intermediate,

that is, somewhere between a virus and a
bacterium.

RINGWORM - of the body (Tinea Corporis) usually causes a very

itchy rash. It is caused by fungus. It often makes a
pattern in the shape of a ring, but not always.
Sometimes it is just a red, itchy rash.

SUSCEPTIBLE HOST - is a person who cannot resist a pathogen because

of weak body immunity.

SYMPTOMS - are subjective manifestations of disease such as

stomach ache.

TOXINS BACTERIA - are bacteria that produces certain poison.

 V

VIRUS - are small, simple lifelike forms-from one half to

100 the size of a bacteria.

VACCINES - are preparations that usually composed of dead or

weakened viruses that provide immunity by
causing the body to produce antibodies against
the pathogen.

WARTS - are the most common of dermatological

complaints. Warts are slightly contagious and
you can spread them to other parts of your body
by touching them or shaving around infected a
RESOURCES

BOOKS

Glenco. Glenco Health: A guide to wellness. Glenco/Mc Graw-Hill Publishing

Company.,
May 1, 2001, pages 250-255.

Glenco. Glenco Health: Chapter 23 Causes of Communicable Diseases.

Glenco/McGraw-Hill Publishing Company.

State of New Jersey. New Jersey Comprehensive Health Education and

Physical
Education Curriculum framework (Chapter 8 –Sample Learning
Activities) 1996-
2010.

WEBSITE

Picture Clips- www.healthline.com/health/skin disorder, retrieved September

26,2012

www.mayoclinic.com/health, retrieved September 26, 2012

www.sciencephoto.com, retrieved September 26, 2012
ph.images.search.yahoo.com, retrieved September 26, 2012 & Oct. 24, 2012
Acne Prevention, www.topsites.4u.net, retrieved October 24, 2012
Kidshealth.org/parent/infections/fungal/ringworm, retrieved October 25, 2012
Chain of Infections – Michelle Ziegler, Contagions, wordpress.com, retrieved
September
26, 2012
Disease process, faculty.irsc.edu, retrieved October 24, 2012

En.wikipedia.org/wiki/infection, retrieved September 26, 2012

Picture Clips- www.healthline.com/health/skin disorder, retrieved September

26, 2012

Ph.images.search.yahoo.com/search/images, retrieved September 26, 2012

Skin Diseases image collection, retrieved September 26, 2012

Unit IV: Prevention of Substance Use and Abuse
(Cigarettes and Alcohol)
INTRODUCTION

This learning material is designed to inform you about the dangers of gateway
drugs and teach you the various strategies to prevent substance use and
abuse. It will provide you with a solid knowledge base from which you may
gain more information about prevention, intervention, and laws governing
substance abuse. You will also learn about the implications of cigarettes and
alcohol use to self, family, community and the country as a whole. Varied
activities are designed to help you learn strategies to prevent cigarette and
alcohol use and abuse.
Because they are generally accepted and widely available, cigarette and
alcohol remain both major health threats among Filipinos. What is more
alarming is the fact that use of these gateway drugs makes one more
vulnerable to dangerous drugs such as marijuana and shabu. Thus, it is
always best not to light that first cigarette or drink that first bottle of beer. Live
with the principle: “Be smart, do not start!”
As you go through this learning material, you need to answer the assessment
which checks your prior knowledge and understanding of the topics.
Activities are divided into four parts namely: Knowledge, Process,
Understanding and Transfer. Every part will be culminated by an assessment
to check your level of proficiency. Suggested media resources and beyond
class hour activities are also provided to enhance and enrich your learning
during days without classes.
We did our best to make a learning material you would surely enjoy and refer
to often. There are few quizzes, but they are only there so you can check your
progress. There are also some exercises so you can practice your skills. They
are meant to help you understand so do them at your leisure.

Stay healthy and enjoy learning!

 Objectives

At the end of this learning material, you are expected to:

 Discuss cigarettes and alcohol as gateway drugs

 Analyze the implications of cigarette smoking

o Describe the harmful short and long-term effects of cigarette

smoking on the different parts of the body

o Discuss the dangers of mainstream, sidestream or second-hand

and third-hand smoke

o Explain the impact of cigarette smoking on the family,

environment, community, and country

 Analyze the implications of drinking alcoholic beverages

o Describe the harmful short and long-term effects of drinking

alcoholic beverages

o Interpret blood-alcohol concentration in terms of physiological

changes in the body

o Explain the impact of drinking alcoholic beverages on the family,

community, and country

 Discuss strategies in the prevention and control of cigarette smoking

and drinking alcoholic beverages

o Apply resistance skills in situations related to cigarette and

alcohol use

o Enumerate healthy alternatives to cigarette and alcohol use

o Follow school rules and government laws related to cigarette

and alcohol use

o Prepare advocacy materials against cigarette and alcohol use

 Pre-Assessment

SELF-INVENTORY (ACTIVE OR PASSIVE?)

Number a page in your MAPEH notebook or activity sheet from 1 to

15. Read and answer each item below by writing YES or NO. Total the
number of yes responses for items 1 to 5, 6 to 13, and 14 and 15.

1. Do you smoke?

2. Is there someone who lives with you, who smoke?

3. Do you have friends who smoke?

4. Are you often exposed to cigarette smoke?

5. Do you sometimes find yourself with people who smoke?

6. When people around you smoke, do you let them know that you do not
want to inhale or smell their smoke?

7. Have you tried giving disapproving look at people who smoke to let
them know that you indirectly dislike smoking?

8. Have you ever commented about someone smoking but not directly to
the smoker?

9. Have you ever asked smokers to get rid of their smoke?

10. Have you ever asked smokers to transfer to another place so that you
would not inhale their smoke?

11. Have you ever tried moving away from a smoker who does not listen to
your appeal?

12. If you are in a vehicle and someone is smoking, do you roll down the
window or turn towards the window to avoid inhaling smoke?

13. Have you ever tried moving away from a smoker without asking him/
her to move away instead?
14. Will you just let smokers smoke near you, choosing to be passive,
saying nothing and doing nothing?

15. Are you afraid that if you speak out and ask a smoker to stop smoking
or move away from you, that he/ she will laugh or get mad at you?

What is your score in the self-inventory?

 Now, for items 6 to 13, if you answered YES to five or more questions, you are in the “active zone” and y
health.

If you answered NO to items 6 to 13, you are a passive smoker and need to learn to stand up
for your rights and protect your health.

If you answered YES to items 14 and 15, it is important to learn how to be active in standing
up for your rights and protecting your health.
VALUES CLARIFICATION

Copy the illustration below in your notebook or activity sheet. Based on your
self-inventory score, encircle the part using any marker or ballpen that best
describes your current position on the chart below.

PASSIVE ZONE ACTIVE ZONE

BEG
A I
T N S
RI N A
S I Y
K N S
HE N
O DOE G
F ADI O
S NG
E T
NO T TOW
X O
T O ARD
P S
SE S M
O
E STA O
S
RI NDI KI
U
R GH NG N
E T FOR G
T AG RIG (A
O C
S TI
M
O
K
E
(P
WHICH ZONE ARE YOU IN?

Copy and answer BOX A if you are in the PASSIVE ZONE. On the
other hand, copy and answer BOX B if you are in the ACTIVE ZONE.

BOX A (PASSIVE ZONE) BOX B (ACTIVE ZONE)

1. My first step in standing 1.Iwillhelppassive smokerswho

up for my rights when I am in areup
stand afraid
for to their rights to themselves on
danger of being exposed to
cigarette smoke speak up the issuefor
smoke
of
is second hand
. by
.
2. The last time I inhaled
someone else‟s smoke, I time a person smokes near me, I politely react by .
2. Every
became a passive smoker
because .

3. I will do3. the following are my ways of protecting my health from the dangers of smoke:
The following
steps to become more active
about avoiding
. passive
smoke:
.

4. I know that the benefits

4.The benefits of sharing this healthy information will be
of being active about avoiding
.
smoke are .
ANSWER THIS!

Answer the following questions in your notebook or activity sheet:

1. Why is it important for people who don‟t smoke to stand up for their
rights? What harmful chemicals do you think people can get from inhaling
cigarette smoke?

2. How can you stand up for your rights and protect your health from the
dangers of cigarette smoking?

3. What can you suggest to people who are at risk of exposure to smoke
and its harmful chemicals?

4. What if your friends started smoking, will you also smoke for your
friends‟ sake? Why or why not?

5. What will you tell your friends who smoke? What will you do if they
don‟t listen to your advice?
SELF-INVENTORY (ALCOHOL: IS IT COOL?)

Number a page in your MAPEH notebook or activity sheet from 1 to 15. Read
and answer each item below by writing YES or NO. Total the number of YES
responses.

1. Have you ever had a drink 8. Do you get irritated or

mixed with alcohol? annoyed when people talk about
your drinking?
2. Have you ever had more than
one glass or bottle of alcoholic 9. Do you drink until the supply

drink in a two-hour period? is gone?

10. Do you sometimes deny

3. Do you drink alcoholic
your drinking when someone
beverages on a regular basis
asks if you drink?
(everyday, every weekend, at all
parties attended, etc.)? 11. Do you find it difficult to say
no when someone else invites
4. Do you drink alcoholic
you for a drink?
beverages to get away from
problems? 12. Do you sometimes drink
even though you know that it will
5. Do you drink alcoholic affect your work or class the
beverages to become more next day?
comfortable with other people?
13. Do you leave class or work
6. When you are troubled or just to attend a drinking session
angry, do you drink alcohol right with groups?
away?
14. Are your grades suffering

7. Have you ever received because of your drinking?

comments about your drinking?

15. Have your friends left or
What is your score in the self-inventory?

Give yourself 1 point for every YES answer. Total your score and read the
interpretation below:

SCORE INTERPRETATION
0 to 2 Congratulations! You do not have a problem with
alcohol.
3 to 5 You could be on your way to having a problem with
alcohol.
6 to 8 Chances are you already have a problem with
alcohol.
9 and You really need help! You have a serious problem
above with alcohol.
OPEN-ENDED STATEMENTS

Choose among the three diagrams the characteristic or description that is

appropriate for you, then complete the statement that follows.

I have tried
driving while
I have no drunk/I have
problem with accompanied
a driver who
I really like
alcohol to drink
has been
drinking

 One way for me to stop drinking and

avoid possible problem is
 One way which helps  If I accompany a drunk  My personal schedule to stop
me to stay alcohol-free drinking is on
driver, I plan to
is  The people I will turn to for
 To help my family suggestions and support in
 One step I need to take overcoming drinking problems include
member or friend to stay
to stop driving after
alcohol-free, I plan to  My personal rewards for successfully
drinking is overcoming drinking problems are
ANSWER THIS!

Answer the following questions in your notebook or activity sheet:

1. How can you avoid the risks of being an alcoholic? List ways and
explain each.

2. What if someone asks you to drink an alcoholic beverage, what will

you say and do to avoid the situation? Share this with the class.

3. What if a friend of yours invited you for a drink at his/ her house and
told you he/ she will drive you home after, what will be your reaction? What
will you tell him/ her?

4. Why is it important not to drive vehicles when you went drinking?

GOALS
My Personal Goals:

After reading the information and doing the activities in this learning material, I
as a learner will be able to do the following:

1.
2.
3.
4.
5.
 Rate Your Current Proficiency Level:

Rate your current proficiency level for each part by shading the circle before
the proficiency level. Each part is worth a total of 5 points. This will serve as
your guide as you track your learning progress as we move along.

PROFICIENCY LEVEL
PARTS 1 point 2 points 3
points 4 points 5 points
Knowledge  BEGIN  DEVEL  APPROA  PROFI  ADVAN
NING OPING CHING CIENT CED
PROFICI
ENCY

Process  BEGIN  DEVEL  APPROA  PROFI  ADVAN

NING OPING CHING CIENT CED
PROFICI
ENCY

Understan  BEGIN  DEVEL  APPROA  PROFI  ADVAN

ding NING OPING CHING CIENT CED
PROFICI
ENCY

Transfer  BEGIN  DEVEL  APPROA  PROFI  ADVAN

NING OPING CHING CIENT CED
PROFICI
ENCY
 LESSON 1: The Dangers of Cigarette Smoking

Quiz Time

This quiz will not be recorded. It will assess your prior knowledge about
smoking in order to prepare you for the main activities in this learning
material. Are you ready? If you are, then answer the following questions in
your notebook or activity sheet.

A. Supply the Missing Word by writing the correct answer in your

notebook/ answer sheet/ journal.

1. Cigarette smoking primarily affects the system

.
2. Examples of gateway drugs are and .
3.

4. is the addictive chemical in smokeless tobacco and

cigarettes.

5. is a plant whose leaves can be rolled in a cigar or pipe and

can be smoked.

6. A kind of smoke emitted by cigarettes which smokers directly inhale is

called .

7. are drugs non-drug-users might try out and can lead to

trying more dangerous ones.

8. is the abnormal strong craving for and dependence on

something that is psychologically or physically habit-forming like cigarette
smoking and alcohol use.

9. The Tobacco Regulation Act of 2003 is also known as .

10. is a malignant growth of cells in the lungs due to cigarette

smoking.
B. True or False. Write TRUE if the statement is true and FALSE if the
statement is false. Write your answers in your notebook/ answer
sheet/journal.

1. Secondhand smoke is dangerous to one‟s health.

2. Smoking inside the school premises is a violation of R.A. 9211.

3. Cigarette smoking and use of smokeless tobacco kills thousands of

Filipinos every year.

4. The longer cigarette smoke stays in the body, the more it causes damage
to body parts.

5. Cancer, heart diseases, and chronic obstructive pulmonary disease

(COPD) are just some of the diseases caused by cigarette smoking.
Start Up Activity

Study the editorial cartoon on the right

side. Describe the picture. Do you agree

with what the picture intends to tell you?

Gateway drugs such as cigarettes and

alcohol are legal drugs that a non-drug

user might try, which can lead him/her to

more dangerous drugs such as marijuana

and shabu.
Since cigarettes and alcohol are readily available and generally accepted in
our society, many people use them for various purposes. Teenagers like you
are especially vulnerable because you are curious and risk-takers.

According to the study done by the National Youth Commission (NYC), 2 out
of 5 Filipino teenagers aged 13 to 15 years old smoke cigarettes
(philstar.com, March 16, 2012). Furthermore, in a study conducted by an anti-
tobacco group in the year 2011, ten Filipinos die every year of tobacco-
related diseases (Philippine Daily Inquirer, Sept. 19, 2011). Health experts
explained that the continuous increase in cigarette use and alcohol
consumption by Filipino teenagers is due to its very cheap price. Many pro-
health groups are now asking the government to increase taxes of cigarette
and alcohol companies. The increase in taxes will likewise increase cigarette
and alcohol prices in the country.

Activity 1: Key to Knowing

Copy and complete the key diagram below. List the two gateway drugs in the
two smaller boxes and the examples of dangerous and illegal drugs in the
bigger box.

DANGEROUS AND ILLEGAL DRUGS

GATEWAYDRUGS
Activity 2: Why do Teenagers Smoke?

Answer the questions found on each cigarette diagram. Place your answers
on the smoke provided space.

Why do teenagers smoke?

Why do teenagers experiment on more dangerous drugs?

Answer the guide questions in your notebook or activity sheet.

1. Do you think the mentioned reasons put your health at

risk? Why or why not?

2. What are healthier and safer alternatives to smoking?

Activity 3: How To Say No!

Practice this three-step technique for saying NO. Ask yourself each of the
questions. Ask a family member, a classmate, or a friend these questions and
positively ask him/her your position.

Step 1: What is the problem?

Say what is wrong. Say “That it is wrong.”, “Smoking is bad.”, “That is

prohibited.”, or “Drinking alcohol is against the school rules.”

Step 2: What could happen?

Ask the following:

 Could anyone be harmed if I do it? How?
 Could it get into trouble?
 Would it make one feel bad if I do it?
Step 3: What are the ways of saying NO?

Choose from any of the following:

 Say No. “No, I‟m not interested,” or simply say “No”
 Change the topic. Say “I‟m going to the park, you can come with me.”
or “Would you like to see a movie with me?”
 Tell the truth. Say “I hate smoking. It makes my breath smell ba.”,
“Smoking makes the body smell stink.” or “I‟m too young to die.”
 Joke about it. Say “My parents are good at smelling, I won‟t get past
them.” or “Are you really ready to die? I‟m not!”
 Give reasons. “I don‟t smoke, it‟s bad for the health.”, “I‟m pro-
environment, smoking makes the air dirty,” or “I have a training today, I
need clean air to get going,” or “Let‟s play basketball, beat me!”
Tell a story. Say “My father got really sick with smoking. It was
painful.”, or “My grandmother died from smoking. I don‟t want that to
happen to me or to you!”
Walk away if you can’t change your friend’s mind.
Activity 4 - Brainstorming
Brainstorm a list of words or phrases that describe or remind you of Smoking
and Alcohol. Some of these words and phrases may start with the letters in
your topic words.

SMOKING ALCOHOL

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
Activity 5: Acrostic Poem

Write acrostic poems using the topic words Smoking and Alcohol. You may
use the words or phrases that describe or remind you of the topic word that
you have brainstormed. Your poem should be about the topic word beginning
with the letter of the word.

S A

M L

O C

K O

I H

N O

G L
Check Your Knowledge:

Beyond Class Hours:

1. What are gateway drugs? Why are these drugs called gateways? How
can gateway drugs open doors for teenagers like you to try more dangerous
drugs? Interview friends, relatives, and other teenagers about their views on
gateway drugs.

Make a write-up of the interview on how gateway drugs can make people try
more dangerous drugs. What will you tell people who already smoke or drink,
based on this activity?

2. Analyze the implications of cigarette smoking and alcohol use on the

following: self, family, environment, community, and country. Using your
mathematical skills, add up how many cigarettes a person can puff? How
much will that be for a day? Add up the cigarette consumption in a week, in a
month, and for a year. What can you buy for that sum of money?

In your activity sheet/notebook, copy the figures as shown and fill the out with
appropriate entries called for.
 CIGARETTES

1 Pack/Week Total Annual Cost: 2 Packs/Week Total Annual Cost: 3 Packs/Week Total Annual Cost:

Items I Can Buy For This Amount: Items I Can Buy For This Amount: Items I Can Buy For This Amount:
 ALCOHOLIC DRINKS

1-3 Bottles per Week Total Annual4-6

Cost:
Bottles per Week Total Annual Cost:7 or more Bottles per Week
Total Annual Cost:

Items I Can Buy For This Amount: Items I Can Buy For This Amount:
Items I Can Buy For This Amount:
3. Thousands of Filipino teenagers smoke and drink alcohol every day. They
know it is bad for their health, but they still smoke and drink. What do you
think the body organs will tell someone after he/she smokes or drinks
alcohol? Research and make comics or “rage face” of the different effects of
smoking and drinking on the body.

EFFECTS OF SMOKING ON THE BODY

Recommended
Media Resources:

 Search for the following

video titles owned by

www.cdc.gov/tobacco:
- Destiny
- Heart Stopper
(2010 Surgeon General
PSA)
Example:
 Search for videos about
the dangers of tobacco
smoking at
www.youtube.com

 Try online acrostics at

Rage Face Comics www.readwritethink.org
/files/resources/interactives/
acrostic/

 Browse
www.quitsmokingnorthampto
n
.com/whats-in-a-cigarette.php
for information about
chemicals present in
cigarettes
 PART TWO - WHAT TO PROCESS

Nicotiana tabacum (photo from species_images/Nicotiana_tabacum.jpg)

Tobacco is a tall, leafy plant, originally grown in South and Central America,
but now cultivated throughout the world. There are many species of tobacco
but Nicotiana tabacum or sometimes called common tobacco is preferred for
producing present day cigarettes. Tobacco use has been recorded as early
as 600-900 C.E. as carved drawings on stones, were discovered in Mexico.
American Indians smoked it for special religious occasions and medical
purposes only. They never smoked cigar everyday.
According to the World Health Organization (WHO), tobacco smoking and
chewing is the second leading cause of death around the world. It is
responsible for the death of one in ten adults worldwide approximately
reaching about 5 million deaths in a year. It is estimated that the death toll
will rise to 10 million each year by the year 2020.

Each time a person puffs a cigarette or chew tobacco, more than 4,000
chemicals comes into his/her contact. All of these chemicals harm people in
one way or another. In studies conducted, 43 of these chemicals are known
carcinogens. Carcinogens are substances which cause cancer. Nicotine, the
addictive drug found in tobacco products like cigarettes is a poisonous
stimulant. A stimulant drug increases the central nervous system (CNS)
activity. The central nervous system controls all body organs like the heart,
lungs, brain, and processes like heart rate, blood pressure rate, respiration
rate, and more.
Every time a cigarette is lit, smoke is emitted. There are three smokes
produced by cigarette smoking namely:

Mainstream Smoke – refers specifically to the smoke that a smoker directly

inhales.

Sidestream Smoke – the smoke that comes out of the lighted end
of a cigarette or pipe. This is also called
“second-hand smoke” (SHS) or
“environmental tobacco smoke (ETS). This
is more dangerous than mainstream
smoke.

Third-hand Smoke – smoke left for a long time on sofa, beddings, pillow
and other objects. This smoke also called residual tobacco smoke (RTS)
settles along with dust and can last for months. This smoke still contains
harmful chemicals and carcinogens.
The Environmental Protection Agency
(EPA) classifies second-hand smoke as a
Group A Carcinogen. This means that
cigarette smoke has substances known to
cause cancer to humans. Short exposures
to second-hand smoke can also cause
changes in a passive smoker's blood,
making blood platelets stickier, adding
friction to the blood vessels causing
damages to its lining and thus causes an
increase in heart rate and performance
(www.epa.gov).

Activity 1: Gateway To A Healthy Family Life

Materials: pencil, marker, bond paper

On a bond paper, draw a gate on the

lower left side. Leading from your
gate will be pathways that will
describe directions your life will take.
Draw these paths and write beside the
paths your goals and targets in life
(present and future). Share your work
with your friends, parents, relatives,
and teachers.

jcyap 2012

Sample drawing for Activity1

Activity 2: The Dangers Within

Draw a cigarette stick on your activity sheet (bond paper, oslo paper,
intermediate paper). List several chemicals that you think is present in a
cigarette stick. Write these chemicals around the cigarette stick you have
drawn.

Activity 3: Text Twister

The following are known dangers of cigarette smoking and tobacco use.
Arrange the letters for each item to decipher the word(s). A hint is provided
below and beside the word(s).

HHHHIIGG BBOOOOLLDD EERRUUSSEESSRRPP

Hint: Too much exertion of blood against the arteries causing damage

EETTAARRHH IIDDAASSSSEEEESS

Hint: Involves the cardiovascular system

 OOUULLFF YYBBOODD LLEELLSSMM

Hint: What cigarette smoke can do to your body smell

DDAABB AATTEEBBRRHH
Hint: Foul s mell e xhaled from the outh
m

SSII TT RRII CCHHBBOONN

Hint : Inflammatio n of the airways from the trachea into the lungs

SSEEAAYYHHEEMM PPMM
Hint Damaged ai :sac
rt s in he lu ng
s

NNEEAAOONNIIPPMM UU
Hint: Infection of the lungs
 TT AA SS HH AA MM
Hint: A chronic disease which affects the airways

RR NN AA CC

EE CC

Hint: Group of diseases which makes body cells grow uncontrollably

Activity 4: RISKS OF CIGARETTE SMOKING

Below are sample pictures that are being used in other countries as warning
for cigarette smokers. Carefully look at each picture first, then answer the
guide questions on the space provided below.

Photo Credits:
 Guide Questions:

1. What did you feel while looking

at these pictures?

2. What generalization can you form based from the given pictures regarding the long- term hea
smoking?
Check Your Knowledge:

Beyond Class Hours:

1. What harmful chemicals and carcinogens are present in cigarette

smoke and chewing tobacco? List the implications of cigarette smoking and
chewing tobacco to a smoker‟s body. Would you like to have these
dangerous chemicals in your body?

2. Why are mainstream, sidestream, and third-hand smoke dangerous

to one‟s health? Would you like your loved ones also to get these chemicals
emitted from sidestream and third-hand smoke?

3. Describe and explain the short-term and long-term effects of

cigarette smoking and tobacco chewing. Look for pictures of the different
diseases caused by cigarette smoking. Show these pictures in class. Ask the
class how they feel after viewing the pictures.

4. Look at the picture of the “Smokers‟ Body” located at the next

page. Why is the picture presented as such? What can you say about the
picture?
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POLICIES AND LAWS AGAINST CIGARETTE SMOKING

Republic Act No. 9211, otherwise known as The Tobacco Regulation Act
of 2003 is the law governing tobacco production, distribution and use. Some
of its important provisions are the following:

HEALTHFUL
ENVIRONMENT

Section 5. Smoking Ban in Public Places. Smoking shall be

absolutely prohibited in the following public places;

a. Centers of youth activity such as playschools, preparatory

schools, elementary schools, high schools, colleges and universities,
youth hostels, and recreational facilities for persons under eighteen
(18) years old;

b. Elevators and stairways;

c. Locations in which fire hazards are present, including gas stations

and storage areas for flammable liquids, gas, explosives, or
combustible materials;

d. Within the buildings and premises of public and private hospitals,

medical, dental, and optical clinics, health centers, nursing homes,
dispensaries, and laboratories;

e. Public conveyances and public facilities including airport and ship

terminals and train and bus stations, restaurants and conference
halls, except for separate smoking areas; and

f. Food preparation areas.

 Section 9. Minimum Age Sales. – Under this Act, it shall be unlawful

a. for any retailer of tobacco products to sell or distribute tobacco

products to any minor (persons below 18 years of age);

b. for any person to purchase cigarettes or tobacco products from a

minor;

c. for a minor to sell or buy cigarettes or any tobacco product; and

d. for a minor to smoke cigarettes or any other tobacco products.

It shall not be a defense for the person selling or distributing that

he/she did not know or was not aware of the real age of the minor.
Neither shall it be a defense that he/she did not know nor had any
reason to believe that the cigarette or any other tobacco product was
for the consumption of the minor to whom it was sold.

Section 10. Sale of Tobacco Products Within School Perimeters.

– The sale or distribution of tobacco products is prohibited within one
hundred (100) meters from any point of the perimeter of a school,
public playground, or other facility frequented particularly by minors.
 Chapter 2, Article 5, Section 24 of Republic Act No. 8749, also known as the
Philippine Clean Air Act of 1999 states that:

nclosed public place including public vehicles and other means of transport or in any enclosed area outside of one's priv

Activity5: What Will I Do?

After learning about our laws against smoking, the class will be divided into 4
groups. Each group will choose a situation below to role play.
Rubric for Role Playing

Criteria Excellent Good Adequate Basic

4 3 2 1
Works Always Usually Sometimes Rarely
cooperativel willing and willing and willing and willing and
y with group focused focused focused focused
during tasks during during during
and assigned assigned assigned
presentation. tasks and tasks and tasks and
presentation. presentation. presentation
.
Presentation Convincing Competent Adequate Limited
and communicati communicati communicati communicati
perspective on of on of on of on of
character‟s character‟s character‟s character‟s
role, feelings, role, feelings, role, feelings, role,
and motives. and motives. and motives. feelings, and
motives.
Criteria Excellent Good Adequate Basic
4 3 2 1
Use of non- An Good variety An Limited
verbal cues impressive (3 or more) ofacceptable variety of
(voice, eye variety of non- verbal variety of non-verbal
and body non-verbal cues were non-verbal cues were
movements cues were used in a cues were used in a
, props, used in an competent used in an developing
costumes) excellent way. adequate way.
way. way.
Information Information Information Information Information
accuracy appears to be appears to be appears to be appears to
always usually sometimes be rarely
accurate. accurate. accurate. accurate.
TOTAL

Level of proficiency

Advance Proficient Approaching Developing Beginning

Proficiency

15-16 11-14 points 8-11 points 4-7 points 0-3 points

points
Process This!

Answer the following:

1. How can you, as a family member and a citizen of our country help
minimize, if not totally eradicate the harmful effects of cigarette smoking and
tobacco use? Explain and give examples.

2. How will you protect your family, friends, and others from the
dangers of smoking and chewing tobacco? Explain and give examples.

Beyond Class Hours:

Self-Reflection: How do you feel about

nonsmokers‟ rights? How do you fight for
these rights?

Family Involvement: Ask your family about

smoking policies at their work or school.
Share your findings to the class.
Community Involvement: Interview 5 people in your community who have
quit smoking. Prepare personal information and question sheets for them to
answer about smoking and how they quit. Your class can decide whether you
will have a standard format including questions for the interview. Draw
conclusions about your findings and present it to class.

Recommended Media Resources:

ncer/secondhand-smoke

Anti-tobacco Laws
 PART THREE - What To Process

Activity 1: Recreation and Sports Day

This Activitymust be planned a

day or two before the event. The class
can have games, sports or dance
competition which can be played for 40
minutes. Remember that your game or
sports must not be hard to organize.
The class should be grouped into
committees. Each committee is
assigned specific tasks. Have fun on
your Recreation and Sports Day!
Volleyball competition within class groups
 Activity 2: Pledge Wall

Materials:

Sample Pledge Wall

A large paper or board (manila paper, cartolina or illustration board)
Several markers or crayons
Sign boards

ke the corners of your pledge wall colorful and artistic to attract people to write. Ask people (teachers, fellow students, sch
Activity 3: Smoking and Its Impact

Analyze the impact of cigarette smoking in your community by interviewing

your local leaders and community members. Prepare your guide questions in
class.

Activity 4: Thank You Notes

Write thank you notes addressed to a person who said NO to smoking, has
stopped smoking, or has helped in the advocacy of a smokeless community.
Highlight in your thank you notes how they have contributed in making a
healthy environment and community.

Activity 5: My Health Journal

Write a journal explaining how you

manage to be smoke-free. You can use
pictures, drawings and other creative
ideas to make your journal beautiful.
Beyond Class Hours:

Answer the following:

1. What are the strategies or ways to prevent and control the use of
tobacco products like cigarettes?

2. If your classmate offered you a smoke at a hidden corner of the

school, what will you say? What will you do?

3. What if a friend of yours started to smoke? How will you make him/
her quit early before it is too late?

4. What are the school rules or government laws regarding the use of
tobacco products such as cigarettes in your community? Interview a school
personnel or research on government laws. Report your findings to the class.

5. Practice resistance skills with your friends and family members.

Use the various ways of saying no to smoking.
 What to Transfer

Now that you know how cigarette smoking negatively affects the

body and the environment, it is time to produce advocacy materials for

the prevention of cigarette use.

Activity 1: Advocacy Materials Analysis

In order for you to prepare making your own advocacy materials, carefully
analyze first available materials on the internet and write the message that it
conveys to you on your activity notebook.

http://paradoxoff.com/files/2008/10/quit-smoking-ad-18.jpg
http://pagerejo.com/wp-content/uploads/2011/02/anti-smoking-9.jpg

http://www.solarcigarette.com/blog/wp-content/
uploads/2011/04/second-hand-smoking-mom.jpg
Activity 2: Make your Own Advocacy Materials

You will now be making your own advocacy material. Form a group with five
to six members and choose among these three formats.

Song or Poem

Write a song or poem which focuses on alternative strategies or ways to

prevent cigarette smoking. Include how cigarettes can destroy one‟s life
and family.

Artwork/ Poster

Create a poster either manual or digital which depicts the cause and effect
of cigarette use. You can use junk materials to create a three-dimensional
art. Include a title and short description of your masterwork.
 Video presentation

Create a 5-10 minute video presentation about the dangers of cigarette

smoking and movement against smoking. Write a synopsis or abstract of
the video.

Establish your core message, that is, what 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 like pictures, icons to
visually enhance your advocacy material. If images come from a book,
magazine, website, or other sources, don‟t forget to credit these in your
reference corner. Use the rubric to improve your advocacy material. Submit
your material to your teacher after a week.
.
(Date)
RUBRIC FOR ADVOCACY MATERIAL MAKING
Criteria 4 3 2 1
Required The All required All but one of the Several
Elements advocacy elements are required elements required
material included in the are included in the elements are
includes all advocacy advocacy missing.
required material. material.
elements as
well as
additional
information.
Labels All items of Almost all items Many items of Labels are too
importance of importance importance on the small to view or
on the on the advocacy material no important
advocacy advocacy are clearly labeled items were
material are material are with labels that labeled.
clearly clearly labeled can be read from
labeled with with labels that at least 3 ft. away.
labels that can be read
can be read from at least 3ft.
from at least away.
3 ft. away.
Graphics - All graphics All graphics are All graphics relate Graphics do not
Relevance are related to related to the to the topic. One relate to the
the topic and topic and most or two borrowed topic or several
easier to are easier to graphics have a borrowed
understand. understand. source citation. graphics do not
All borrowed Some borrowed have a source
graphics graphics have a citation.
have a source citation.
source
citation.
Attractiveness The The advocacy The advocacy The advocacy
advocacy material is material is material is
material is attractive in acceptably distractingly
exceptionally terms of design, attractive though it messy or very
attractive in layout, and may be a bit poorly
terms of neatness. messy. designed. It is
design, not attractive.
layout, and
neatness.
Grammar There are no There are 1-2 There are 3-4 There are more
grammatical/ grammatical/me grammatical/mech than 4
mechanical chanical anic-al mistakes grammatical/me
mistakes on mistakes on the on the advocacy chanical
the advocacy advocacy material. mistakes on the
material. material. advocacy
material.
GENERALIZATION

Cigarettes and alcohol are gateway drugs. Gateway drugs open doors for a
non-drug user to try and experiment on more dangerous and illegal drugs.
Despite the total ban on cigarette advertisements, more and more Filipinos
including teenagers are getting hooked on this vice.

Cigarette was not new to the old world. American-Indians smoked during
rituals and special occasions. The tobacco plant Nicotiana tabacum is the
commercially recognized source of cigarettes nowadays. Nicotine is the
addictive substance found in tobacco products.

Cigarette smoke is known to contain more than 4,000 chemicals which have
no health benefits. Some of the dangers of smoking are bad breath, body
odor, heart diseases, hypertension, chronic obstructive pulmonary disease,
and cancer.

The three kinds of smoke produced by cigarettes are mainstream smoke

which is the smoke inhaled by smokers, sidestream smoke which is inhaled
by non-smokers, and third-hand smoke which stays on bed sheets, clothes,
and other objects. All of these smokes are dangerous.

In the Philippines, Republic Act No. 9211 also called “The Tobacco
Regulation Act of 2003” governs tobacco use. Another law, Republic Act
8749 states that smoking in public places and public conveyances are
prohibited.

After reading and gaining knowledge and information about the dangers of
smoking, the decision whether to smoke or not lies in your hands. Think of
your future, and your family. Think of your environment, your community, and
your country. Apply what you have learned from this module and you can
never go wrong in your decision.
 LESSON 2: The Dangers of Alcohol
What to Know

No Entry! ALCOHOL IN OUR SYSTEM

Motivational Activity

Look at the pictures. Tell something about these alcoholic beverages.

Answer the following questions:

1. What is an alcohol? What kinds of alcohol do you know? Is it safe to

drink different varieties of alcohol?

2. What are the effects of drinking alcohol?

Activity 1: Key to Knowing

Read the information. Copy and complete the key diagram below. List the
three types of alcohol and provide examples.

Alcohol is a colorless, bitter-tasting substance that humans have been

consuming since the ancient times. It comes from plants that underwent
fermentation. Fermentation is the process of extracting alcohol from a plant or
a fruit. An example of fermented alcohol is a beer. A beer is extracted from
grains. On the other hand, wines are from grapes and other fruits. There are
three types of alcohol: isopropyl, methanol, and ethanol. Isopropyl and
methanol are used in laboratories and are poisonous and fatal if taken. On
the other hand, ethanol is also called the beverage alcohol. This is what
humans consume that intoxicates and alters the nervous system.

Examples:

ALCOHO L
Activity 2: Brainstorming

What are the words you associate with alcohol? Write them down.
 Have you seen a person who has consumed alcoholic beverages? What are
your observations? List them inside the bottle.

1.

2.

3.

4.

_
5.

t means that when

son‟s central nervous system. It is not true that alcohol gives extra strength and energy. In addition, alcohol has very little n
 Activity 3: The Alcohol Path

How does alcohol go into your body? How is it absorbed? Fill in the blanks
with correct information.

Within 10-20 heartbeats, alcoholinthe bloodstream reaches the

Alcohol enters the body firstthroughthe
.
.

In the , alcohol is converted into water, and carbon dioxide. The pumps alcoholinthe bloodstream throughout the body.

Most alcohol enters the bloodstream through the Alcohol is filtered in the
, leaving salts
and acids, then exits the
body through urination.
Activity 4: Myth Busters

Which of the following is a misconception about alcohol and alcohol drinking?

Put an X in the box.

It’s That’s a
True! myth!
One can drink hard and still be in control of
himself/herself.
Alcohol gives extra energy.
The effect of drinking more than one type of
beverage alcohol is greater than sticking to one.
Eating before drinking alcohol can prevent
someone from being intoxicated.
Drinking coffee after consuming alcohol can
make you sober.
If someone faints after drinking alcohol, it‟s okay
to let him/her sleep.
Alcohol is a good alternative to cure snake bites.
Check Your Knowledge

Do the following:

3. Discuss alcohol and how it enters the body. Include the following:

a. Types of alcohol
b. Example of alcoholic beverages
c. Myths about alcohol and its effects
d. Path of alcohol through the body

Enrich Your Knowledge!

Recommended Media Resources:

Read the article about alcohol and statistics on alcohol drinking in the Philippines:
PART TWO - WHAT TO PROCESS

No Parking! EFFECTS OF ALCOHOL DRINKING

When alcohol enters the bloodstream, it goes in all the parts of the body. The
main effect of alcohol drinking reflects on a person‟s central nervous system
(CNS). The CNS controls one‟s mental processes, memory, speech, learning
and decision-making. It also affects a person‟s senses, feelings, movement,
and breathing.

The amount of alcohol that entered in the bloodstream at a certain period can
be measured in percentages through blood alcohol concentration (BAC) or
most often called blood alcohol level (BAL). A BAC of 0.05 percent means
there is 5 parts of alcohol per 10,000 parts of blood in the body. A 0.3-0.5
percent BAC could lead to coma, brain damages, and death.

Activity 1: Bottoms Up?

Study the situations below. What are the physical and mental effects of every
alcohol bottle to you? Each bottle of alcohol has corresponding BAC/BAL.
Complete the columns by writing the physical and mental effects of alcohol.
Situation A:
Alcohol drinker A went to a party and took around 2 bottles of beer.
After an hour, alcohol drinker left the party. Upon walking home, alcohol
drinker slightly lost balance. The speech, hearing, and memory were also
slightly impaired.

Situation B:
Alcohol drinker B spent the night with friends drinking alcohol. Alcohol
drinker consumed around 3 shots of alcohol in just an hour. After that, alcohol
drinker B significantly lost balance and coordination. Alcohol drinker B was
also found to be hard to talk with because of impaired speech, hearing and
vision. Alcohol drinker B has lost physical control, too. Alcohol drinker B was
also lightheaded and feeling very elated and happy. Alcohol drinker B could
not even decide properly on what to do.

Situation C:

Alcohol drinker C just dropped by a friend‟s house, where some friends

were drinking alcohol. Alcohol drinker C was teased to just drink 1 glass of
wine. After that, alcohol drinker C started to act silly and talking to people,
sharing a lot of things. Alcohol drinker C was also a little relaxed and started
reacting slowly.
Alcohol BAC/BAL Physical Mental Effects
Effects

0.02-0.04
or
1 drink in 1
hour

0.03-0.06

2 drinks in 1
or hour

0.05-0.14

3 drinks in 1
or hour
Activity 2: Who’s Who?

Measuring blood alcohol concentration in a person‟s bloodstream differs in

various factors. Examine the examples and cross the box of the person who
will most likely get drunk easily.

Boy or Girl

A person with a faster A person with a slower

metabolism or metabolism

A person who did not

A person who ate
before drinking alcohol or eat before drinking
alcohol

A chubby person or A skinny person

A person who drinks A person who drinks 1

bottle after bottle or bottle every hour
Let Us Analyze

Based on Activity 2, what are the factors that affect a person‟s ability to get
drunk? List them down.

Factors affecting the person’s ability to get drunk

Activity 2: Keen Senses

Materials: marshmallow, cotton balls, reading glasses with high grade

Alcohol depresses the body senses and speech. What does it feel when
drinking amounts of alcohol? One at a time, do the following:

a. Bite a marshmallow and try to talk as normally as you can.

b. Place cotton balls on your ears and talk with your classmates.
c. Put on reading glasses for a short time and try to read a paragraph.
d. Hold your ears by crossing your two arms. Bend down and do 10
spins.
What did you feel? Write down your reactions and feelings below.

Hearing Sight Speech Movement

How would smell, taste and feeling be affected by alcohol?

Activity 3: Which is which?

Alcohol causes a person both intoxication and hangover. Intoxication

happens when physical and mental changes in the body of an alcohol drinker
occur. On the other hand, hangover occurs when an alcohol drinker feels
uncomfortable effects after drinking. Give examples of situations wherein one
is intoxicated and the other one is experiencing a hangover.

Intoxication Hangover
Activity 3: Alcoholics

A person is alcoholic when he/she starts drinking obsessively and

compulsively without his/her control. What long-term effects does alcohol-
drinking acquire? Study the following cases and determine the specific long-
term effects of alcohol to the alcoholic drinker.

Alcoholic regularly drinks alcohol with or

without friends. As a result of often
ATLERCENO
drinking, alcoholic does not appear
intoxicated anymore. But lately, alcoholic
is hospitalized. Upon returning home,
alcoholic stops drinking. When stops,
alcohol cannot sleep and eat properly
and often sweaty with fear and tremor.

Because of the effects, alcoholic decides ENCDENPEDE

to go back to drinking alcohol to eat and
sleep properly again.
 Excessive drinking leads alcoholic to
have a fatty liver, where the organ is not
anymore functioning normally to
breakdown fats. Upon medical check-up,
it is found out that alcoholic‟s liver is
damaged and already scarring.
SHIORIRCS

Alcoholic is now admitted in the ICU and

RBIANMEAGAD
in coma. Alcoholic cannot talk and move
anymore. The nervous system is
damaged already. Along with this are the
complications of the liver disease.

g with drinking alcohol, a multiplier effect takes place. Alcohol depresses the body system, and if another depressant is tak
Activity 4:

How does alcohol drinking affect the family, community, and country? Write
your reflections on the diagram below.

FAMIL
Y

COMMUNITY COUNTRY
Activity 5: Let’s Hear It From Others!

Read the following testimonials of other teenagers. They were asked to

explain the effect of alcoholism in the family, community, and the country.

Alcoholism has affected our

family so much. My father used to drink
alcohol every day. When he goes home
drunk, he scolds us and sometimes
even hurts us. He has stopped working
because he cannot wake up early for
work. My father already stopped drinking
but it‟s already late. It was detected that
my father has liver problems.
- Teenager A

Our barangay is known for alcohol

drinkers. Almost every week, there are
reported cases of fist fights and murder
involving drunk persons. Some of our
neighbours started moving away from the
barangay. We cannot transfer to another
place because we don‟t have money. We
are worried about our safety.
-Teenager B
 I am worried that our country is slowly becoming an “alcohol capital”. If this continues, tourism in the cou
- Teenager C

Let’s Analyze!

How did you find the testimonials of the other teenagers? Do you share the
same answers? Find a partner and discuss your answers.

Enrich Your Knowledge!

Using the internet, search for studies involving alcoholism in the Philippines.
Visit www.doh.gov.ph.
PART THREE - WHAT TO UNDERSTAND

Right Turn Only! Avoiding Alcohol

Activity 1: Letters of Concern

Read the case below:

Teenager A is in 2nd year high school who is often is often seen with a
barkada. Teenager A is known for breaking the school policies and flunking in
classes. One time, Teenager A was caught by parents in a small bar near the
school. Teenager A was found out to have been drinking alcohol since 1st
year high school. Teenager A does it almost every week with or without
friends. Teenager A is now grounded and cannot go to school.
What advice would you give Teenager A? Write a letter to express your
thoughts.

Date:

Dear Teenager A,

Your Friend,
Activity 2: Learning To Say No

Have you been invited to drink alcohol? How did you respond? How will you
avoid these situations? Fill in the blanks with alternatives to drinking alcohol.

“HEY! LET US DRINK THIS WEEKEND!”

“Opps! I would prefer…

“I can‟t because…

“Oh no! I…

“I believe that‟s not a

good idea because…
Let’s Act It Out!
After answering, find a pair and act out the situation. Choose two of your
answers. One friend will be the one to invite drinking, while the other will be
the one refusing the offer. Take turns.

Let Us Learn!

Refusing someone who offers you to drink is easy. Follow the steps below to
help you handle the situations.

STEP 1:
Just say “No”. “Hey! There‟s a new bar in town.
Let‟s drink!”
No. I don’t want to.

STEP 2:
Say “No” again and again.
“We‟ll just drink a few then we will go
home”
No. I really don’t want to drink.

STEP 3:
Suggest another Activity. “Come on! This is just one time!”
Can we just go to the court and
play sports?

STEP 4:
“We can play anytime! But the bar is not
Give a reason. always open!”
I really don’t drink because it’s not
healthy for me.

STEP 5:
Walk away. “One bottle only?”
If you want to go, then you can. I need
to go home.
 Activity 3: Caught Up!

Read the situations below. Based on the steps to avoid drinking, how can you
handle the situations?

nce. After finishing the project, your friends suggested to watch a movie. While watching the movie, one friend brought bott

and your friend are walking home from school. You stumble upon an unopened can of beer on the road. Your friend told yo
and drink it at the side. What should you do?

_
Activity 4: Bottles of Hope

Materials: pencils, coloring materials

Look at the bottles below. Are they alcohol bottles? Convert and design them
into something else. Make them “alcohol-free”.
Activity 5: Headlines!

Read an article on alocohol from newspapers, magazines, journals, or

editorials. Clip and paste it on 1 whole sheet of paper. Write your reaction on
it.

HEADLINE OF THE DAY

Activity 6: It’s More Fun In The Philippines

According to Ricardo Zarco, alcoholism is the most common form of addiction

in the Philippines. What does the law say against alcohol? Research on laws
and bills passed to control alcohol in the Philippines. List them down. Submit
a 1 paragraph reaction about the government‟s ways to ease alcoholism in
the country.
 Rubrics for Grading Reaction Paper

Poor Average Good Excellent

0-5 6-10 11-15 16-20
Content Content Content is not Content is Content is
(20) is comprehensive comprehensive comprehensive
incompl and not and and persuasive
ete. persuasive. persuasive. and is
Points Points are Points are supported with
discuss discussed but thoroughly details. All
ed are not thoroughly. discussed. major points
not Some major Most major are excellently
clear. points were points were discussed.
stated. stated.
Organization Paragra Structure of the Paragraphs are Structure is
of Thoughts phs are paragraphs can well-written. easy to follow.
and Structure not be understood Transitions Paragraphs are
(10) clear. but hard to were present. excellently
Ideas follow. Structure is written.
are not Transitions easy to follow. Transitions are
sequenc need present.
ed improvement. Sequence is
properly logical.
. There
are no
proper
transitio
ns.
Grammar, Paper Paper contains Paper follows Paper follows
Punctuation contains few grammar grammar and grammar and
and Rules numero and punctuation punctuation
(10) us punctuation rules with rules with no
gramma errors. minor errors. errors.
r and
punctuat
ion
errors.

Check Your Knowledge

Do the following:

1. Discuss the strategies in the prevention and control of alcohol drinking.

Focus one:
a. giving alternatives to alcohol drinking and

b. explaining school and government laws pertaining to alcohol

drinking
 What to Transfer

Green and Go! No to Alcoholism!

You will produce advocacy materials for the prevention of alcohol

drinking with shared responsibility from the family for a healthy family life.

Create a material that advocates for the prevention of alcoholism.

Choose from any of the following:

[ ] Song/Poem
Write a song or poem that centers on the alternative hobbies
that can replace alcohol drinking. The song or poem may also discuss how
alcohol can ruin someone‟s life.

[ ] Artwork/Poster
Draw and/or paint an artwork that depicts the causes and
effects of alcohol drinking. You can also use recycled materials like empty
bottles/cans of alcohol to create a 3‟D artwork. Write a 1-paragraph
description of your masterpiece.

[ ] Video
Create a video presentation that shows alcoholism in the
Philippines and how the government works on controlling it. Write a short
synopsis of your video.
 RUBRIC FOR ADVOCACY MATERIAL MAKING

Criteria 4 3 2 1

Required The All required All but 1 of the Several required

Elements advocacy elements are required elements were
material included on the elements are missing.
includes all advocacy included on the
required material. advocacy
elements as material.
well as
additional
information.
Labels All items of Almost all items Many items of Labels are too
importance of importance on importance on small to view or
on the the advocacy the advocacy no important
advocacy material are material are items were
material are clearly labeled clearly labeled labeled.
clearly with labels that with labels that
labeled with can be read can be read
labels that from at least 3 ft. from at least 3
can be read away. ft. away.
from at least
3 ft. away.
Graphics - All graphics All graphics are All graphics Graphics do not
Relevance are related to related to the relate to the relate to the topic
the topic and topic and most topic. One or or several
make it make it easier to two borrowed borrowed
easier to understand. graphics have graphics do not
understand. Some borrowed a source have a source
All borrowed graphics have a citation. citation.
graphics source citation.
have a
source
citation.
Attractiveness The The advocacy The advocacy The advocacy
advocacy material is material is material is
material is attractive in acceptably distractingly
exceptionally terms of design, attractive messy or very
attractive in layout and though it may poorly designed.
terms of neatness. be a bit messy. It is not
design, attractive.
layout, and
neatness.
Grammar There are no There are 1-2 There are 3-4 There are more
grammatical/ grammatical/me grammatical/m than 4
mechanical chanical echanical grammatical/mec
mistakes on mistakes on the mistakes on the hanical mistakes
the advocacy advocacy advocacy on the advocacy
material. material. material. material.
GENERALIZATION

Alcohol drinking is one of the most common past-times of human

beings. For some alcohol replaces water as their basic drink during meals.
But little do these people know that too much alcohol consumption could lead
to damage to the body systems.

Technically, not all types of alcohol can be consumed. Only ethanol,

which is also called beverage alcohol, can enter the body. If other types of
alcohol, like methanol and isopropyl go into the bloodstream, extreme
damage and even death may occur. Alcohol intake can be measured through
the blood alcohol concentration (BAC). It is counted in percentages of ethanol
present in a person‟s bloodstream at a certain period. A higher BAC means
having a higher risk of experiencing impairments in the body functioning. For
example, drinking various alcoholic drinks at shorter intervals greatly affect a
person‟s BAC.

There are also a lot of myths and misconceptions about alcohol

drinking. It is not true that alcohol gives you extra strength. Alcohol has very
low nutritional content and it has empty calories. Drinking alcohol will not give
you a boost of self-esteem either. It is actually a depressant. It slows down
the function of the central nervous system (CNS), making a person vulnerable
to doing undesirable things. These undesirable things are often mistaken as
results of having a higher self-esteem. It is also not true that one can be sober
after drinking alcohol through consuming coffee. Coffee is a stimulant. You
can only have a drunk-awake person. Bathing does not also count to the
ways on how to sober up after heavy drinking. It just produces the same
effect as that of taking coffee. Alcohol is also not yet proven to be a cure to
snake bites and other related injuries.

There are two immediate effects of consuming alcohol: intoxication and

hangover. Intoxication happens when the alcohol goes into the bloodstream,
producing physical and mental changes in the body. These may include
changes in sight, smell and other senses. Hangover on the other hand is the
occurrence of an uncomfortable feeling after getting intoxicated. These effects
are only for occasional drinking. But when a person consumes alcohol
consistently and heavily, extreme changes in the body may occur. A person
may suffer from liver diseases like cirrhosis. Cirrhosis happens when an
alcoholic‟s liver is already being stored with fats. These fats block the flow of
blood inside the liver, making it damaged and malfunctioning.

Alcoholism in the Philippines is evident. It is said that alcohol drinking

is one of the most addictive habit of Filipinos (Richard Zarco). Alcoholism
affects a person‟s everyday life. It alters the normal activities of a person.
With this, the person‟s family will be affected too. Reported cases of family
violence are resulted from alcohol addiction. If these cases get worse, effects
will be shown on a larger scale. The communities and even the whole country
will be affected.

Only a person can help himself. Prevention is still better than cure.
That is why a person must have a strong foundation of resistance skills.
These skills involve getting the courage to refuse the temptation of alcohol
consumption. These skills also involve advocacy on the prevention of alcohol
addiction. After all, it is always our choice. Alcohol is just a colorless, bitter-
tasting liquid that we can avoid drinking
Glossary Of Terms

A
addiction being dependent on a drug or combination of drugs
addictive drugs drugs that can cause addiction physically and psychologically
advocacy materials –materials like posters, flyers, or brochures whichshow
active support of ideas or causes; plead or argue for something
alcohol –colorless, bitter-tasting liquid that is consumed and/or used either as
beverage or medicine
alcoholism – condition when a person heavily consumes alcohol consistently
alcohol poisoning occurs when the body is damaged physically due to too
much alcohol consumption.B
Blood-alcohol concentration (BAC) –measured in percentages, amount of
alcohol that has entered a person‟s bloodstream at certain
duration
Blood-alcohol level (BAL) – another term for blood-alcohol concentration
brain stroke –a non-communicable disease which affects the arteries which
carries blood to the brain resulting to brain damage. Also called
brain attack or plainly stroke.C

cancer - any malignant growth or tumor caused by abnormal and uncontrolled

cell division which may spread to other parts of the body through lymphatic
system or the blood stream
carcinogen –any substance that causes cancer
central nervous system (CNS) - the part of the nervous system that receives
and coordinates all body activities; consists of the major nerves, brain and
spinal cord
cigarette ely grounded and processed tobacco wrapped in a special paper for
smoking
cirrhosis – condition when the liver is “scarred‟ due to heavy alcohol
consumption
COPD – stands for Chronic Obstructive Pulmonary Disease, adisease of
smokers which worsens over time. It is characterized by severe coughing,
shortness of breathe, wheezing, and tightening of the chest.D

dependence – condition when a person needs a drug like alcohol and

cigarette in order for the body to function normally
depressant – a drug that suppresses the central nervous system, slows down
body function
drug – any substance not considered as food which alters body structure of
functions
E
emphysema – lung disease which worsens in time. One of the smokers‟
disease which destroys the alveoli (air sacs) and nearby tissues. It is
characterized by shortness ofbreath, rapid breathing, and expanded chest
cavity.
ethanol also called beverage alcohol which comes from fruits and grains, type
of alcohol that can be consumed by humans
F
fatty liver condition when the liver is being stored with fat from alcohol
fermentation –the process of extracting alcohol from plant or fruitsourceG

gateway drug – drug which can open doors for the user to experiment and try
more dangerous drugs. Drugs like nicotine and alcoholH

hangover – physical effects that give discomfort to humansm who

consumed alcohol

heart attack – is the immediate death of heart muscles due to blockage of the
coronary arteries (heart arteries) by a blood clot. It is also called myocardial
infarction

illegal drug – a drug mandated by law as not to be used by anyone either in

small or large amount

intoxication – physical and mental changes that the body is experiencing

upon consuming alcohol
M

mainstream smoke - the filtered smoke directly inhaled by the smoker

marijuana - a strong-smelling plant from whose dried leaves are prepared

as a euphoriant and hallucinogenic drug; the most commonly used illegal
drug either smoked or chewed

methanol – type of alcohol that is poisonous and lethal if consumed by man

multiplier effect – condition when alcohol is consumed simultaneously with

any drug or medicine, causing impairments in the physical and mental
functioning of the body
N

nicotine - an alkaloid poison found in tobacco and used in medicine and as

an insecticide; the main ingredient in cigarettesS
sidestream smoke the smoke that comes out of the lighted end of cigarette
or pipe. Also called “second-hand smoke (SHS) or “environmental tobacco
smoke (ETS). smoking the act of smoking cigarette, tobacco, or other
substances

stimulant drug – a drug which temporarily quickens the central nervous

system
T
third-hand smoke – dangerous smoke left on objects like sofa,
beddings, and clothes

tobacco – refers to the leaves of the tobacco plant which are

dried and prepared for smoking or chewing

tolerance – condition when a person needs more alcohol to

feel its original effects

REFERENCES
Print materials:
 Merki, M. and Merki, D.(1996). Health: A Guide to Wellness.
California, U.S.A. Glencoe/ Mc Graw-Hill

 Ryder, V. (1990). Contemporary Living. Illinois, U.S.A. The

Goodheart-Willcox Co., Inc.
Non-print materials:
 emb.gov.ph/ECA%20Center/RA8749.pdf
 en.wikipedia.org
 kidshealth.org/classroom/3to5/problems/drugs/smoking.pdf
 newsinfo.inquirer.net/61111/smoking-kills-10-filipinos-every-hour
 vsearch.nlm.nih.gov
 www.cancer.org/Cancer/CancerCauses/TobaccoCancer/secondh
and-smoke
 www.chanrobles.com
 www.goodcharacter.com
 www.peelregion.ca
 www.philstar.com/article.aspx?articleid=787799&publicationsubca
tegoryid=200
 www.quitsmokingnorthampton.com/whats-in-a-cigarette.php for
information about chemicals present in cigarettes
 www.readwritethink.org /files/resources/interactives/acrostic/
 www.who.int/tobacco/wntd/en/

Photographs:
 Bottle of Alcohol – Johannsen C. Yap
 Hand Clasping Cigarettes – Johannsen C. Yap
 Hand with Broken Cigarette Sticks – Johannsen C. Yap
 Students Playing Volleyball – Johannsen C. Yap