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Health
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Learner’s Material
Unit D
This book was collaboratively developed and reviewed by
educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
We value your feedback and recommendations.
Department of Education
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.
Physical Education and Health – Grade 10
Learner’s Material
First Edition 2015
ISBN:
Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking
permission to use these materials from their respective copyright owners. All means have
been exhausted in seeking permission to use these materials. The publisher and authors do
not represent nor claim ownership over them.
Only institutions and companies which have entered an agreement with FILCOLS
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have not entered in an agreement with FILCOLS must, if they wish to copy, contact the
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Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 4392204.
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Development Team of the Learner’s Material
Consultant: Grace Reyes-Sumayo and Hercules Callanta
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Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,
Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia
Editor: Mercedes Manguerra
Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,
Grace Duka-Pante, Salve Favila, Lordinio Vergara
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INTRODUCTION
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Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.
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This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a
healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
participation in health trends, issues and concerns in health care, and planning for a
health career.
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Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
relevant skills and information, preparing yourself for the challenges of the world.
As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.
Come on. Let’s get started!
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Table of Contents
HEALTH
Unit 2: Health Trends, Issues, and Concerns in the National Level ................ 231
Introduction ..................................................................................................... 232
Learning Competencies .................................................................................. 233
Pre-Assessment .............................................................................................. 233
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Activity 1: New Mail! .................................................................................. 234
Activity 2: Let’s Recall! ............................................................................... 236
Activity 3: Alternatives ............................................................................... 237
Activity 4: Pillars of Foundation ................................................................. 238
Activity 5: Your AID to AIDS ...................................................................... 240
Activity 6: True or False ............................................................................. 241
Activity 7: Because!.................................................................................... 242
Activity 8: Gateway or Get-away ............................................................... 243
Activity 9: Cigarette Packs
.................................................................... 244
Activity 10: Rescue the Child ..................................................................... 246
Activity 11: Group Research ..................................................................... 248
Activity 12: House Speech ........................................................................ 248
Activity 13: Jigsaw ..................................................................................... 249
Activity 14: I Am Aware ............................................................................. 249
Activity 15: Student Lawyers! ..................................................................... 250
Activity 16: Health Headlines ..................................................................... 252
Activity 17: Pressing Issues ....................................................................... 252
Activity 18: Letter of Concern ..................................................................... 253
Post-Assessment........................................................................................... 254
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References ..................................................................................................... 256
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Unit 2: Health Trends, Issues, and
Concerns in the National Level
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Number of Meetings: 10
CONTENT STANDARDS
The learner demonstrates understanding
of current health trends, issues, and
concerns in the local, regional, and
national levels.
Introduction
As an adolescent, you experience numerous health issues that pertain to
your well-being. What are some examples of these concerns? Write them in the
circles.
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I.
PERFORMANCE STANDARDS
The learner consistently demonstrates
critical thinking skills in exploring local,
regional, and national health issues,
trends, and concerns.
This module will help you recognize and understand how the government works
with various institutions and sectors to address issues and concerns. It is important to
know these policies because they embody your rights as a citizen of the country. Be
aware. Be knowledgeable. Practice your rights.
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III.
Pre-Assessment
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II. Learning Competencies
The learner:
1. discusses the existing health-related laws;
2. explains the significance of the existing health-related laws in safeguarding
people’s health;
3. follows existing health-related laws;
4. critically analyzes the impact of current health trends, issues, and concerns;
and
5. recommends ways of managing health issues, trends, and concerns.
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Consumer Act
Traditional and Alternative Medicines Act
Responsible Parenthood and Reproductive Health Act
Philippine AIDS Prevention and Control Act
Comprehensive Dangerous Drugs Act
Tobacco Regulation Act
Cybercrime Prevention Act
Anti-Child Pornography Act
National Blood Services Act
Anti-Hazing Law
National Environmental Awareness and Education Act
Seat Belts Use Act
Anti-Drunk and Drugged Driving Law
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a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
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A. Identify the policy being described in each number. Choose from the box the
letter of the correct answer in the table.
Letter
of the
Answer
Description of the Policy
1. Provides for the inclusion of environmental education programs
in various national institutions
2. Supervises the legal production of cigarettes in the country
3. Provides assistance for the prevention and control of AIDS
4. Provides for the regulation of products and services being sold
and offered in the country
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5. Describes the blood donation program in the country
6. Prohibits physical and emotional harm and abuse as initiation to
a certain social group
7. Penalizes vehicle drivers who are under the influence of drugs
and alcohol
8. Provides for the regulation of narcotic and other related
substances being sold/imported in the country
9. Identifies scientifically proven herbs as medicinal plants
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10. Penalizes vehicle users who will not wear safety belts while on
the road
11. Protects children from any malicious acts online
12. Provides for criminal offenses committed online
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13. Provides for maternal and child healthcare, family planning, and
responsible parenthood
PART I: WHAT TO KNOW No. of Sessions: 5
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In the WHAT TO KNOW phase, you will answer activities which
will assess your prior knowledge. At the end of the phase, you
will be assessed again to check your knowledge about the
concepts and information learned.
CONSUMER HEALTH
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Activity 1: NEW MAIL!
Read the letter of complaint given and answer the questions following after.
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1. What is the letter sender’s dilemma?
___________________________________________________________
___________________________________________________________
2. What consumer right is the letter sender practicing?
___________________________________________________________
___________________________________________________________
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Activity 2: LET’S RECALL!
Round Robin:
I.
Materials:
• 1 pad paper for the group
• pens for each member
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Time to Read
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II. Procedure:
1. Form groups of 5 members.
2. Each member is given 1 minute to recall a consumer right discussed in the
previous module. When the bell rings, the student passes the paper to the
next member.
3. Group Sharing:
Discuss these in your group.
a. What does each consumer right mean?
b. In what ways can you practice these rights?
Republic Act No. 7394 or the Consumer Act of the Philippines has three
objectives (Galvez Tan, et al., 2009):
1. Protect the interest of the consumer
2. Promote his/her general welfare
3. Establish standards of conduct for business and industry
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To achieve the objectives, the Act aims to protect people against hazards to
health and safety, and deceptive and unfair sales acts and practices. In this light, the
policy mandates for information dissemination and education to facilitate sound choice
and proper exercise of rights by the consumer.
The Consumer Act also covers the quality and safety of different products
like food, drugs, cosmetics, and devices. The policy also promotes the protection of
citizens against hazardous substances that may be in sale. Hence, proper labeling
and fair packaging shall be required for all the products being sold.
Aside from health information and products, health services also play an
important role in appraising and improving the well-being of a person. Health services,
which are also covered under the Consumer Act, are also availed by consumers. One
form of health service is complementary and alternative medicine.
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In connection with the Consumer Act, Republic Act 8423 or the Traditional and
Alternative Medicine Act of 1997 (TAMA) provides for the improvement of quality and
delivery of healthcare services in the country through the development of traditional
and alternative healthcare and its integration into the national healthcare system.
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The policy also identifies medicinal plants in the country which are readily
available. These medicinal plants shall be given care by different agencies. In order to
coordinate various activities and programs in the traditional and alternative healthcare
delivery system, the Act provisions the establishment of the Philippine Institute of
Traditional and Alternative Healthcare (PITAHC) to accelerate the development of the
said healthcare in the country.
Activity 3: ALTERNATIVES
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1. What are different forms of complementary and alternative medicine
approved by TAMA?
2. Identify the pictures.
Let us Recall:
The TAMA of 1997 states that there are more than 2000 available medicinal
plants in the country, but only 10 are approved by the Department of Health. What are
these medicinal plants? List them in your notebook.
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III. Reproductive Health
Another pressing health issue that concerns you as an adolescent is
reproductive health. “Reproductive health is defined as a state of physical, mental,
and social well-being in all matters relating to the reproductive system, at all stages
of life” (Galvez Tan, et al., 2009). With the sudden physical and emotional changes in
your body, more and more questions are starting to surface. Reproductive health is
crucial for it paves the way for your social and economic development. Furthermore, it
has also a great influence in the health of the next generation. The health of newborn
children will be dependent on the health of the parents, particularly the mother.
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To aid the reproductive health needs of the citizens, the government mandated
the RA 10354 or most commonly known as the Responsible Parenthood and
Reproductive Health Act. Get to know more about the Act by answering the activity.
Activity 4: PILLARS OF FOUNDATION
Pillar 1:
NFDEORMI
_________
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The Responsible Parenthood and Reproductive Health Act builds it foundation
on four pillars.
1. Identify these pillars below by unscrambling the letters.
2. Read the provisions beside each pillar.
COHICE
______
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As stated in the Act, effective and quality
reproductive healthcare services, which are ethically and
medically safe, legal, accessible, and affordable, shall
be given primacy to ensure the health of the mother and
child. Also, the government shall promote and provide
unbiased information and access to these services.
This pillar also covers the provision for the integration of
reproductive health and sexuality education in schools,
and other educational settings.
Pillar 2:
TESPCER
_______
OFR
___
FIEL
____
The Act recognizes that abortion is illegal and punishable
by law. However, mothers will be identified to have
aborted an unborn child will be served with post-abortive
treatment and counseling in a humane, nonjudgmental,
and compassionate manner.
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Pillar 3:
TIRHB
_____
LOTRONC
_______
Pillar 4:
LEBOSRPNISE
___________
HONTPERAOD
__________
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Reproductive healthcare, information, and supplies shall
be made available most especially to poor beneficiaries.
However, the Act provisions also that the government
must respect the citizen’s individual preferences and
choices of family planning method.
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Couples determine their ideal family size. In addition,
the government shall equip each parent with needed
information in all aspects of family life, reproductive
health, and this pillar.
Let’s Reflect!
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Find a partner and discuss these questions.
1. As adolescents, what benefits do we get from the Responsible Parenthood
and Reproductive Health Act?
2. What do different groups predict? What are the positive and negative
impacts of the law?
Beyond the Classroom
1. Read about HIV and AIDS.
2. Prepare for sharing in the next meeting.
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Readings:
Reproductive health also concerns problems such as sexually-transmitted
infections. According to Dr. Natividad (2013), in the Young Adult Fertility and Sexuality
Study of 2013 (YAFS-4), a survey of Filipino college and high school graduates, 36.2
percent and 43.5 percent respectively admitted to having engaged in premarital sex.
In addition 66.7 percent and 79.6 percent did not use any protection at first premarital
sex. These scenarios are most often the causes of infections.
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Activity 5: YOUR AID TO AIDS
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Acquired Immunodeficiency Syndrome or AIDS is caused by human
immunodeficiency virus (HIV) which usually does not have symptoms in its early
stages. “Initially, people with HIV were diagnosed as having AIDS only when they
developed blood infections, the cancer known as Kaposi’s sarcoma, or any of the 21
other indicator diseases” (Donatelle, 2006). In addition, HIV is highly infectious through
unprotected sexual intercourse, breastfeeding (of an infected mother to infant), and
blood transfusion/injecting drugs (needles used for infected patients). Currently, there
are several treatment options for HIV and AIDS, but no known cure yet.
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Write a short reflection on how HIV affect a person’s life and others.
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In this light, the government also puts its efforts to eradicate these sex-related
diseases, most especially AIDS.
The Republic Act No. 8504 or the Philippine AIDS Prevention and Control Act
of 1998 was passed by the Congress on July 28, 1997. The Act promulgates “policies
and prescribing measures for the prevention and control of HIV/AIDS in the Philippines,
instituting a nationwide HIV/AIDS information and educational program, establishing
a comprehensive HIV/AIDS monitoring system, strengthening the Philippine National
AIDS Council, and for other purposes” (PNAC).
The Act also provides for education and information dissemination in various
institutions and agencies, safe practice and procedures (testing, screening, and
counseling) in health organizations and associations, monitoring of cases with
confidentiality, and programs for anti-discriminatory acts (in the workplace, hospitals,
and other public institutions).
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Activity 6: TRUE OR FALSE
Write True if it is according to the policy, and False if it is not.
__________ 1. A person with HIV/AIDS is allowed to donate blood, tissues, or
organs.
__________ 2. HIV testing is not compulsory and required.
__________ 3. Pre- and post-test counseling sessions are given to those who
undergo HIV testing in accredited centers.
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__________ 4. People with HIV/AIDS are not allowed to avail services provided
by public hospitals because infection might spread.
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__________ 5. AIDSWATCH monitors the incidences of HIV infection in the
country and writes reports about it.
__________ 6. A person with HIV/AIDS is treated with utmost confidentiality by
medical personnel.
__________ 7. A patient’s case is still confidential even if there is an interference
by a court.
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__________ 8. The AIDS Prevention and Control Act of 1998 promotes
discrimination against people with HIV/AIDS.
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__________ 9. The Philippine National AIDS Council manages the HIV testing in
various accredited centers.
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__________ 10. A person with HIV/AIDS is not allowed to travel abroad.
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Activity 7: BECAUSE!
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Why do people engage in unsafe and unprotected premarital sex?
1. Form a group with 5 members. Assign each member numbers 1-5.
2. Each member will be given 20 counts to write his/her response to the
question above.
3. When the time is up, he/she will pass the paper to the next member.
IV. Substance Use and Abuse
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Gateway drugs may be considered as windows to unprotected sex. These are
drugs “that people use initially that may eventually lead to the abuse of illegal drugs”
(Galvez Tan, et al., 2009). Alcohol and tobacco are gateway drugs. When alcohol is
consumed, the central nervous system is affected. Thus, a person is more vulnerable
to doing dangerous acts because of depressed decision-making skills.
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Activity 8: GATEWAY OR GET-AWAY
What are some examples of gateway drugs?
List them on the table below.
Kinds of Tobacco
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Kinds of Alcohol
How can you avoid using them? Give examples.
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Getaway 1: __________________________________________________
Getaway 2: __________________________________________________
Getaway 3: __________________________________________________
On the other hand, the government also provides protection from these
gateway drugs through the Comprehensive Dangerous Drugs Act and the Tobacco
Regulation Act.
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Republic Act No. 9165 or the Comprehensive Dangerous Drugs Act of 2002
protects citizens from the harmful effects of dangerous drugs to their physical and
mental well-being. According to the policy, here are some which are considered as
unlawful acts and are subject to penalties and fines.
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a. Importing of dangerous drugs and/or controlled precursors and essential
chemicals (narcotic drugs and psychotropic substances)
b. Selling, trading, administering, dispensing, delivering, distributing,
and transporting dangerous drugs and/or controlled precursors and
essential chemicals
c. Maintaining a drug den, drive, or resort
d. Manufacturing of dangerous drugs and/or controlled precursors and
essential chemicals
e. Manufacturing or delivery of equipment, instrument, apparatus, or other
paraphernalia for dangerous drugs and/or controlled precursors and
essential chemicals
f. Possessing dangerous drugs, equipment, instrument, apparatus, or
other paraphernalia
g. Possessing dangerous drugs during parties, social gatherings or
meetings
h. Cultivating or culturing plants classified as dangerous drugs or sources
of such
i. Unnecessary prescribing dangerous drugs
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On the other hand, Republic Act No. 9211 or the Tobacco Regulation Act of
2003 protects people from the sale, use, and advertisements of hazardous tobacco
products.
In order to promote a healthful environment, the Act absolutely bans smoking
in public places, most especially in centers of youth activities, elevators and stairwells,
fire-hazardous places, within public and private hospitals and medical clinics, airport
and other terminals, and food preparation areas. In this light, a designated smoking
and non-smoking area should be utilized.
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The Act also restricts access to sale of tobacco products to minors. Tobacco
may not be put in a vending machine, unless it verifies age, and may not be sold within
100 meters of a school. Should tobacco be sold, there should be proper signage that
indicates target consumers.
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When it comes to advertising and promotions, the Act provisions the printing of
warnings on cigarette packs in either Filipino or English. In addition, health warnings
should also be included.
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Lastly, the government should provide programs and projects for those who
shall be affected by the passing of the Act. One example of which are the tobacco
growers. The Act provisions the establishment of a cooperative and assistance
program for the said people.
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Activity 9: CIGARETTE PACKS
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The Tobacco Regulation Act of 2003 requires the printing of warnings on
cigarette packs.
1. What are some examples of these warnings?
2. Design the packs of cigarettes.
Reflection Questions:
1. How did you feel upon writing the warnings?
2. What are the psychological effects to a person who reads the cigarette
warning labels?
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V. Social Health
Peer influence also concerns you as adolescents. You are in the
developmental stage wherein you build lasting relationships with peers. Here are
some issues that you may encounter:
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1. Cybercrime
With the advancement of technology, there are various platforms
where you may express yourself. This diversity may do both good and
harm to you. “Cyber refers to a computer or a computer network, the
electronic medium in which online communication takes place”. Thus,
cybercrime is simply any crime committed in cyberspace. To protect the
citizens from this concern, the government mandated Republic Act No.
10175 or the Cybercrime Prevention Act of 2012. The law mandates
the prohibition of cybersex, child pornography, unsolicited commercial
communications, and computer-related identity theft.
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2. Child Pornography
In relation to cybercrime, child pornography has become a
pressing concern of this generation. Republic Act No. 9775 or the AntiChild Pornography Act of 2009 defines the crime of child pornography.
As defined, “Child pornography” refers to any representation, whether
visual, audio, or written combination thereof, by electronic, mechanical,
digital, optical, magnetic or any other means, of child engaged or
involved in real or simulated explicit sexual activities” (Official Gazette,
2009). In addition, it is also important to note how the Act defines a
“child”.
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“Child” refers to a person below eighteen (18) years of age
or over, but is unable to fully take care of himself/herself
from abuse, neglect, cruelty, exploitation or discrimination
because of a physical or mental disability or condition. For
the purpose of this Act, a child shall also refer to:
(1) a person regardless of age who is presented, depicted
or portrayed as a child as defined herein; and
(2) computer-generated, digitally or manually crafted images
or graphics of a person who is represented or who is
made to appear to be a child as defined herein.
Child pornography may also be syndicated if there are three (3) or more
persons confederating with one another. In this light, it is not only the victim
who can file a complaint, but the parents or guardians, relative within the
third degree, officer or social worker of a licensed child-caring institution
or DSWD, barangay chairman, law enforcement officer, at least three
concerned responsible citizens in the same place where the pornography
occurs, and a person who is knowledgeable of the law may do so.
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Once the victim is identified, he/she is subject to care, custody and
treatment from the Department of Social Welfare and Development. In
addition, an inter-agency program shall also be established to prevent child
pornography.
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Activity 10: RESCUE THE CHILD
When a child is subject under pornography, who may file a complaint for the
victim? List them below.
3. Hazing
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Fraternities and sororities, gangs, and social groups are starting
to become more and more identified and publicized. Because of their
“alleged” prestige and prime, more teens are encouraged to be a part
of them. For some of these groups, hazing may be an option to test an
“applicant’s” willingness and commitment. On the other hand, hazing is
very dangerous, and proven to have killed many lives.
The government protects the youth through the Republic Act
No. 8949 or the Anti-Hazing Law. The Act penalizes those who will
go too far during initiation rites wherein the “applicant” is subjected to
severe physical and emotional pain and suffering
4. Blood Donation
Being proactive citizens of the country, you must willingly help
others in ways that will not harm you. One of the emerging forms of
voluntary service is blood donation. Republic Act No. 7719 or the
National Blood Services Act of 1994 aims to promote and encourage
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voluntary blood donation by the citizenry, provide for adequate, safe
and affordable and equitable distribution of blood and blood products.
In order to attain these aims, the Act provisions the establishment of a
Blood Services Network which consists of the following:
a. National Council for Blood Services and its various committees
It serves as the governing body of the network and is responsible
for the approval of various policies on blood services.
b. Philippine National Blood Services
Authorized Blood Collection Units and Facilities
Private and Public Hospital Blood Banks and Blood Stations
Non-Hospital Health Facilities
National Reference Laboratories for Immunology and
Immunohematology
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VI. Safety in the Environment
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c.
d.
e.
f.
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Under its Blood Centers, it works on the recruitment, retention,
and care of voluntary blood donors, collection of blood from qualified
donors, testing of units of blood for infectious diseases, and the like.
EP
E
Pollution and road safety are two of the most usual issues that concern you
as a member of your community. Here are some policies most appropriate to address
these concerns.
1. Pollution
D
With the exponential growth in population, more resources are being
demanded and supplied to the people. However, people do not manage
these resources properly. Thus, pollution arises. That is why the government
mandated the Republic Act No. 9512 or the National Environmental
Awareness and Education Act of 2008.
This Act promotes environmental awareness through environmental
education. Various educational agencies, DSWD, DOST, and DENR shall
integrate environmental education in their curricula. It shall encompass the
concepts and principles, laws, international and national best practices,
threats of degradation and its impacts to human well-being, responsibilities
of humans in conservation, protection and rehabilitation of resources,
and sustainable development through the environment. In addition,
environmental education shall also be part of the National Service Training
Program (NSTP).
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2. Road Safety
Road accidents are one of the most frequent causes of death among
Filipinos. To respond to this alarming situation, citizens are protected by
law through these Republic Acts.
PY
Republic Act No 8750 or the Seat Belts Use Act of 1999 aims to secure
and safeguard passengers and drivers of motor vehicles from injuries and
other effects of vehicular accidents. The policy includes the mandatory
wearing of seatbelts by the driver and front seat passengers of any running
motor vehicle. The Act also prohibits children from sitting in the front seat
of any motor vehicle.
Activity 11: GROUP RESEARCH
C
O
In addition, Republic Act No. 10586 or the Anti-Drunk and Drugged
Driving Law also penalizes those who will be caught driving under the
influence of alcohol, drugs, and other similar substances.
D
1. Form groups of five (5) members each.
2. Research the penalties and fines that are given to those who will violate the
policy assigned to your group.
3. Prepare for reporting.
TEST YOUR KNOWLEDGE
EP
E
The following activity will be recorded under Knowledge. Read
the directions carefully and give the best answers.
Activity 12: HOUSE SPEECH
D
1. Pretend that you are a House Representative.
2. You authored a law that you will be presenting to the general public.
3. Select one act/law that was previously discussed.
4. Write a speech that includes the title of the act, its descriptions, provisions,
and penalties.
248
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Part III: WHAT TO PROCESS
No. of Sessions: 1
In the WHAT TO PROCESS phase, you will answer and
perform activities which will help you process and improve your
understanding. At the end of the phase, you will be assessed
again to check your processing skills about the concepts and
information learned.
Activity 13: JIGSAW
C
O
PY
1. Divide the class into groups of four (4) students.
2. For each group, assign Students A, B, C, and D.
3. Each group shall reflect on the question:
How do health policies affect and protect the citizenry?
4. Each member of the group is assigned to focus on one concept.
Student A: Impact to students
Student B: Impact to parents
Student C: Impact to businessmen
Student D: Impact to the government
EP
E
D
5. All Students A should sit together and discuss the concept assigned to
them. Students B, C, and D will do the same.
6. You will be given 10 minutes to discuss.
7. When the bell rings, all students should go back to their original groups
(with Students A, B, C, and D in each).
8. Each group will then be given another 10 minutes to share what the
members learned from their fellow Student A/B/C/D.
9. Assign a speaker for each group to report the reflection in class.
D
TEST YOUR PROCESSING SKILLS
The activity below will be recorded under Process. Read the
procedures carefully and use the rubric to improve your output.
Activity 14: I AM AWARE
Having discussed the impact of the national issues, trends, concerns, and the
laws that apply to them, what is their impact to you as an adolescent?
1. Select 3-4 acts or laws that best apply to you as a teenager.
2. Write a personal essay about them.
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PY
No. of Sessions: 1
C
O
Part III: WHAT TO REFLECT AND UNDERSTAND
D
In the WHAT TO REFLECT AND UNDERSTAND phase, you
will do activities which will assess your deeper knowledge and
understanding of the topics learned. At the end of the phase, you
will be assessed again to check your reflection and understanding
about the concepts and information learned.
EP
E
Activity 15: STUDENT LAWYERS
1.
2.
3.
Read and analyze the situations.
What health policy/policies is/are concerned in each situation?
In what way may the policy/policies affect the character?
D
A factory worker voluntarily underwent HIV testing. The result shows that the worker
is positive with the infection. He/She reported about it to the administration. He/
She is now hearing discriminatory remarks from the co-workers. Apparently, the
administrator spread the news of his condition to the workers.
Health Policy:
_________________________________________________________________
How does the law affect the character?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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A couple is getting married in a few months.
They are required to attend seminars on family planning.
Health Policy:
_________________________________________________________________
PY
How does the law affect the character?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C
O
What advice would you give the couple?
___________________________________________________________________
___________________________________________________________________
D
Upon scouting the area, neighbor A identifies a certain plant as a source of an
addictive substance. The area is owned by a rich businessman in the city.
EP
E
‘
Health Policy:
_________________________________________________________________
D
How does it affect both characters?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
If you are neighbor A, from whom will you ask help about your concern?
___________________________________________________________________
251
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An old person consults a doctor and is advised to undergo alternative health care.
The old person is apprehensive and doubtful of the health care option
Health Policy:
_________________________________________________________________
PY
How does it affect the character?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C
O
Why do people think lowly about alternative and complementary healthcare
modalities?
___________________________________________________________________
___________________________________________________________________
EP
E
D
Activity 16: HEALTH HEADLINES
1. Look for a news clip about a health concern or issue (in the past 2-3 months)
2. Read and analyze it.
3. Identify which policy is concerned with the issue.
4. Write a short commentary on the news item.
Activity 17: PRESSING ISSUES
1. Here are other policies relating to the health of the Filipinos.
2. Find a partner and read any two (2) of them.
R.A. 6969 Toxic Substances
R.A. 10351 Excise Tax on Alcohol and Tobacco Products
R.A. 8172 Act on Salt Iodization Nationwide (ASIN)
R.A. 7277 Magna Carta for Disabled Persons
R.A. 9994 Expanded Senior Citizens Act
R.A. 8371 Indigenous Peoples Rights Act of 1997
D
•
•
•
•
•
•
3. Pair-Share
Find a pair and discuss these concerns:
a. Why do these health issues concern the public?
b. What explains the cause of these issues?
c. How will you be able to manage these issues?
252
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Activity 18: LETTER OF CONCERN
If you are going to talk to the country’s lawmakers, what questions about the
laws you have learned will you ask them? Write the questions in your notebook.
Part IV: WHAT TO TRANSFER
No. of Sessions: 2
PY
In the “WHAT TO TRANSFER” phase, you will apply what you
have learned through creating or producing a product. At the end
of the phase, you will be assessed again to check your knowledge,
skills and attitudes.
C
O
Health Correspondents
1. Form groups of 3-4 members.
2. Brainstorm about a research topic on the impact of the national health
policies to different sectors of the society.
D
Possible topics:
• Awareness of individuals on the health policies
• How individuals practice the policies
EP
E
3. Formulate interview questions and discuss with any of these individuals:
a. religious leaders / ministers
b. police officers
c. mothers
d. teachers
e. barangay officials
f. entrepreneurs / sari-sari store owners
g. person/s with disability
D
4. Write your research paper in the following format:
I.
Title
II.
Thesis Statement
III.
Research Questions
IV.
Background Information
V.
Results
VI.
Discussion and Analysis
VII.
Conclusion
VIII. References
5. Prepare for presentation and sharing in class.
253
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VI. Post-assessment
Select six (6) policies from the list.
In each of the boxes, write the name of the policy and provide at least three (3)
salient points.
C
O
PY
Consumer Act
Traditional and Altenative Medicines Act
Responsible Parenthood and Reproductive Health Act
Philippine AIDS Prevention and Control Act
Comprehensive Dangerous Drugs Act
Tobacco Regulation Act
Cybercrime Prevention Act
Anti-Child Pornography Act
National Blood Services Act
Anti-Hazing Law
National Environmental Awareness and Education Act
Seat Belts Use Act
Anti-Drunk and Drugged Driving Law
EP
E
D
•
•
•
•
•
•
•
•
•
•
•
•
•
Policy: ______________________
Policy: ______________________
D
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




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Policy: ______________________
Policy: ______________________






C
O
PY



Policy: ______________________

D

D
EP
E
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Policy: ______________________
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References
Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson
Education, Inc.
Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic
Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.
Meeks, L., et al. (2005). Comprehensive school health education: Totally
awesome strategies for teaching health ®. (4th ed). McGraw-Hill. New
York.
PY
Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill
Natividad, J. (2014). Filipino Youth: Sexuality and education Status.
Retrieved from: http://pacu.org.ph/wp2/wp-content/uploads/2014/07/
Sexuality-and-Education-Dr-Joy-Natividad.pdf
https://chester2278.wordpress.com/category/reproductive-health-rh-bill/
C
O
http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf
http://www.gov.ph/2009/11/17/republic-act-no-9775-s-2009/
http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20
Tobacco%20Regulation%20Act.pdf
D
http://www.pdea.gov.ph/images/documents/RA_9165.pdf
http://dtincr.ph/files/LawsAndPolicies-ConsumerAct.pdf
EP
E
http://www.senate.gov.ph/lisdata/61165556!.pdf
http://www.senate.gov.ph/republic_acts/ra%209512.pdf
http://www.doh.gov.ph/system/files/ao2005-0002.pdf
http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf
D
http://www.gov.ph/2013/05/27/republic-act-no-10586
http://www.health-lesson-plans-teacher.com/images/PartsOftheSkinPic.jpg
http://thumbs.dreamstime.com/z/female-reproduction-system-4231911.jpg
http://www.athensdhsc.com/wp-content/uploads/2015/01/Digestive-systemcoloring-page-for-kids.png
http://4d6ane32do4i1zrbaofbakrm.wpengine.netdna-cdn.com/wp-content/
blogs.dir/60/files/2014/05/World-Health-Organization-logo_WHO.jpg
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