Grade 9 HEALTH EDUCATION QUARTER 1

Teacher’s Guide No. 1

DRAFT
March 24, 2014

Photo Credits: Lucky E. Dela Rosa and Jwyn E. Loquero (Media Arts Students)

(PLS. REDRAW. A PICTURE DEPICTING A HEALTHY COMMUNITY AND UNHEALTHY

COMMUNITY)
CONTENT STANDARD: Demonstrates understanding of environmental
health to attain community wellness

PERFORMANCE STANDARD: Consistently demonstrates healthful

practices to prevent and control common community and environmental
health problems

INTRODUCTION

A healthy community reflects a sense of well being. It is the foundation

for achieving all other goals and is essential for a productive society. Thus, it
also helps in building our country’s economy and in equipping our students to
be healthier in order to learn and succeed academically.

In this module the learners will be introduced to social issues and

problems regarding the threats of community and environmental destruction.
It aims to develop the capacity to get involved in programs advocating

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community and environmental health. The learner can take part in
maintaining and promoting healthful community and environment as well. This
module is designed for the learners to reflect on how healthy their community
and environment are, what they have done that adversely affect their health
and what they should do to sustain community and environmental health.

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In the first part of this material, the learners are given an overview of
the unit, the concepts they will take up likewise, the things they are expected
to do.

In the pre-assessment, the learners will be given the chance to recall

what they had learned from the meaningful experiences of their lives relevant
to environmental destruction.

The setting of the varied competencies is made as their guide to

process the value of being responsible and be socially aware of their capacity
to get involved in the series of projects they are expected to.

The materials will articulate four (4) lessons, which are categorically
divided into four parts: What to Know, What to Process, What to Understand
and What to Transfer.

The activities are designed for diverse learners, acknowledging their

individual capacities, interests, and learning styles. Therefore, the learners
will definitely realize their potentials of becoming responsive to the needs
of their community and the environment as well.
 LEARNING COMPETENCIES: At the end of this unit, the
learners should be able to:

1. explain the concept of community health

2. describe the characteristics of a healthy community
3. recognize the benefits of a healthy environment
4. identify the most pressing environmental problems in
the Philippines
5. analyze the impact of environmental problems on people’s
health
6. apply community development and program planning
skills to create effective and culturally relevant
communication strategies and interventions to promote
health
7. make decisions about buildings, businesses,

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services, housing areas and other structures to
include in the environment of a healthy dream
community

PRE-ASSESSMENT

March 24, Remind the students to answer this Pre-assessment

4
for 10-20 minutes only. Checking of Papers should be
done immediately.

Choose the best answer from the options below. Write the letter
on the space provided before each number.

1. Which best describes community health as an art and

science?
A. It maintains, protects and improves the health of all members of
the community through organized and sustained community
efforts.
B. It maintains and improves the health of all members of the
community through organized and sustained community
efforts.
C. It protects and improves the health of all members of the
community through organized and sustained community
efforts.
 D. It maintains, protects and improves the health of all members of
the community

2. Which does not describe a healthy community?

A. A clean and safe environment

B. An environment that meets everyone’s basic needs
C. An environment that promotes social harmony and
actively involves everyone
D. An environment that is fully aware of its daily opportunities.

3. Which best describes the benefits of a healthy

environment?
A. Less disease, less health care cost
B. Active community involvement
C. More budget for health problems, increases supply

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of medicines
D. More community projects for community development

4. Which of the following problem is a leading causes of

environmental
destruction?

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A. Soil Erosion
B. Oil Spill
C. Illegal Mining
D. Deforestation

5. What environmental problem reduces the ability of soil to

store water and
support plant growth?
A. Soil Erosion
B. Oil Spill
C. Illegal Mining
D. Deforestation

6.
 What environmental problem does this picture depict?

A. Water pollution

B. Deforestation

C. Improper waste disposal

D. Flashfloods

7. Which is not an effect of Climate Change?

A. Dead trees from oil spillage

B. Increased risk of drought, fire and floods
C. More health related illness and disease
D. Economic losses

8. Which of the following environmental problems causes Climate

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Change?

A. Oil Spill C. Pollution

B. Deforestation D. Flashfloods

9. Which of the following programs of Department of Health

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promotes communityhealth?
A. Maternal Health C. Child Health Care
B. Primary Health Care D. Control of Communicable
Diseases

10. Why do we need to ensure community health in planning for

community development?
A. To attain a luxury of life
B. To keep the safety of the community
C. To live in a clean, safe and comfortable home
D. To maintain an enjoyable lifestyle

LESSON 1: THE CONCEPTS OF COMMUNITY AND

ENVIRONMENTAL
HEALTH

OBJECTIVES

At the end of the lesson, the learners should be able to:

  explain the concept of community health and environmental
health
 describe the characteristics of a healthy community

PART 1 – WHAT TO KNOW

This unit will introduce you to the concepts of

community and environmental health, to make you
aware of the importance of having a healthy community.
You will be asked to participate in a series of activities
involving health programs in your community.

Let us begin by talking about your ideal & present

community

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Activity 1: VENN DIAGRAM: Please refer to page 5 of the learner’s
material

Processing Questions: (This could be done in Pairs for sharing

purposes)
1. Can you say that your community is an ideal one? Explain.

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2. What characteristics of a dream community would you like to have
in your community?

3. How can you make your community an ideal one?

Activity 2. WORD REMOVAL - Please refer to page 6 of the

learner’s material

Processing Questions: Call some volunteers to discuss their answers

in front of the class. Different sets of students
will answer each question.
1. What does the message tell us? Explain your answer.
2. Is acquiring health in the community relevant? Why?

The message has already been revealed, and you have made initial discussions
about the relevance of health. But what does the word HEALTH mean? What is
Community? What then is the definition of Community Health? Let us begin
unpacking a load of concepts.
 This is what you need to know:

In the absence of the module, the teacher

will use nomenclature cards for each
definition. Employ strategies to help
facilitate an active/interactive classroom
instruction.

According to the World Health Organization , Health is a state of

complete physical, mental, and social well-being and not merely the
absence of disease or infirmity, and the ability to lead a socially and
economically productive life.”

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Community is also defined as a sociological group in a large place
sharing one environment. It therefore includes the individual and the
family.

Community Health is defined as the art and science of maintaining,

protecting and improving the health of all the members of the
community through organized and sustained community efforts.

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Environmental Health comprises those aspects of human health that
are determined by physical, chemical, biological, social and
psychosocial factors in the surrounding environment.
According to the World Health Organization (2002), the
characteristics of a healthy community include:

1. A clean and safe physical environment

2. An environment that meets everyone’s basic needs
3. An environment that promotes social harmony and actively
involves everyone
4. An understanding of local health and environment issues
5. A community that participates in identifying local solutions to
local problems
6. A community whose members have access to varied experiences,
means of interaction and communication
7. Accessible and appropriate health services and facilities
8. The promotion and celebration of historical and cultural heritage
9. A diverse and innovative economy
10. A sustainable use of available resources for all
Instruct the learners to prepare their pen
and paper for note-taking. Check their
work!
 And read more!

Our government believes that a strong nation needs healthy citizenry.

In order to achieve this, the Department of Health launched an approach in
promoting community health through the partnership of the community,
barangay, government organizations, and non-governmental organizations.
This approach is called Primary Health Care.

Primary Health Care Programs in the Community

Health Center Services Functions

Maternal Health Care Pre-natal, Natal, Post-natal
Child Health Care Immunizations, Control of
diarrheal diseases
Nutrition Program Operation Timbang, Food
Supplementation
Population and Family Planning Free Family planning

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Program
Control of communicable Tuberculosis control program
diseases
Environmental Sanitation Inspection of food
program establishments
Control on non-communicable Blood Pressure screening
diseases

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Dental Health Program Tooth Extraction
Reproductive Health Care Counseling on family planning
and RH
Medical Morbidity clinic Provision of free medicines
National Voluntary Blood Blood-letting activities at
Services barangay level
Epidemiology and Controlling outbreaks like
Surveillance program Dengue
Disaster Management Medical Services/assistance
preparedness Program during disaster
Mental Hygiene Adolescent counseling centers
Pharmacy Services Distribution of medicines to all
health centers

Did you know that the following services must be made

available for free in your community because they are subsidized by
the government to ensure that your health is being protected? Yes,
they are available and must be given for free
 Part II - WHAT TO PROCESS

This assessment is not only limited to pen and

paper. The teacher can employ more active
strategies to conduct this activity provided the
rubrics to assess their performance is made
known and clear to the whole class.

Activity 3. THE HEALTH EXPERT – Please refer to page 9 of the

learner’s material

Encourage student’s critiques.

Assign students to assess their

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classmate’s performance. Note:
Evaluation for Improvement.
Facilitate the crtiquing.

Activity 4. PRIORITY EXPRESS – Please refer to page 9 of the learner’s

material

March 2014
Let the students read the instructions. If they
have questions, acknowledge them!

The learners’ responses should be processed. Invite them to

share their answers in front of the class.

Activity 5. WHAT MATTERS TO YOU? – Please refer to page 10 of

the learner’s material

The activities designed here are also subject for

group work. Encourage them to presented
their output in a creative manner.

Processing Questions: Tell your classmate about your top and less priority.

1. Why did you choose it as your topmost priority? Explain.

2. Why did you consider it as your least priority? Explain

PART III -- WHAT TO UNDERSTAND

Activity 6. Inspect – Retrospect This can be participated in
DIADS/TRIADS – Please refer to page 11 in the learner’s
material

Processing Questions:
1. From your answers above, can you consider your community
healthy? Why or Why not? Explain.
2. What services are not observed in your community?
3. What programs can you do to acquire such services?

Activity 7. Community Health Team Profile- Please refer to page 12 of

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the learner’s material

Processing Questions:

1. Who among the community health team are not

present in your community?

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2. What can you do if some members are not present in
your community?
3. How will you convince the members of your
community to take part in community health services?

PART IV-- WHAT TO TRANSFER

Form groups of 8 members. Remind them to choose

a leader. Every member should contribute a
placard with a message. No one is exempted. Ask
them to copy the rubrics for an easy recording of
scores after the activity.

Activity 8. Miting de Avance (Group Activity) – Please refer to page 13

of the learner’s material
 Activity 9. Speech-Perfect- Please refer to page 13 of the learner’s
material

The speech will be written on a piece of paper. It is better to use the

mother tongue language or any language of their preference.

Lesson 2— Community Health Problems

OBJECTIVES

At the end of the lesson, the learners should be able to:

 enumerate the different community health problems

 recognize the value produced by a healthy environment

PART 1—WHAT TO KNOW

DRAFT Community health problems are prevalent

nowadays. With the advent of the modern technology,
people neglect the importance of the basic need for
safety. A safe environment will ensure quality life that will
lead to a more productive citizen of the country. This

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lesson will emphasize to the learners their role in
eradicating community health problems and engrossed
with the realities that our environment is threatened due
to human activities.
In the absence of the module, the teacher will provide the material. It
should be legibly written or reproduce this copy.

Activity 10. ALPHABET SOUP - Please refer to page 14 of the learner’s

material

Activity 11. CODE-DECODE - Please refer to page 15 of the learner’s

material

Processing Questions:

1. What does the message convey?

2. According to mother earth, the rhyme is a gift, do you believe
her? Explain your answer.
 3. If you were mother earth, what could be your gift of rhyme to
human kind?

The message that you have revealed will definitely bring you to the irony of a
dime. Let’s get started and discuss the Community Health Problems.

Instruct the learners to copy the concepts on their notes for their review. Check
their notebook.

PERENNIAL COMMUNITY HEALTH PROBLEMS

DRAFT
March 24, 2014
Different perennial problems happen in the different regions of the country.
They vary according to factors like: economy, politics, geography, culture
and social context. There are places which experience community health
problems like:
 water-borne and communicable diseases
 armed conflicts
 natural disaster
 highly urbanized zones
 overpopulated areas
 Solid Waste Management is one program of the government
to help lessen the amount of Refuse in our country. Let’s take a
deeper look at the details of this campaign.

Refuse are the dump, food waste or discarded materials.

Note: Readings for the kind of refuse materials can be found in the
learner’s material on page 16-18

Activity 12. Catch and Match

From the array of examples of waste inside the box, classify

each item to its appropriate group in column A. Write your answer in
Column B.

Leftover foods, Empty bottle, Dead dog, Residue from fires, Metal
scraps, Construction materials, Cigarette butts, unwanted cars, Dead

D R AFTbatter Sewage
Kinds of Refuse
Rubbish
ies, SepticTreatment
t
Business wastes
residue
ank sludge
Examples
Broken glass
Septic Tank Ludge
Metal scraps

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Abandoned Automobiles Unwanted cars
Incinerator Residue Ashes
Garbage Leftover food
Dead Animals Dead dogs
Street Sweepings Cigarette Butts
Special Waste Dead Batteries
Demolition Materials Construction Materials

Activity 13. Identify-Classify – Please refer to page 19 of the learner’s material

Refer the answers from the earlier pages. Pls.

instruct the students to copy this activity on their
notebook with answers already for review.

Part 2- WHAT TO PROCESS

Activity 12. CIRCLE-RECALL - Please refer to page 20 of the learner’s
material

Sharing of answers is really encouraged. Pair or Group Activity

is welcome provided they submit a summary of their output.

Activity 13. TELL ME WHY?

Lets us trace back your answers in the activity:

1. What did you answer in the outermost part of the circle? Why?

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2. What was your answer in the innermost part of the circle? Why?

PART 3. WHAT TO UNDERSTAND

Being a student, you know very well your role in the

promotion of a healthy environment especially in your

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household, school and community. This is your chance
to recall what you have done so far to eradicate
community problems by completing the following
statements.

Activity 14. SENTENCE REFLECT

1. I will promote proper disposal of refuse in our household by…………

2. I will promote proper disposal of refuse in our school by……………..
3. I will promote proper disposal of refuse in our community by………..

Activity 15. PICTURE ANALYSIS – Please refer to page 21 of the

learner’s material
 PART 4. WHAT TO TRANSFER

vironment from health hazards. It is more costly for a community to treat rather than prevent disease. Children mu

This can be a good activity beyond class hours. They will solicit ideas from
the neighborhood on how to deliver a good lecture in front of the crowd.

DRAFT Activity 16. TEACH-REACH – Please refer to page 22 of the learner’s

material

 Embrace the strategy of Cooperative Learning. The learners can reinforce better

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techniques to hold this activity. Teachers will only facilitate. If possible, play the
music and let them familiarize the song first.

Activity 17. SONG IRONY - Please refer to pages 22-23 of the learner’s

After the learners’ performance, let them answer the two processing
questions. Emphasize more on the values they can get from the activity
itself. (Example the Value of Cleanliness, Patience, Respect)

Brainstorming. Ask the learners to describe their own experiences on

typhoons. Process their answers not to start an argument.
 Lesson 3. Environmental Problems in the Philippines

OBJECTIVES
At the end of the lesson, the learners should be able
to:

 describe the environmental problems in

the Philippines
 analyze the impact of the environmental
problems on people’s health
Activity 18. Memory Lane – Please refer to page 24 of the learner’s
material
Remind the students to copy the concepts here. Check

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their notebook after copying.

In the absence of the module, the teacher will employ better

strategies to sustain an active participation of the learners.

March 24, 2014

Part 1. WHAT TO KNOW
Natural Resources and Biodiversity explain
why Philippines is a rich country. Putting our home
into the rare list of nations which have both a
hotspot and mega diversity area for over 6000
plant species and also numerous animal species
inhabited this area. However, despite—or
perhaps because of— their richness and massive
importance to the environment and humans as
well, the forests face continuing destruction and
possible extinction.
This lesson will bring you awareness to the most pressing problems of
environment today and their effects on people’s health.

The next activity after this is an experiment. Remind them of the things to be
considered. The teacher will post on the board the materials required for the
experiment.
 Note: Readings on the different environmental problems, effects and laws
can be found in the learner’s material on pages 25-30.

This experiment is done in groups. Check on the materials to be used. If there are
no materials available, they can wipe their faces with a white handkerchief or
even tissue paper and discover what happens in the white sheet.

Part 2. WHAT TO PROCESS

An experiment is given to you. You need to do

this activity for you to find out if there is something
to discover.

Activity 18 : An Experiment: Snare that Air – Please refer to pages 30-

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31 of the learner’s material

This activity is preferably be done at home for one week of observation.

Activity 19. Experiment: Must Be Something in the Water - Please refer to

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pages 31- 32 of the learner’s material

Part 3. WHAT TO UNDERSTAND

You have already identified the different environmental issues
and its effects to people’s health. Now, you have to sum it up.

Activity 20. Sum it up! – Please refer to page 32 of the learner’s material

Activity 21. Data Shows….. Please refer to page 32 of the learner’s

material

In the absence of the module, the teacher will find ways to reproduce
this copy. Briefly explain the case study.

PART 4. WHAT TO TRANSFER

 Activity 22. PAINT ME A PICTURE

Make a poster about the damage caused by typhoon YOLANDA in some parts of the Visayas Region.

Creativity 4 3 2 1
Neatness of Work 4 3 2 1
Message 4 3 2 1
Interpretation 4 3 2 1
This can also be done in groups. But, there should be agreement first. Painting is an
option, you can still reinforce other means of strategies aligned to this matter.

DRAFT
Activity 23. Case Study (Group Activity) – Please refer to pages 33-34 of
the learner’s material

Now, let’s evaluate what you can do to eradicate community and environmental

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health through action plans and applying skills in planning for community
development.

The next lesson is a big activity. It requires action planning. Somehow

difficult! But the teacher will make it easier to let the learners
understand. Explain substantively the framework of both community
and environmental health. From there, let the learners discover the
specific problem of their community which requires an utmost attention.
If the students live in the same neighborhood, they can be in a Team. As
your role being the facilitator of this activity, give them time to decide on
what environmental concerns or community problems they like to study
and make an action plan. But of course, they need to understand first,
the steps of conducting an Action Plan. For more details of this activity,
you can share your expertise in ways they can understand your
instructions carefully. Encourage learners to ask questions. Give them
the ample time to conduct their study and emphasize more on the output.
Lesson 4. Community Health Action Project Implementation
Goodluck!
Objective: At the end of this lesson, the learners should
be able to:
  apply community development and program
planning skills to create effective and culturally
relevant communication strategies and
interventions to promote health.

Part I. WHAT TO KNOW

As an aspiring young leader of your community, you need to evaluate the

guidelines in processing your action plans. This framework will help you

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decide and design your action plan towards community development
program.

Here is what you need to know:

In this unit, you are given the opportunity to design a program for the

March 24, 2014

community development and employ planning skills. Prior to this activity, you
will be oriented on the possible ways to prevent community problems.
You begin with a careful examination of the existing remedial programs
of your community. You’ll try to visit first the framework for Community and
Environmental Health.

Note: Please refer to page 35 for the framework of community health.

Now, you begin with recalling the problems of your community. Think
of it as the top priority to be given much attention. Among the programs
written above, what could be the prevalent community health problem that
needs to be acted upon.

Activity 24. Think …

Have you already decided what could be the problem
appropriate for your action plan?
Answer:

Processing Questions:
1. What made you choose to consider it in your action plan?
2. Is it already an eye sore to your community? Why? How?
 You must also know this:
Here’s another framework to consider in action planning. If you
want to focus your intervention program with Environmental Health, this is
your guide. Choose one (1).

Note: Please refer to page 36 for the framework of the environmental health
The teacher can include short description
MUST Know! for each agency.

There are different agencies working together for community health. Their
programs are also anchored in sustaining community development. Activities
and programs for the community must be coordinated with the following
agencies mentioned below for support and cooperation.

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 DepEd—Department of Education
 DND-- Department of National Defense
 DPWH—Department of Public Works and Highways
 PIA—Philippine Information Agency
 PopCom—Population Commission

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 DA—Department of Agriculture
 DBM—Department of Budget and Management
 PMA—Philippine of Medical Association
 PNRC—Philippine National Red Cross
 DILG- Department of Interior and Local Government
 NNC- National Nutrition Council
 NEDA- National Economic and
Development Authority
 PHA- Philippine Hospital Association
 DOH-Department of Health

These agencies have specific capacity to help, what the community

needs is to tap and coordinate with them.

Part 2. WHAT TO PROCESS

Choose a topic from the framework above.

Decide on the programs you would like to create
for the effective implementation. As you can see
there are a number of agencies that you can anchor
programs. Please follow the correct guidelines of
making an action plan. To make your action plan
easier, here is your guide. Simply fill it up!
 Activity 25. My Action Plan – Please refer to pages 37-38 of the learner’s
material
Part 3. WHAT TO UNDERSTAND

List down here your own plan of actions and start planning
with your strategies of handling it in an orderly manner.

Students can write their answers on a piece of paper.

DRAFT
PART 4. WHAT TO TRANSFER

Start your action plan now. Conduct an interview with the people
that will help you realize your plan of action.

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Write here your plan schedule to hold your actual data gathering.

Activity 26. TIME FRAME

Time Day Action Person Involve

 DRAFT
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The next activity is interesting! The learners are given an opportunity to examine
the programs or services of their community. The school is even part of the
community. The learners will be instructed to design a checklist, written on a piece
of paper. Items are not limited. They can formulate as many as they would like to.
The learners will be refreshed also with the framework discussed in the earlier
topics. The first part of this activity is to conduct a canteen survey. The checklist is
shown. This will serve as their basis to make their own questionnaires/checklist.
Encourage them to look for a teacher-adviser of their study, for them to be guided
as they go along with their quest of information that would likely be of help as they
become one of the project assessors of community development in the future.
 Lesson 5 PROJECT ASSESSMENT

Objective: At the end of this lesson, you should be able to:

 make decision about buildings, businesses,

services, housing areas, and other structure to
include in the development of a healthy dream
community

Activity 27. Canteen Survey

Visit your school canteen. Find out if the school canteen complies with
the requirements on food sanitation.

Note: Please refer checklist on page 39 of the learner’s material

B.
1. Study the result of your survey.

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2. How many items were complied with? Which items?
3. How many items were not complied with? Which items?
4. Write down your observations based on the survey.
5. What recommendations or suggestions can you give based
on the result of your survey to improve and maintain the
cleanliness and safety of the school canteen.

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Suggested Activities:

1. Survey on the School’s Solid Waste Management Practice

2. Study on the Problems on the Drainage System of
the Barangay
3. Promulgate Laws for Proper Waste Disposal
4. Initiate a Signature Campaign Against Illegal Mining
and Coral Reef Degradation.

Link to the nearest NGO’s and GO’s for the support of this
program

Finally On In A Nutshell

Your action plan will assess your involvement in protecting your

environment so that our claim for safety is within reach. The safety
of community is the primary concern of all the programs in the
government, thus, the next lesson will bring you to discuss about
Injury Prevention, Safety and First Aid.
 But before your excitement leads you to a more wonderful
adventure, you are still required to answer the summative test of
this quarter.
Goodluck and Congratulations!

SUMMATIVE TEST

Choose your answer from the options below. Make sure to write the
letter on the space provided before each number.

1. Which best describes Community health as an art and

science?
A. M aintaining, protecting and improving the health of all members
of the community through organized and sustained community
efforts.
B. Maintaining and improving the health of all members of the
community through organized and sustained community efforts.

DRAFT
C. Protecting and improving the health of all members of the
community through organized and sustained community
efforts.
D. Maintaining, protecting and improving the health of all members
of the community.

2. Which does not describe a healthy community?

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A. A clean and safe environment
B. An environment that meets everyone’s basic needs
C. An environment that promotes social harmony and actively
involves everyone
D. An environment that is fully aware of its daily opportunities.
3. Primary health care is an approach launched by Department
of Health, which is not part of the services given by the PHC?
A. Provisions of free medicines C. Road Safety
B. Blood Pressure Screening D. Inspections of Food
Establishments
4. Which service is given by Maternal Health Care unit in your
community?
A. Control of Diarrheal Disease C. Tooth Extraction
B. Post-Natal D. Provisions on Free
Medicine
5. Which best describes the value acquired having a healthy
environment?
A. Less disease, less health care cost.
B. Active community involvement
C. More budget on health problems, increase supply of medicines
D. More community projects in the community development
 6. Which of the following problem has a leading effect on
the environmental destruction?
A. Soil Erosion C. Illegal Mining
B. Oil Spill D. Deforestation

7. What environmental problem reduces the ability to support

biodiversity?

A. Soil Erosion B. Oil Spill C. Illegal Mining D.

Deforestation

8.

DRAFT What environmental problem does this picture depict?

A. Water pollution
disposal
B. Deforestation
C. Improper waste

D. Flashfloods

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9. The following statements are the effects of
Climate Change, except one:
A. Kills trees if oil reaches the roots
B. Increased risk of drought, fire and floods
C. More health related illness and disease
D. Economic losses

10. Which of the following environmental problems

is experienced worldwide?
A. Oil Spill C. Destruction of the ozone layer
B. Deforestation D. Flashfloods

11. Which is an old method of waste disposal through

burning waste into ashes.
A. Landfills C. Recycling
B. Incineration D. Dumps
12. Which basic method of Refuse Disposal is the next step
after storage?
A. Burning C. Collection
B. Composting D. Final Disposal
 13. Which is a destructive change in the environment which
harms health.
A. Pollution C. Population
B. Climate Change D. Incineration
14. Which program of the Department of Health promotes
community health?
A. Maternal Health C. Child Health Care
B. Primary Health Care D. Control of Communicable
Diseases Council
15. Why do we need to ensure community health in planning a
community
development?
A. To attain a luxury of life
B. To keep the safety of the community
C. To live in a clean, safe and comfortable home
D. To maintain an enjoyable lifestyle

DRAFT
Part II. True or False. Write the word True if the statement is True, if
otherwise, write the word FALSE. Write your answer on the space provided
before each number.

1. A healthy community should have a diverse and innovative

economy.

March 24, 2014

2. Local officials are the ones directly involve in community
development to promote
a healthy community.
3. Primary Health Care is the only government organization
which has the primary role in the promotion of community health.
4. Reproductive Health Care Unit gives counseling on Family
Planning
5. Maternal Health Program caters Prenatal and Tooth Extraction
services in the community.
6. Rubbish consists of all the things that are not in a house, shop
or factory and are regularly thrown away.
7. Storage is one way of reforming or breaking down waste
products back to their component for reuse .
8. Light can also be a potential type of pollution.
9. Coral Reef degradation is considered as a global
environmental problem
10. Deforestation happens when soil and rock are moved from
one place to another
by wind, water and gravity.
 Answer Key: Multiple Choice. True or False:

1. A 5. A 9. A 13. A 1. True 5. False

9. False
2. D 6. D 10. C 14. B 2. True 6. False
10. False
3. A 7. A 11. B 15. B 3. True 7. False
4. B 8. C 12. C 4. True 8. True

SUMMARY/SYNTHESIS/FEEDBACK
There are existing Philippine Laws that will protect our
environment from external factors. To name a few: Philippine
Clean Air Act, Philippine Water Act and Ecological Solid Waste
Management Act. These laws are implemented to protect and our
environment.

DRAFT
In this module, you have learned the importance of having a
healthy community, thus, leading to the safety of every individual.
The concept of having an ideal community helps primarily to the
promotion of Environmental Health. There are dangers around if
we continue to live threatening our surroundings. In fact, we have

March 24, 2014

been embedded through series of natural phenomena. Damages
are more obvious!
In this material, there are suggested activities that will guide a
Grade 9 student to be actively participating in the programs of the
government. By this, they can assess, even if in their own little way
they can make a difference.
Most of the activities highlighted on this material are geared
towards the awareness of every student that he/she has an
individual share of responsibility.
The action plan will definitely help students to take a deeper
understanding of their community by means of drawing strategic
plans to improve the safety of every individual.
There are varied formative assessments designed on this
module, anchored on the K to 12 curriculum, following the areas on
KPUP. There are 4 major categories: What to know, What to
Process, What to Understand and What to Transfer.

GLOSSARY
 Air Pollution means any alteration of the physical, chemical and biological
properties of the atmospheric air, or any discharge thereto of any liquid,
gaseous or solid substances that will or is likely to create or to render the air
resources of the country harmful, detrimental, or injurious to public health,
safety or welfare or which will adversely affect their utilization for domestic,
commercial, industrial, agricultural, recreational, or other legitimate purposes.

Community is defined as a sociological group in a large place sharing one

environment. It therefore includes the individual and the family.

Community Health is defined as the art and science of maintaining,

protecting and
improving the health of all the members of the community through organized
and sustained community efforts.

Deforestation is the destruction of big areas of our forests and this has been
going on for many years.

DRAFT
Environmental Health comprises those aspects of human health that are
determined by physical, chemical, biological, social and psychosocial factors
in the surrounding environment.

Flash Floods— sudden flood of great volume, usually caused by a heavy

rain.

March 24, 2014

Garbage is leftover vegetables, animal and fish material food in kitchen and
establishments.

Health is a state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity, and the ability to lead a socially
and economically productive life.”

Illegal Mining is defined as the absence of land rights, mining license,

exploration or mineral transportation permit or of any document that could
legitimate the on-going operations.

Noise Pollution is the excessive sound that causes hearing loss, stress,
fatigue, irritability, tension, headaches, and high blood pressures. Noise
pollution also causes accidents by preventing people to concentrate and
perform.

Primary Health Care an approached launched by the Department of Health

in promoting community health through the partnership of the community,
barangay, government organizations, and non-governmental organizations.
 Pollution-- means any alteration of the physical, chemical and biological
properties of any water, air and/or land resources of the Philippines, or any
discharge thereto of any liquid, gaseous or solid wastes as will or is likely to
create or to render such water, air and land resources harmful, detrimental or
injurious to public health, safety or welfare or which will adversely affect their
utilization for domestic, commercial, industrial, agricultural, recreational or
other legitimate purposes.

Refuse-are the dump, food waste or discarded materials.

Soil Erosion—happens when soil and rock are moved from one place to
another by wind, water, and gravity.

Soil Pollution-- is chiefly caused by chemicals in pesticides, such as poisons

that are used to kill agricultural pests like insects and herbicides that are used to
get rid of weeds.

Solid Waste Management- shall refer to the discipline associated with the

DRAFT
control of generation, storage, collection, transfer and transport, processing,
and disposal of solid waste in a manner that is in accord with the best
principles of public health, economics, engineering, conservation, aesthetics,
and other environmental considerations and that is also responsive to public
attitude.

Stable Manure includes animal from barns, stables or the likes.

March 24, 2014

Street Night soil consists of human waste, normally wrapped and thrown into
sidewalks and streets. It also includes human waste from the pail system.

Waste Disposal- shall refer to the discharge, deposit, dumping, spilling,

leaking, or placing, of any solid waste into or any land.

Water Pollution- means any alteration of the physical, chemical, biological,

or radiological properties of a water body resulting in the impairment of its
purity or quality.

Yard Cuttings are those leaves, branches, grass, and other similar materials
made during cleaning of gardens and typhoon aftermaths.

RESOURCES

Books:
Darilag, A., Vergara, L., De Leon, Z. (2007) Enjoy Life with PE and Health
Textbook. Philippines: Vibal Publishing,

Gonzales, C., Lacia G., Poquiz, ML., Bulanandi, S., Callo, F. (2008) MAPEH
in Action III. Philippines: Rex Book Store.

Tan, Galvez, et.al. (2009). The Health Curriculum in Philippine Basic

Education . Vol 2: A Resource Book for Teachers. Quezon City: UNACOM,
Social and Human Sciences Committee.

Tolentino, V., Seneres, C., Mojica, A., Sedigo, A. (2008) Honing Your Skills
Through MAPEH II. Philippines: JO-ES Publishing House.

WEB SOURCES:

FAO. (2010). Trends in extent of forest 1990-2010. Retrieved

fromhttp://www.fao.org/forestry/fra/fra2010/en/.

DRAFT
Citizens’ Disaster Response Center. Philippine Disaster Report Disaster
Statistics 2009 and 2010.

The American Heritage® Dictionary of the English Language, Fourth

Edition copyright ©2000 by Houghton Mifflin Company. Updated in 2009.

March 24, 2014

Published by Houghton Mifflin Company. All rights reserved.

WHO. Preamble to the Constitution of the World Health Organization as

adopted by the International Health Conference, New York, 19-22 June 1946,
and entered into force on 7 April 1948.

American Planning Association Policy Guide on Smart Growth, April 2002.

Available from
URL:http://www.planning.org/policy/guides/adopted/smartgrowth.htm

Andersen G, Borton J, Curran C, Dietrich A, Donlin J, Farquhar D, et al. The

built environment: is there a connection between sprawl and health? State
Health Notes 2002 May 6:3-5.

Planning Commissioners Journal. The sprawl guide. Planning Commissioners

Journal (no date). Available from
URL: http://www.plannersweb.com/sprawl/define.html
 Forest Management Bureau statistics from 1990-2009 retrieved
from http://forestry.denr.gov.ph/.

Center for Environmental Concerns. (2008). Logged Out: The crisis created
by Philippine forestry policies.

Center for Environmental Concerns. (2011). State of the Philippine

Environment Report

Environmental Science for Social Change ESSC. (2010). Figuring Philippine

Forests. Retrieved from http://essc.org.ph/content/view/286/153/.

FAO-FRA. (2010). Area of forest affected by fire and other disturbances in

2005. Retrieved
fromhttp://foris.fao.org/static/data/fra2010/FRA2010Globaltables_English.xls.

DRAFT
Conservation International. (2011). The World's 10 Most Threatened Forest
Hotspots. Retrieved
from http://www.conservation.org/newsroom/pressreleases/Pages/The-
Worlds-10-M....

March 24, 2014

FAO. (2010). Trends in extent of forest 1990-2010. Retrieved
fromhttp://www.fao.org/forestry/fra/fra2010/en/.

Citizens’ Disaster Response Center. Philippine Disaster Report Disaster

Statistics 2009 and 2010.

http://www.ncbi.nlm.nih.gov/pubmed/20840940

http://en.wikipedia.org/wiki/Flash_flood

http://www.cdc.gov/healthycommunitiesprogram/tools/change/downloads.htm

http://www.cdc.gov/healthycommunitiesprogram/tools/change/downloads.htm

https://www.google.com.ph/?gws_rd=cr&ei=wGJWUtn1BcaFlAXwtYGwAQ#q
=rubrics+for+drawing

http://course1.winona.edu/shatfield/air/saskhealthplan.pdf
http://mining.about.com/od/OperationsManagement/a/What-Is-Illegal-
Mining.htm

http://www.kalikasan.net/features/2011/06/05/where-are-trees-examining-
state-philippine-forests

http://www.emb.gov.ph/embgovph/Portals/38/IEC/R.A.%209003.PDF

http://www.emb.gov.ph/embgovph/Portals/38/IEC/irr.PDF

http://www.emb.gov.ph/Portal/ http://www.mgb.gov.ph/art.aspx?

artid=490

http://www.lawphil.net/statutes/repacts/ra2004/ra_9275_2004.html

http://books.google.com.ph/books?id=NjE9Cnw24z8C&pg=PT125&dq=oil+spi
ll+news+clips+in+the+philippines&hl=en&sa=X&ei=Ty97UtO6H7CSiAfLioHY

DRAFT
Dg&ved=0CEEQ6AEwAA#v=onepage&q=oil%20spill%20news%20clips%20i n%20the
%20philippines&f=false

http://www.emb.gov.ph/mmairshed/Policies/ra8749-clean%20air%20act.pdf

http://www.dailymail.co.uk/news/article-2077014/Philippines-flash-flood-2011-

March 24, 2014

Death-toll-rises-officials-continue-relief-operation.html

http://oilsplat.wordpress.com/about/

http://www.coastguard.gov.ph/index.php?option=com_content&id=105:presid
ential-decree-no984

http://www.cdc.gov/healthyplaces/factsheets/healthy_community_checklist.pd
f

http://www.who.int/water_sanitation_health/dwq/smallcommunity/en/

http://www.who.int/water_sanitation_health/hygiene/en/

http://www.who.int/water_sanitation_health/diseases/en/

http://www.wpro.who.int/philippines/publications/20_years_ncd_prevention_a
nd_control_nd_philippines.pdf
 DRAFT
March 24, 2014
 Grade 9 Health Education Quarter 2

TEACHER’S GUIDE NO. 2

UNINTENTIONAL INJURY
PREVENTION, SAFETY AND
FIRST AID

1
 I. Defining the Learning Outcomes

Grade Level Standard:

The learner demonstrates understanding of community and environmental
health; unintentional injury prevention, safety and first aid; prevention of substance
use and abuse (Drug scenario); and prevention of substance use and abuse
(Gateway drugs) to achieve wellness in life.
Content Standard: Performance Standard:
The learner demonstrates The learner takes responsibility
understanding of the concepts and for one’s safety by performing
principles of safety education to prevent appropriate first aid procedures during
unintentional injuries. emergency cases.

Learning Competencies:

At the end of this module, the learners are expected to be able to:

1. discuss the basics of first aid (principles; roles, responsibilities and

characteristics of a good first aider);
2. identi fy common unintention al injuries

D R A
i n the scho ol setting;

F T
3. assess emergency situations for unintentional injuries;
4. demonstrate the procedures in conducting basic life support (primary and
secondary survey of the victims);
5. demonstrate proper first aid procedure for common unintentional injuries;
6. discuss the importance of dressing and bandages;
7. show the different types of dressing and bandaging;

a2 r 4c ,h 2 0
8. dem onstrate appropriate

b andaging techniqu es for un intentiona l

II. Planning for Assessment

Product/Performance Assessment at the Level of Assessment at the Level

Understanding of Product/Performance
The learner takes Self-Knowledge Drawing of a
responsibility for one’s Realize one’s capability cartoon/comic
safety by performing to be a first aider. strip that shows a
appropriate first aid Describe performance in person ready to
procedures during doing primary and help other people
emergency cases. secondary survey of the through his/her
victims, and assessing knowledge and
emergency situations. skills in first aid.

Criteria:
Explanation  Clarity
Explain the importance  Completeness
of first aid  Creativity
 Explain the importance
of following the proper
procedures in assessing Performance on
emergency situations and helping a victim
in doing basic life through applying
support (primary and first aid
secondary survey of the procedures for a
victim) certain
Explain the importance unintentional
of using sterile dressings injury.
and bandages
Criteria:
Perspective  Correctness of
Offer a skill-training on Procedures
first aid to the youth of  Sincerity
the community  Observance of
Safety
Suggest some materials
at home or in school that

c an be

A
bandage

Justify whether anybody

could be a first aider

2 4,
Empa thy

20
Express feelings for a
bonafide Red Cross
member, a para-medical
Introduction
“Prevention is better than cure.” Practicing this principle advocates safety
awareness, which is essential in achieving quality of life. But our immediate environment
poses dangers to everyone. Nowhere is a place safe; not even the comfort of our homes.
Accidents may happen at any place, anytime to anybody. Thus, taking the right safety
measures greatly helps to prevent accidents and injuries. It is therefore important to have
the knowledge and skills on how to deal with them. Having knowledge and skills in
safety education and injury prevention could help us, our loved ones and other people in
our community during emergency situations.
This learner’s material offers a wide array of information that can start a learner
on the road to safety. It focuses on the study of the common unintentional injuries that
may happen at home, in school, at work and even in recreational areas and analyzes why
such injuries occur. In order to prevent or reduce the risks of these serious injuries,
students will learn the concepts and principles of safety education and practice the habits
of observing appropriate personal safety measures at all times. They will also learn to
take responsibility for their safety and that of others by performing appropriate skills and
knowledge of first aid procedures.
To facilitate learning and make it more interesting and enjoyable, various learning
aids and strategies are especially crafted just for the learners. These learning aids and
strategies also offer a variety of ways for the learners to expand and reinforce their
knowledge and skills.
Keep in mind that accidents and injuries result from an unexpected situation, an
unsafe action and the environment. The learners can do a lot to prevent such injuries, like
understanding the situation, being cautious about their behavior and being aware of safety
hazards in their immediate environment.
The processes of developing awareness of immediate hazards and dangers,
equipping learners with appropriate accident prevention skills to overcome these hazards,
and keeping everyone alive are components of safety education. Safety education is
important because living is more enjoyable when we are safe. Therefore, we should make
safety a vital part of living.

Remind the learners that if they want to live happily, they have to live safely by:

 doing things safely

 reducing the risk of accidents
 reducing unnecessary risk taking
 developing safety consciousness at all times
Once they have internalized safety awareness in their system, learners will think
and act with due regard for their safety and that of others as well.
In order to assess the prior knowledge and skills of the learners on this module,
conduct the diagnostic assessment. Refer to page 4-5 of the Learner’s Material.
Answer’s Key T est I 1. A
 2. A
3. D
4. B 5. C Test II 5. TRUE
6. C 6. FALSE
7. A 1. FALSE 7. TRUE
8. D 2. FALSE 8. FALSE
9. D 3. TRUE 9. FALSE
10. A 4. TRUE 10. FALSE
Score Description Interpretation
20 Advanced You have adept knowledge and skills and may independently study
and
perform the activities in this module.
16-19 Proficient You have adept knowledge and skills and may study and perform the
activities in this module with little guidance from the teacher.
11-15 Approaching You have the fundamental knowledge and skills and may study and
Proficiency perform
the activities in this module with little guidance from the teacher.
6-10 Developing You have the minimum knowledge and skills about safety education and
still need guidance and help from the teacher.
0-5 Beginning You are still struggling with the basic knowledge and skills about safety
education and greatly need the guidance of the teacher.
Table 1 Score Interpretation

Lesson 1 – The Basics of First Aid

The main objectives of this lesson is to let the learners
1. Explain the meaning and importance of first aid
2. Demonstrate a sense of responsibility to help others through the knowledge and
application of first aid
PART I - WHAT TO KNOW
Activity 1 – “Emergency! Emergency! What will I do?”
(Refer to page 6 of the Learner’s Material)
The main purpose of this activity is to introduce them to the meaning of first aid
and assess their prior knowledge and skills about first aid.
Process the answers of each group or of the students. You don’t need to correct
the learner’s answers because the objective is to assess their prior knowledge and
skills. However, instill in their minds that they will be discovering the proper
immediate action to these situations as they move on to the next topic.

Here is what the learners need to know.

 First aid is an immediate and temporary care given to a person who suddenly
becomes ill or injured. It includes self-help and home care if medical assistance is not
available or is delayed. It can mean the difference between life and death in extreme
cases. However, first aiders must know the limits of the first aid they can give because
improper first aid can actually do more harm than good in some instances.
Roles of First Aid
1. It is a bridge that fills the gap between the victim and the physician.
2. It is not intended to compete with or to take the place of the services of
the physician.
3. It ends when the services of the physician
begins. Objectives of First Aid
1. To save lives
2. To prolong life
3. To alleviate suffering
4. To prevent further injury
Characteristics of a Good First Aider
1. Gentle-does not cause pain and panic
2. Observant-notices all signs
3. Resourceful-makes the best use of things at hand
4. Tactful- does not frighten the victim
5. Sympathetic- comforts and reassures the victim

Principles of First Aid

(Dos in Giving First Aid) (Don’ts in Giving First Aid)
1. DO stay calm. 1. DON’T give food and drink to an
2. DO reassure and comfort the victim. unconscious person.
3. DO check for a medical bracelet
indicating a condition, such as epilepsy
2. DON’T move an injured person
or diabetes. unless you need to place him/her
4. DO loosen any tight clothing. in the recovery position.
5. DO keep the victim covered to reduce
shock

PART TWO - WHAT TO PROCESS

Activity 2 –Organize Your Thoughts

Divide the class into five groups and give each group an information card. The
task of each group is to present the information they are assigned through a graphical
organizer.
Information Card #1 Information Card #2 Principles of First Aid (Don’ts in Giving First Aid)
DON’T give food and drink to an unconscious person.
Principles of First Aid (Dos in Giving First Aid) DON’T move an injured person unless you need to place him/her in the recovery position.
DO stay calm.
DO reassure and comfort the casualty.
DO check for a medical bracelet indicating a condition, such as epilepsy or diabetes.
DO loosen any tight clothing.
DO keep the casualty covered to reduce shock.

Information Card #3 Information Card #4

Roles of First Aid
Objectives of First Aid 1. It is a bridge that fills the gap between
the victim and the physician.
1. To save lives 2. It is not intended to compete with or
2. To prolong life to take the place of the services of the
3. To alleviate suffering physician.
4. To prevent further 3. It ends when the services of the
injury physician begins.

Information Card #5

Characteristics of a Good First Aider the victim

1. Gentle-does not cause pain
2. Observant-notices all signs
3. Resourceful-makes the best use of
things at hand
4. Tactful- does not frighten the victim.
5. Sympathetic- comforts and reassures
They may follow the example below.

FIRST AID
 Process questions:

1. What should we remember when giving first aid?

(Refer to the basics of first aid)
2. Why is it important to understand and follow the basics of first aid?
(Refer to the basics of first aid)
3. What is the ultimate goal in giving first
aid? (Refer to the basics of first aid)
Activity 3 – Figures of Speech
This activity develops the creative thinking in the learners by letting them
compare the following words with anything and explaining their answers.
Example: Injury is like a thief because it comes anytime.
First aid Being gentle
First aider Being observant
To save lives A physician
Giving first aid Safety and
Staying calm prevention Having a
Process questions:
1. If injuries happen at any time, at any place, to anybody, then what should we
do to prevent them?
2. If injuries happen at any time, at any place to anybody, then what should we
do if they happen?
3. What are the roles of a first aider during an emergency situation?
Activity 4 – “Is He a Good First Aider?” (Refer to page 9 of the LM)
This activity develops learners’ critical thinking by letting them analyze the given
situations and defend their answers constructively.
Process questions:
1. Who among them are good first aiders? Why?
Student A, D, E because they follow the principles of giving first aid.
2. Who among them are not good first aiders? Why?
Student B and C because they do not follow the principles of giving first aid.
3. What characteristics should a first aider possess?
Gentle - He/she should not cause pain.
Observant - He/she notice all signs.
Resourceful - He/she should make the best use of things at hand.
Tactful - He/she should not frighten the victim.
Sympathetic - He/she should be comforting.

4. If you were a first aider, what would be your ultimate goal?

 To prolong life; to alleviate suffering; to prevent further injury; to save
lives.

PART THREE - WHAT TO REFLECT AND UNDERSTAND

Activity 5 – Complete Me (Refer to page 9 of the LM)

Self-Knowledge is one of the facets of understanding. In this stage, make the
learner realize that he/she has the capability to be a first aider, and stimulates her/his
desire to be one.
Process questions:
1. Why is first aid important?
2. Can we help others through our knowledge and skills in first aid?
How? Activity 6 – First Aider on the Go…(Refer to page 10 of LM)
Interpretation is also one of the facets of understanding. Use the activity below to
develop learners’ imagination and depth in giving meaning to an illustration.
Note: The writer’s interpretation of the illustration on page 10 is that a first aider with her/his
knowledge on the basics of first aid is always on the go and ready to respond to an emergency
situation.

Process questions:
1. Why is having knowledge and skills in first aid important?
2. Can you help others through your knowledge and skills in first aid? How?

PART FOUR - WHAT TO TRANSFER

This is a preparatory part for the final product or performance of the learners for
this quarter.
Activity 7 – Act it Out!
Divide the class into groups and let them create a 2-3 minute pantomime showing
a good first aider helping in certain emergency situations at home, in school, on the road,
or in office or park.
 Example: A student helps an old man who has many bruises after being hit by a
car.
Lesson 2 – Survey of the Scene and the Victims
Objectives: At the end of this lesson, the learners are expected to:

1. Demonstrate proper procedure in assessing emergency situations.

2. Demonstrate proper procedure in doing primary and secondary survey of the
victims.

PART I - WHAT TO KNOW

Allow learners to study the chart on page 12 of the Learner’s Material. It shows
the procedures in assessing emergency situations and proper action to a victim’s
response.
Then tell them to list down on the table below all the words and phrases that they
do not understand or are confusing to them.
Activity 8 – “Express your Queries”
I don’t know anything about…. I am confused about…

Study
the situations Showing emergency principles. You may invite a bonafide Red Cross member; a
para-medical practitioner, like a nurse, a first aider, rescuer; health professional, life guard or a
Here is what the learners should know…

Vital signs are measures of various physiological statistics taken in order to assess
the most basic body functions. The act of taking vital signs normally entails
recording body temperature, pulse rate or heart rate, blood pressure, and respiratory rate.

The American Heart Association the ABCs of cardiopulmonary resuscitation

(CPR) in its 2010 American Heart Association Guidelines for Cardiopulmonary
Resuscitation and Emergency Cardiovascular Care, published in Circulation: Journal of
the American Heart Association.

Recommending that chest compressions be the first step for lay and professional
rescuers to revive victims of sudden cardiac arrest, the association said the A-B-Cs
(Airway-Breathing-Compressions) of CPR should now be changed to C-A-B
(Compressions-Airway-Breathing).

"For more than 40 years, CPR training has emphasized the ABCs of CPR, which
instructed people to open a victim's airway by tilting their head back, pinching the nose
and breathing into the victim's mouth, and only then giving chest compressions," said
Michael Sayre, M.D., co-author of the guidelines and chairman of the American Heart
Association's Emergency Cardiovascular Care (ECC) Committee. "This approach was
causing significant delays in starting chest compressions, which are essential for keeping
oxygen-rich blood circulating through the body. Changing the sequence from A-B-C to
C-A-B for adults and children allows all rescuers to begin chest compressions right
away."

DRAFT
In previous guidelines, the association recommended looking, listening and
feeling for normal breathing before starting CPR. Now, compressions should be started
immediately on anyone who is unresponsive and not breathing normally. All victims of
cardiac arrest need chest compressions. In the first few minutes of a cardiac arrest,
victims will have oxygen remaining in their lungs and bloodstream, so starting CPR with
chest compressions can pump that blood to the victim's brain and heart sooner. Research

arch 24, 201

shows that rescuers who started CPR with opening the airway took 30 critical seconds
longer to begin chest compressions than rescuers who began CPR with chest
compressions. The change in the CPR sequence applies to adults, children and infants,
but excludes newborns.

Cardiopulmonary resuscitation (CPR) is a lifesaving technique useful in many

emergencies, including heart attack or near drowning, in which someone's breathing or
heartbeat has stopped. The American Heart Association recommends that everyone —
untrained bystanders and medical personnel alike — begin CPR with chest compressions.
It's far better to do something than to do nothing at all if you're fearful that your
knowledge or abilities aren't 100 percent complete. Remember, the difference between
doing something and doing nothing could be someone's life.

Here's advice from the American Heart Association:

Untrained. If you're not trained in CPR, then provide hands-only CPR. That
means uninterrupted chest compressions of about 100 a minute until paramedics arrive
(described in more detail below). You don't need to try rescue breathing.
Trained, and ready to go. If you're well trained and confident in your ability,
begin with chest compressions instead of first checking the airway and doing rescue
breathing. Start CPR with 30 chest compressions before checking the airway and giving
rescue breaths.
 Trained, but rusty. If you've previously received CPR training but you're not
confident in your abilities, then just do chest compressions at a rate of about 100 a
minute. (Details described below.)

The above advice applies to adults, children and infants needing CPR, but not
newborns. CPR can keep oxygenated blood flowing to the brain and other vital organs
until more definitive medical treatment can restore a normal heart rhythm. When the
heart stops, the lack of oxygenated blood can cause brain damage in only a few minutes.
A person may die within eight to 10 minutes.

Remember to spell C-A-B

The American Heart Association uses the acronym of CAB — circulation,
airway, breathing — to help people remember the order to perform the steps of CPR.

Circulation: Restore blood circulation with chest compressions

1. Put the person on his or her back on a firm surface.
2. Kneel next to the person's neck and shoulders.
3. Place the heel of one hand over the center of the person's chest, between the
nipples. Place your other hand on top of the first hand. Keep your elbows straight
and position your shoulders directly above your hands.
4. Use your upper body weight (not just your arms) as you push straight down on
(compress) the chest at least 2 inches (approximately 5 centimeters). Push hard at
a rate of about 100 compressions a minute.
5. If you haven't been trained in CPR, continue chest compressions until there are
signs of movement or until emergency medical personnel take over. If you have
been trained in CPR, go on to checking the airway and rescue breathing.

Airway: Clear the airway

1. If you're trained in CPR and you've performed 30 chest compressions, open the
person's airway using the head-tilt, chin-lift maneuver. Put your palm on the
person's forehead and gently tilt the head back. Then with the other hand,
gently lift the chin forward to open the airway.
2. Check for normal breathing, taking no more than five or 10 seconds. Look for
chest motion, listen for normal breath sounds, and feel for the person's breath
on your cheek and ear. Gasping is not considered to be normal breathing. If
the person isn't breathing normally and you are trained in CPR, begin mouth-
to-mouth breathing. If you believe the person is unconscious from a heart
attack and you haven't been trained in emergency procedures, skip mouth-to-
mouth rescue breathing and continue chest compressions.
Breathing: Breathe for the person
1. Rescue breathing can be mouth-to-mouth breathing or mouth-to-nose breathing if
the mouth is seriously injured or can't be opened.
 2. With the airway open (using the head-tilt, chin-lift maneuver), pinch the nostrils
shut for mouth-to-mouth breathing and cover the person's mouth with yours,
making a seal.
Difference between signs and symptoms

Signs are details discovered by applying your senses – sight, touch, hearing and
smell during the course of the examination.
Example:
bleeding, swelling, deformities
Symptoms are sensations that the victim feels or experiences and may be able to describe.
Example:
 nausea, vomiting, heat, impaired sensations

Monitoring Vital Signs

a. Checking Level of Response

Assess the casualty’s level of response using the AVPU code.
 A – Is the casualty ALERT?
Does he/she open her/his eyes and respond to questions?
 V – Does the casualty respond to VOICE?
Does he/she obey to simple command?
 P – Does he/she respond to PAIN
Does he/she react if s/he is pinched?
 U – Is he/she UNRESPONSIVE?

b. Checking Pulse
Use fingers rather than thumb (it has its own pulse) and press lightly until you
can feel the pulse. Record the number of beats per minute, strength (weak or
strong), and rhythm (regular or irregular). The following are the major
pressure points of the body. (Refer to the figure below)
 Temporal – temple or scalp
 Facial – lower face or below eyes
 Brachial pulse – inner side of upper arm
 Radial pulse – base of the thumb just below the
creases of the wrist
 Carotid pulse – side of the neck, in the hollow
between the windpipe and the large neck muscle
 Femoral – thigh, lower leg or foot
Figure 1 Pressure Points
Note to the illustrator: Redraw and make it clearer in the Body
Normal Pulse of Adult is 60-80 beats per minute.
 c. Checking Breathing
Feel the chest movement and count and record the number of breaths per
minute, depth (deep or shallow), ease (easy, difficult or painful), and noise
(quiet or noisy). The normal breathing rate of an adult is 12-16 breaths per
minute while for young children it is 20-30 breaths.

d. Checking Temperature
To obtain body temperature, use a temperature reader (digital, mercury,
forehead or ear sensor). The normal body temperature is 370C or 98.60F.

There are two ways to conduct physical examination when giving first aid:

1. Primary Survey
Primary survey of the victim is used when the victim is unconscious and one
needs to find out and treat immediately life-threatening conditions.
a. Check for Consciousness and Circulation
1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the
victim’s shoulder.
2. When there is no response, even mumbles and groans, the victim is therefore
unconscious and in need of immediate medical help.
b. Open the Airway
1. The victim’s unconsciousness may be due to obstruction in his/her airway. It
may also be caused by a narrowed airway making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows the
tongue to slip back and block the throat.
3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way
you will be able to lift the tongue from the back of the throat, leaving the
airway clear.
c. Check for Breathing
1. Put your face near the victim’s mouth and look, listen, and feel for
breathing. You should observe for chest movement or sound of breathing

2. Secondary Survey
Secondary survey is used when the victim is conscious or has revived. It aims to
detect everything about the patient’s condition.

a. History Taking
SAMPLE PAIN is the mnemonic code in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
 P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened
P-eriod of pain (How long? What started it?)
A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)

b. Checking for Vital Signs

A. Pulse rate
Steps in checking the pulse:

 Use your fingertips in getting the pulse. Follow the following procedure:
1. Place the finger tip over an artery where it either crosses a bone or
lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the
vessel wall to expand – that is the pulse.

 The pulse rate may be taken in different points in the body like:
1. Brachial 5. Subclavian
2. Carotid 6. Axillary
3. Wrist 7. Femoral
4. Temporal

 The usual radial points are found at the wrist and carotid.

NO-NO in Getting Pulse Rate

 Never use your thumb; it has its own pulse.

 Do not palpate both the carotid arteries at the same time.
 Do not get the pulse in sitting position. Pulsations disappear as the
victim is elevated to sitting position.
 Never put too much pressure or massage the carotid. You may
disturb the heart’s electrical conduction system.

Normal Pulse Rate

60-70 Men
70-80 Women
80-90 Children over 7 years old
80-120 Children over 1-7 years old
110-130 Infants
B. Temperature
Guidelines in checking temperature:
 It is with much importance that temperature be monitored as in the case of
stroke and high fever.
 Body temperature is measured by using a thermometer within:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)
C. Respiration
Guidelines in checking respiration:

 Count the number of breaths per minute.

 A whistle sound or wheeze and difficulty in breathing may mean an
asthma attack.
 A gurgling or snoring noise and difficulty in breathing may mean that the
tongue, mucous or something else is stuck in the throat and does not let
enough air to get through.

*Between12-20 breaths per minute are normal for adults and older children;
40 breaths per minute are normal for babies.

D. Skin color
Guidelines in checking skin color:
 Skin color reflects the circulation of blood and the saturation of oxygen
in the blood.
 The presence of mucous around the mouth, inner eyelids, and nail beds is
a sign of poor blood circulation.
 A healthy skin is warm and pink because blood flows normally in the
blood vessels.

c. Head to Toe Examination

1. Head and neck

 Are there any lacerations or contusions in the area?
 Is there a presence of blood in his / her hair? If yes, immediately
find out where it is coming from.
 Is there any fluid in the victim’s nose, and ears? If so, the victim
has a skull fracture.
 2. Eyes
 Pay close attention to the pupils.
Pupil Appearance Assessment
Dilated pupil State of shock
Very small pupils Poison or use of prohibited drugs

Different size Head injury that requires immediate

attention
Small and bright Pupils are reactive
No reaction DEATH

3. Chest
 Check for cuts, bruises, penetrations, and other impairments.
 If the victim feels pain while you apply pressure onto his/ her
chest, there could be a rib fracture.
4. Abdomen
 Does the victim’s abdomen hurt? Where is the pain coming from?
 Is his/ her abdomen tender?
 Did you feel any lumps? If yes, get immediate medical assistance.
5. Back
 Is there movement in the victim’s lower extremities?
 Is there sensation in these parts? If the answer is yes, do not move
the victim. Immobilize him/ her.

Top Ten things to do in case of an emergency

1. Shout for HELP!

2. Survey the scene and assess the situation.
3. Determine if the accident warrants a visit to the nearest hospital – or simple
cleansing and band aid will do.
4. If you are certified in CPR and a victim needs it, begin CPR right away.
5. Stop the bleeding, if there is any.
6. Treat any symptoms of shock.
7. Look for the medical alert tag in every victim.
8. Seek trained medical assistance.
9. Never give anything by mouth to an unconscious victim.
10. Wait for medical professionals to arrive.

*ALWAYS LOOK FOR A MEDICAL ALERT TAG IN EVERY VICTIM.

EMERGENCY ACTION
PRINCIPLES
 PART TWO - WHAT TO PROCESS

Activity 9 - Let’s try this! (Refer to page 19 of the LM)

This activity measures the learners’ capability to perform the procedures in

assessing emergency situations and in doing primary and secondary survey of the
victims.

Criteria: Correctness of the procedures and application of the basics of first aid.

Process questions:

1. Why is it important to assess the situation first before proceeding to the primary
and secondary survey of the victim?
2. When should a primary survey of the victim be used?
3. When should a secondary survey of the victim be

used? Activity 10– Share Your Heroism

This activity allows students to share a real experience where they were able to
help other people in an emergency situation.

Process questions:

1. Have you experienced helping a person in an emergency situation?

2. How was it?
3. What did you do? Is it the same with what has been discussed?
4. How did you feel during and after helping the victim?

PART THREE - WHAT TO REFLECT ON AND UNDERSTAND

Activity 11 – Rate Yourself (Refer to page 20 of the LM)

This section allows the learners to rate their own performance in assessing
emergency situations and in doing primary and secondary survey of the victims.

1. Why is it important to follow the proper procedures in assessing emergency

situations and in doing basic life support (primary and secondary survey of the
victim)?
The teacher may also encourage learners to learn independently through the Activity 12 e
found on page 21 of the LM.

PART FOUR - WHAT TO TRANSFER

This activity integrates music and communication arts with health education.
Inform students that there are a lot of studies which show that listening to music can
increase or improve academic performance.

Activity 13 – Music is Good for the Health (Individual, Pair or Group Work)
Let the learners compose a 4-line jazz chant in English, Filipino or own dialect
describing the importance of having first aid and safety awareness. An example is found
on page 21 of the Learner’s Material.

DRAFT
Criteria: Relevance and Stage Performance
Lesson 3 – Dressings and Bandages

Objectives: at the end of this lesson, the learners are expected to be able to:

1. Explain the purpose of dressing and bandages

March 24, 2014

2. Demonstrate the appropriate bandaging techniques for common unintentional
injuries.

PART I - WHAT TO KNOW

This part allows the teacher to assess if learners can identify dressings and
bandages and know what they are meant for.

Activity 14 – “Bonding with Dressing and Bandages” (Refer to page 22 of the LM)

The pictures are some examples of dressings and bandages used to cover a
wound, to stop bleeding and immobilize broken bones, sprains and strains.

The teacher may also use the very challenging activity on the next page to assess
the learners’ ability to analyze and think deeply.
Activity 15 – Twist and Double Match (Refer to page 23 of the Learner’s Material)

Answer Key:
1. DRESSING Aa 6. BURN Ie
2. COLD COMPRESS Bc 7. SPRAINS Gd
3. COLD PAD Cj 8. STRAINS Hi
4. BANDAGES Db 9. FRACTURE Fg
5. WOUND Jh 10. DISLOCATION Ef
Here is what the learners need to
know…
A dressing is a piece of sterile cloth that covers a wound to prevent
infection and/or to stop bleeding.
Techniques in Applying a Dressing:
1. Wash hands and wear gloves, if possible.
2. Unwrap the dressing as close to the wound as possible. Be sure not to touch the
wound.
3. Skin is not sterile. If the dressing slips over the victim’s skin while you are trying
to position it, discard and use a fresh one.
4. Place dressing over the wound.
5. Use a dressing that is large enough to extend at least 1 inch beyond the edges of
the wound.
6. If body tissue or organs are exposed, cover the wound with a dressing that will
stick.
7. Secure the dressing with a bandage or adhesive tape.

Cold compress is used to reduce swelling and relieve pain, especially used
for sprains and strains. Cold packs can be used as cold compress. Hot
compresses is also used to allow normal blood circulation. Cold and hot
compress are applied alternately for closed wounds or contusions.
Bandages are used to apply pressure to bleeding; for covering wounds and
burns; and providing support for immobilization for broken bones, sprains
and strains. There are three main types of bandages namely: triangular, ace
and tubular. Triangular bandage is made from cloth and can be used as
cold compress, padding, support for pressure, or support sling. Ace
bandage secures dressings in place. Tubular bandage is used to support
joints or hold dressings in place. Smaller tubular bandage is used for
finger injuries.
Figure 1 shows the parts of a triangular bandage.

Note to the illustrator: Please redraw and

make them bigger/large

21
Figure 2 Parts of a Triangular Bandage
Two Phases of Bandaging

A. An open phase bandaging is used for wounds on top and back of the head,
chest, back, hand, and foot, and as arm sling.
B. Cravat phase bandaging is used for wounds that need extra support like wound
on the eye, forehead, ear, cheek, jaw, shoulder, hip, arm, leg, elbow, knee, and
palm and for a sprained ankle. The narrower the cravat is, the greater pressure
it will give.

Figure 3 Phases of Bandaging

DRAFT
Techniques in Bandaging
1. Keep in mind the following:
a. Always use a square knot.
b. Keep the cloth sterile to avoid infection.
c. Always keep the ends.
2. Bandaging technique depends upon the size and location of the wound, your first

March 24, 2014

aid skills, and materials at hand.
3. Bandage firmly over bleeding and securely over the broken bone, not so tight so
as not to cut off blood circulation.
4. When wrapping bandages around the body, such as knees, ankles, neck, and small
of the back, uses its natural hollows to slide the bandage gently into place. Start
from the part with the smaller diameter to the larger diameter.
5. Since most injuries swell, check regularly to ensure that the bandage is still
comfortable and that it remains firmly secured.
6. Secure the bandage with a tape, clips or a bow or square knot. Ensure that the
bandages, especially the knots, do not touch the skin.
How to do a square knot
Right over left and left over right (Figure 3)

Figure 4 Making A Square Knot

22
Refer to the illustrations for proper bandaging of body parts.
Wounds
A wound is a break in the continuity of a tissue in the body. It may be closed in
which there is no break or damage in the skin. It is also called hematoma or contusion. A
wound may also be an open wound in which there is a break in the skin.
Kinds of Open Wounds

Puncture Abrasion Incision Laceration Avulsion

1. Puncture is a piercing wound caused by nails, needles and other pointed objects.
2. Abrasion is caused by rubbing or scraping the skin against a rough surface.
3. Incision is a cut caused by knife, broken glass or any sharp object.
4. Laceration is a blunt breaking or tearing of soft tissues usually resulting from
mishandling tools and other accidents.
5. Avulsion is a forcible tearing or partial tearing away of
tissues. How to Manage Wounds:
A. For management of hematoma, we use the mnemonic RICE:

1. Rest the injured part

2. Ice application
3. Compression
4. Elevation

B. First Aid for Open Wounds with Severe Bleeding

1. Wear gloves and remove or cut clothing as necessary to expose wound.

2. Control bleeding by applying direct pressure.
3. Elevate the injured part above the heart except for eye injury and wounds with
embedded object.
4. Cover wound with sterile dressing and bandage.
5. Care for shock.
6. Consult a physician immediately.
 PART TWO - WHAT TO PROCESS

Activity 16 – Wound and Bandage (Refer to page 27 of the Learner’s Material)

This activity will challenge the learners to analyze the proper bandaging to a
specific wound.
Answers:
1. An incision on a chest K
2. An abrasion on a cheek J
3. A puncture on a foot C, L
4. A laceration on the arms B,E,F
5. An avulsion on the head C

Process questions:
1. Why should we use dressings and bandages to wounds?
2. Can we use any cloth as a dressing or bandage? Why or why not?
3. Aside from wounds, on what injuries can we use dressings and bandages?
4. Why is it necessary to use the proper techniques in applying dressings and
bandages?

a
PART THREE - WHAT TO REFLECT AND UNDERSTAND
Activity 17 – Be Grateful and Resourceful (Refer to page 28 of the LM)
This activity teaches learners that there are materials at home, in school, and at
work places that can be used as dressings and bandages. This opens their minds that in
case of emergency when dressings and bandages are not available, an alternative material
can be used as long as it is clean.

Process question: Why is it important to use sterile dressings and bandages?

PART FOUR - WHAT TO TRANSFER

Activity 18 – Bandaging Olympics (Refer to page 28 of the LM)
This activity allows the learners to use the knowledge and skills in applying
dressing and bandage.
 Lesson 4 – Carrying and Transporting an Injured Person
Objectives: At the end of the lesson, the learners are expected to be able to:
1. Identify the different ways of carrying and transporting an injured person
2. Demonstrate proper the techniques in carrying and transporting an injured person

PART I - WHAT TO KNOW

Activity 19 – “How Will You Bring Me to A Safe Place?” (Refer to page 29 of the LM)
This activity arouses the critical thinking and analysis of the students. This helps the
teacher assess the prior knowledge and capability of the learners on the topic.

No. of Available Status of Injured Person Must Do Kind of Transport

First Materials
Aider
1 None Unconscious (Fireman’s Carry)
Has no injury on arm, leg, rib,
neck and back
1 None Unconscious Pass underneath a low (Fireman’s Drag or Tied-
structure Hands Crawl)
1 None Unconscious Transport the victim up (Shoulder Drag)
the stairs
1 Malong Experiencing a very serious injury (Blanket Drag)
and should not be lifted
1 None Unconscious (Lover’s Carry)
Very small
1 None Unconscious (Pack-Strap or Piggy Back
Fat Carry)
2 Classroom Unconscious Need to carry the (Chair Carry)
chairs No injury on neck, back or pelvis victim down stairs
2 None Unconscious (Two-Person Arm Carry)
3 None Unconscious Injured person will be (Hammock Carry)
carried on his back or
face
3 None Unconscious First Aiders will have (Bearer Alongside Carry)
to stay at one side of
the
injured person

Process questions:
1. In what emergency situations can we apply these transporting techniques?
 Here is what the learners need to know…
Transporting an injured person to a safer place requires great care. A first
aider must have to undergo proper training. When doing this, a first aider must consider
the following factors:
a. Weight and height of the victim
b. Status of the victim (conscious or unconscious)
c. Environment (safe, floor is smooth, narrow or wide)
d. Special need considerations (injuries of the victims)
One-man Transport

Fireman’s Carry – the easiest way to transport a light and

smaller victim

Fireman’s
Carry

conscious
R Piggy Back T – when the victim is

ar
Piggy Back

Pack Strap Carry - when the victim is smaller than the first aider

Pack Strap Carry

Shoulder Drag – used when the floor is

smooth, short distance transport
Shoulder Drag

Fireman’s Drag or Tied-hands Crawl – used when first aider and

victim must crawl underneath a low structure or smoky
Fireman’s room
Drag
 Blanket Drag – used when the victim is
seriously injured and should not be lifted.

Blanket Drag
Two-man
Carry

Chair or Seat Carry – when there are two first aiders and a chair is
available

Chair Carry

Three or More-Man

Hammock Carry – when there are three first aiders

Hammock Carry
Bearer Alongside Carry – carriers will stay
on the uninjured side of the victim

Bearer Alongside

Six Man Lift and Carry – when there are six first aiders
(Note to the illustrator: Copy the picture of “Bearer Alongside” and add 3 lifters
on the other side of the victim)
 PART TWO - WHAT TO PROCESS

Activity 20 – Pick and Carry

This activity allows the learners to perform the different kinds of transport.
Divide the class into groups with 3-4 members. One member will act as victim.
Prepare strips of paper in which the different ways of carrying and transporting the victim
are written. Groups will pick three and demonstrate the proper techniques.
Process questions:
1. Which among the techniques do you find the easiest and the most difficult?
Why?
2. What fitness components are needed by a first aider or rescuer in transporting
a victim to a safer place?
3. What are the things to consider in transporting a victim?

PART THREE - WHAT TO REFLECT AND UNDERSTAND

Activity 21 – Thinking of Others (Refer to page 33 of the LM)

This activity allows learners to widen their perspective.
An action plan is a sequence of steps that must be taken, or activities that must be
performed well, for a strategy to succeed. An action plan has three major elements (1)
Specific tasks: what will be done and by whom. (2) Time horizon: when will it be done?
(3) Resource allocation: what specific funds are available for specific activities?

PART FOUR - WHAT TO TRANSFER

Activity 22 – Campaign for Safety
Let the learners create a slogan that will encourage people in the community to
join in the First Aid Movement.
Criteria: Relevance and Persuasiveness
Lesson 5 – First Aid for Common Unintentional Injuries
Objectives:
1. Identify common unintentional injuries in school
2. Demonstrate proper first aid procedures for common unintentional injuries

PART I - WHAT TO KNOW

Activity 23 – Creative Presentation

This activity applies differentiated instruction and touches the multiple
intelligences of the students.
Divide the class into several groups according to their levels, learning styles, or
interest and assign each group a specific unintentional injury. The group shall present
their assigned topic in a creative way but must address the guide questions given.
1. Where does the injury commonly happen?
2. What are the factors that contributed to the occurrence of the injury?
3. What are the proper procedures in giving first aid to the injury?
4. What are the ways to prevent the
injury? Suggested Presentations:
1. Gallery Walk 7. Pantomime
2. Game Show 8. Newscasting
3. Talk Show 9. Song Composition
4. Poem 10. Multimedia and Other Creative
5. Role Play Presentations
6. Graphical Presentation

Here is what the learners need to know…

Note to the illustrator: lay out the following pictures strategically to save space and
make the pictures bigger and clearer
FIRST AID FOR COMMON UNINTENTIONAL INJURIES
 PART TWO - WHAT TO PROCESS

Ma r c h
A ctivity 2 4 –L ooking Back

Let the learners look at their answer once again in the Activity –1- “Emergency!
Emergency! What Will I do?”
Process questions:
1. Did you do the proper first aid for each injury?
2. Which injury were you confident in giving first aid? Why you do say so?
3. Which injury were you not confident in giving first aid? Why do you say so?
 PART THREE - WHAT TO REFLECT AND UNDERSTAND

Activity 25 – First Aid Challenge

This activity assesses the skill of the learners to perform the proper procedures in
giving first aid to common unintentional injuries.
Divide the class into several groups. Each group will go to 5 stations. Each station
has a specific injury and they will perform its proper first aid procedure. A group cannot
proceed to the next station if procedure is wrong. The group will assign a different victim
for each station so that everyone will be given the chance to experience being a victim
and a first aider.
The group with the shortest time to finish the challenge will get the highest score.
Process questions:
1. Did you enjoy the activity?
2. Why did you lose or win in the game?
3. What is the most important learning you have in the game?
4. What are the common unintentional injuries that may happen in school?
5. Why is it important to give correct first aid?
Activity 26 – “Can I Be?” (Refer to page 41 of the LM)
This activity allows the learners to express their perspective.

PART FOUR - WHAT TO TRANSFER

This is the time when the learners will be doing their product/performance for this
quarter. Let them choose one between the two activities. (Refer to page 42 of the LM)
Activity 27 – Fully Packed (Product)
Activity 28 – “Let’s Go and Let’s Do!” (Performance)
 Summative Assessment

This is an evaluative assessment which will measure the overall learning

of the learner. Part A is under “knowledge” level which calls for the recall of the
facts and other content of the unit lesson. Part B is in the “process” level which
assesses the learner’s ability to analyze words and determine its relationship to
one another and Part C is in the “understanding” level which tests if the learner
has fully grasped the concepts of the unit lesson. Thus, scores of the learners shall
be recorded under each level respectively.

A. Matching Type. Match the definition or description in Column A to its

corresponding word in Column B.
Column A Column B

1. An immediate care given to an

injured person before a
physician arrives a. Gentle
2. One of the objectives of first b. Sprain
aid c. Wound
3. A characteristic of a good first d. Dressing
aider e. Puncture
4. The first step in assessing an f. Save life
emergency situation g. Bandage
5. Done for an unconscious victim h. First Aid
6. A piece of sterile cloth used to i. Respectful
cover a wound j. Blanket Drag
7. Used to stop bleeding and k. Survey the scene
immobilize fracture l. Primary survey of the
8. A break in the continuity of the victim
tissue of the body m. Secondary survey of the
9. A kind of open wound victim
10. Used to transport an
unconscious victim
B. THREE WORDS: ONE THEME. Underline the word that does NOT belong to
the group and determine the classification/theme of the group.

1. prolong life add injury alleviate suffering save life

2. gentle observant sympathetic tactless
3.do not give food stay calm tighten clothing reassure victim
4. interview circulation airway breathing
5. head-to-toe examination vital signs call for help interview
6.suicide wound poisoning fracture
7. bandage clean cloth cold compress dressing
8. stop bleeding cover wound immobilize fracture reduce swelling
9. puncture incision laceration dislocation
10. blanket drag lover’s carry fireman’s drag hammock carry

C. Multiple Choice. Choose the best answer.

1. Who among the Grade 9 students are good first aiders?

Student A who tells his brother the severity of the injury
Student B who comforts his classmate while treating his fracture
Student C who stays calm while treating his wound on the finger
Student D who performs the proper procedure in giving first aid to poisoning

A. Students A and B only

B. Students B and C only
C. Students A, B and C only
D. Students B, C and D only

2. Why is it important to follow proper techniques and procedures in giving first

aid?
A. It may lead to further harm.
B. It can replace a nurse or a doctor.
C. It can alleviate pain and save lives.
D. It gives initial treatment to an injured person.

3. To whom can you apply your knowledge and skills in first aid?
A. oneself B. family C. community D. all of the above

4. When do we use primary survey on the victim?

A. When the victim is conscious
B. When the victim is unconscious
C. During the survey of the scene
D. After the victim has regained his consciousness
 5. To which situation can this saying “Prevention is better than cure” be applied?
I. Person A who practices safety consciousness at all times.
II. Person B who performs proper first aid to an injury.
III. Person C who proceeds to primary survey of the victims upon seeing that the
scene is not safe.
IV. Person D who keeps things at home and in school in order.

A. I, II, III B. I, II, IV C. II, III, IV D. I, II, III, IV

6. Which is the best interpretation to the illustration?

(Note to the illustrator: Draw a human figure with a big back pack holding a first
aid kit). On the back pack, write the words: first aid basics, emergency situation
principles, proper procedures, bandages, dressings)

A. A good first aider is calm, resourceful and ready to rescue during

emergencies.
B. A good first aider equips himself with proper knowledge and skills in order to
give proper first aid during emergency situations.
C. A good first aider thinks first before acting in an emergency situation.
D. A good first aider is proud of himself that he has more knowledge and skills
than the others.
7. Which is the correct sequence in giving first aid to severe bleeding?
I. Apply direct pressure over the wound with fingers over a sterile dressing.
II. Use gloves if available. Remove or cut cloth to expose the wound.
III. Raise and support the injured part above the casualty’s heart.
IV. Secure dressing with bandage.

A. I, II, III, IV B. II, I, III, IV C. IV, I, II, III D. I,II,IV,III

8. What happens when we live a safe life?
A. We can help others. B. We can give first aid.
C. We can have a happy life. D. We can solve environmental problems.
9. Injuries happen at any time. What should we do to prevent unintentional injuries?
A. We must reduce the risk of accidents.
B. We must practice safety measures at all times.
C. We must equip ourselves with proper knowledge and skills in first aid
D. All of the above
10. Which is the correct sequence in doing emergency action principle?
A. Survey the scene.
B. Check for responsiveness.
C. Do primary survey of the victim.
D. Do secondary victim of the victim.

A. I, II, IV, III C. IV, III, II, I

B. I, II, III, IV D. I,III,II,IV
Answer Key I.
 1. h
2. f
3. a
4. k
5. l 6. d
7. g
II. (one check for every answer) 8. c
9. e
10. j
1. Add injury - objectives of first aid
2. Tactless - characteristics of a good first aider
3. Tighten clothing - principles of first aid
4. Interview - primary survey of the victim
5. Call for help - secondary survey of the victim
6. Suicide - unintentional injuries
7. Cold compress - material to cover a wound
8. Reduce swelling - uses of bandage
9. Dislocation - types of open wound
10. Hammock carry - types of one man transport
III.

1. D 6. B
2. C 7. B
3. D
SUMMARY/SYNTHESIS/FEEDBACK 8. C
4. B 9. D
5. B Unintentional injuries cannot be avoided. 10.
They
C can happen at any time, at any
place to anybody. We must therefore practice safety awareness at all times.
But when injuries happen, appropriate knowledge and skills of the proper
application of first aid could greatly help in alleviating pain, preventing further injury,
prolonging and even saving lives.

GLOSSARY OF TERMS
 Accident - any unexpected event causing injury
Airway - the passage of air in the body
Bandage - any sterile cloth used to cover a wound, stop bleeding or immobilize
bone injury
Choking - an injury in which a certain object is stuck in the throat
Circulation - the flow of blood
Cravat phase - folded triangular bandage
Direct pressure- a way of controlling bleeding in which compress or a bare hand is
pressed directly on the wound
Dislocation - a condition in which bones are partially or completely pulled out from its
position
Dressing - any sterile cloth used to cover a wound

DRAFT
Electrical burn - a burn occurring from the passage of electricity in the body
First aid

First aider
- an initial treatment given to an injured person before the arrival of
a medical practitioner
- a person giving first aid

March 24, 2014

Fracture
Heart attack
Heat stroke
-a break or crack in the bone
- a sudden obstruction of the blood supply to parts of the heart muscle
- failure of the thermostat in the brain
Physician - a medical doctor
Open phase -unfolded triangular bandage
Poisoning -exposure or ingestion of toxic substances
Severe bleeding- serious bleeding that can cause blood loss
Shock -a life-threatening condition characterized by rapid pulse,
paleness, coldness, and sweating
Sprain -an injury to the ligaments, tendons and muscles due to overstretching,
over wrenching or sudden movement
Sterile - clean, germ-free
Strain - an injury to the ligaments, tendons and muscles due to
overstretching, over wrenching or sudden movement
Survey -an act of investigating or examining something
Thermostat - body temperature regulator
Transport - to move or transfer to another place
Unintentional injuries- injuries which are not expected; also known as accidents
Victim - the injured person
Vital signs -refers to the level of response, pulse, breathing and temperature of
the victim
Wound - a break in the continuity of the tissue or skin

REFERENCES

DRAFT
American Heart Association (2010). Guidelines for cardiopulmonary resuscitation and
emergency cardiovascular care. Journal of the American Heart Association.
Darilag, Agripino G., et.al. (2012). Enjoy life with P.E. and Health: Textbook for second
year. SD Publications, Inc.
Galvez Tan, Jaime Z., et.al. (2009). The health curriculum in Philippine basic education:
A resource book on health for teachers. Vol. 2. Pasay City: UNESCO, National
Commission of the Philippines, Social and Human Sciences Committee.
Santiago, Glinore B., et. al. (2004). MAPEH: A worktext in music, arts, physical
education and health. Manila: St. Augustine Publications, Inc.
St. John Ambulance Caring for Life, et.al. (2006). Pocket first aid. Revised Edition.
London: Dorling Kindersley Limited.
 Grade 9 Health Education Quarter 3

Teacher’s Guide No. 3

DRAFT
March 24, 2014
Draw something about drugs in the Philippines

1
 INTRODUCTION

This teacher’s guide is designed to help you inform your learners about the
present drug scenario in the Philippines, the different classification of drugs of abuse
and their harmful short term effects and long term effects on the body. You will
introduce the learners to common terms encountered in drug education, as well as
signs and symptoms of drug use and abuse. Finally, you will facilitate an
understanding of the effects of drug addiction to self, family, community and the
country. Furthermore, this teacher’s guide will aid you in providing your learners
solid knowledge from which they will gain more information about prevention,
intervention, and healthy alternatives to avoid substance use and abuse.

DRAFTBefore you start with the lessons, you will assist the learners in doing and
answering the pre-assessment activities. These activities will check the learners’ prior
knowledge, about drug abuse and related issues in the country. The teaching guide
will have 6 lessons which will be done for 8 days. Each lesson contains the four core

March 24, 2014

parts of learning namely: Knowledge, Process, Understanding and Transfer. All of
the activities should be recorded either in the learners’ MAPEH notebook or activity
sheet. You will culminate each lesson with a product or performance assessment to
check the learner’s level of proficiency. Suggested media resources are given to
share with your learners to further enhance their growing mind.

God bless, teach healthy and enjoy learning with your class!
 Content Standard
The learner is to demonstrate understanding of the dangers of substance use and
abuse on the individual, family and community.

Performance Standard

The learner is to share responsibility with community members through participation

in community efforts to prevent and control substance use and abuse

PRE-ASSESSMENT

D R A F
Let’s play AD D (Agree , Disagree, Don’t Kn ow)

T
Start the game by telling the learners to stay behind the line with their classmates. The

March 24, 2014

line can be a chalk line or an adhesive tape. This game allows your learners to discuss
topics about drugs that they would rather not talk about. You will facilitate in the
analysis of the learners’ current values and personal beliefs about drug use and abuse.
You shall encourage the learners to share new and exciting ideas about the topic.

How to facilitate the game:

1. Prepare three card boards with the following labels: Agree”, “Disagree” and
“Don’t Know”.
2. Choose a venue with free space. You will post the three labels “Agree”,
“Disagree” and “Don’t Know” beside each other facing the class.
3. You will read a statement to the class. The learners will decide if they agree,
disagree or don’t know the answer.
3
4. Tell the learners to move only when they hear the command “GO!”.
5. Say “Go!” after reading each statement.

4
 6. Instruct the learners to go to the location which suits their values, beliefs and
feelings. Tell them to avoid pushing and pulling.
7. You may want to ask them about their decisions.
8. Tell them they can change their decisions.
9. You will proceed to the next statement until all statements have been read.
10. Facilitate the processing afterwards.

The following are suggested statements. You may change them as needed:
1. Drugs are not a concern in the Philippines!
2. Filipino males are more prone to drug use than females.
3. Teenagers are in danger to drug use, misuse and abuse.
4. All medicines are drugs but not all drugs are medicines!

DRAFT
5. Drugs change the way the brain thinks and process information.
6. There are many healthy alternatives to combat drug use and abuse.
7. Shabu is one of the commonly used and abused drugs in the Philippines.
8. Drug dependence is the state of physical and psychological dependence on

March 24, 2014

drugs by a person following its continuous use and abuse.
9. Drug abuse is the continuous use of a drug or several drugs other than its
purpose.
10. A drug is a substance which brings about mental, emotional, behavioral and
changes to a person.

AGREE DISAGREE DON’T KNOW

LINE

STUDENTS
Illustration of the Game
Process the activity. Use the following
explanations:
 1. Drugs are not a concern in the Philippines!
- Drugs are still a concern in the Philippines. Although there is a
decreasing number of users and distribution of drugs in the
country, we still need to address the problem. Drugs affect all
domains: self, family, peers or friends, school, community and the
nation as a whole.

2. Filipino males are more prone to drug use than females.

- According to a study conducted by the Dangerous Drugs Board
(DDB) in 2008, the ratio of Filipino male users to female users is
10:1. This means that Filipino males are more prone to drug use
than female.

DRAFT
3. Teenagers are in danger to drug use, misuse and abuse.
- Teenagers are vulnerable to drug use, misuse and abuse. Several
risk factors contribute to drug exposure.

March 24, 2014

4. All medicines are drugs but not all drugs are medicines!
- Medicines are drugs. Medicines are drugs which help treat, ease
and prevent diseases and disorders. Improper use or misuse of
medicines can lead to drug abuse and addiction. Some drugs have
no medicinal purposes, are habit-forming and can lead to illnesses
and even death.

5. Drugs change the way the brain thinks and process information.
- Drugs alter body processes, affects body systems specifically the
central nervous system which includes the brain. A brain under the
influence of drugs thinks different and cannot normally process
information.
 6. There are many healthy alternatives to combat drug use and abuse.
- Various healthy alternatives are just around the corner. These can
range from hobbies like playing games, reading, collecting
favorite things and sports like basketball, volleyball, chess and
other activities which you find interesting and fun.

7. Shabu is one of the commonly used and abused drugs in the Philippines.
- The Dangerous Drugs Board listed three commonly used and
abused drugs in the Philippines and this includes shabu. The other
two are marijuana and inhalants.

DRAFT
8. Drug dependence is the state of physical and psychological dependence on
drugs by a person following its continuous use and abuse.
- Drug dependence makes a user rely on the drug s/he is using. The
drug makes the user tolerate and completely depend on the drugs.
His/her body cannot perform well without them.

March 24, 2014

9. Drug abuse is the continuous use of a drug or several drugs other than its
specified purpose.
- Drug abuse is the continuous use and dependency on drugs. A
drug user no longer has control over him / her and therefore uses
the drugs improperly and extremely which leads to drug
dependency.

10. A drug is a substance which brings about mental, emotional, behavioral and
physiological changes to a person.
- Drug affects a person mentally, emotionally, physiologically and
alters his/her behavior.
 K-W-L Chart
Tell the learners to list ideas they heard about drugs and drug scenario in the
Philippines. They will write these in the K (What I Know) column. Tell them
afterwards to list things they want to know in the W (Want to Know) column. Instruct
them not to write anything in the L (What I Learned) column yet.

The following are possible answers. Accept other answers.

K (What I Know) W (Want to Know) L (What I Learned)

- Drugs can kill - What is the present drug No answers for this part

yet. Go back to this part at

D A
- Drugs are dan ge
the end of the unit to

R
scenari o assess your learners.
- Shabu, marijuana, and

F T 2014
in ou r

M
solvents are dangerous
drugs

country/community?
- What is a drug?

ac r
- Use o f
dru gs is - What are the different

2
clas sification

h
a gainst the law

4 ,
s of dru gs?
Quiz Time!
Assure the learners that this quiz will not be recorded and will assess only their prior
knowledge about drugs of abuse and the present drug scenario in our country. This is
to prepare them for the main activities in their learning material. If they are ready,
they may proceed to answering the questions in their learner’s material. Ask them to
write answers in their notebook or activity sheet. Below is the quiz with the answers.

Supply the missing words

 Commonly abused drugs in the Philippines are (1)shabu, (2)marijuana and
(3)inhalants. (any order)
 Filipino (4)teenagers/adolescents are most likely to experiment with and

DRAFT
abuse drugs.
 (5)Drugs are any substances or chemicals which when taken into the body
have psychological, emotional and behavioral effects on a person.
 Cigarettes and alcohol are classified under (6)gateway drugs because

March 24, 2014

smokers and drinkers have a tendency to use drugs of abuse.

True or False. Write True if the statement is true and false if it is false.
TRUE 7. Stimulants, depressants, hallucinogens, narcotics and inhalants are
drugs of abuse.
TRUE 8. Teenagers who engage in drug use and abuse tend to have poor
academic performance and drop out of school.
FALSE 9. Taking small amounts of drugs of abuse will not make a person an
addict in the long run.
TRUE 10. There are more healthy and enjoyable things to do than taking drugs.
 Lesson 1: Drug Scenario in the Philippines

Introduction
Lesson 1 introduces the learners to the present drug scenario in the Philippines. They
will be provided with information about the study conducted by the Dangerous Drugs
Board, the lead government agency on drugs. It plans, establishes and initiates
programs and projects necessary to combat and reduce the illegal distribution,
manufacture and sale of drugs of abuse. They will also be introduced to basic terms
used in the study of substance use and abuse. The activities are provided to further
enhance the learners’ knowledge, skills and attitudes toward the topic.

D AFT OBJ

ECTI

R VES

March 24, 2014

At the end of the lesson, the learners are expected to:


describe the drug scenario in the Philippines

explain the concepts of drug dependence, drug use, drug misuse and drug
abuse

 conduct a survey in school or in the community about its present drug

scenario
 create a box of information which includes all information they have learned,
gathered and processed
 WHAT TO KNOW

Activity 1: Buzz Time!

Ask the learners to look at some of the headlines in the newspapers or electronic news,
watch news on television or listen to radio news program about drug-related crimes in
the Philippines. Facilitate a buzz session in the class about the present drug scenario
in the country. Ask them what they’ve read and heard. Let them share these in class.

Activity 2: Reading Time!

DRAFT
Ask the learners to read activity 2.

Ask the following guide questions. Learners’ answers may vary:

March 24, 2014

1. What can you say about the report of the Dangerous Drugs Board?
2. Do you believe that the incidence of drug use in the Philippines is really
decreasing? Why or why not?
3. What is the current scenario in your school? In your community?
4. What are the common terms related to drugs?

Activity 3: Key Drug Concepts

Ask the learners to fill in the necessary concepts about each key term related to drugs.
Tell them to add more tags if necessary. The following are sample answers to the
activity.

Chemicals
Addicting
DRUG

Dangerous

Marijuana
 Addiction
DRUG DEPENDENCE
No control

Always use drugs

Habit-forming

Drug abuse

Mental disorders

DRAFT
Without doctor’s
advice
Over the counter
DRUG MISUSE

drugs

Wrong use

March 24, 2014 Overdose

Improper use

Drug abuse

Activity 3: Ways Drugs of Abuse Enter the

Body

Ask the learners to draw a silhouette of a man or woman’s figure. Label four ways
drugs of abuse enter the body.

Silhouette of a man and a woman Nasal (through the nose)

Oral (through the mouth)

Transdermal ( skin)

Intravenous (through injection

11
 WHAT TO PROCESS

Activity 5: What is your Choice

Facilitate the activity. Read out each statement below. Ask the learners their feelings
after reading each statement. Tell them to do the body gestures appropriate with their
answers.

Statements:

 Smoking should be banned in public places.

DRAFT
 It is okay for students to use cigarettes and alcohol.
 Our law is too easy on teenagers caught using drugs.
 Advertising is causing teenagers to try alcoholic drinks.
 Strict penalties for drug use will stop people from using drugs.
 Parents should be held responsible for their children who are into drug use.

March 2014
WHAT TO REFLECT AND UNDERSTAND

Activity 6: Reflection
Time
Tell the learners to write an essay about the present drug
scenario in the Philippines. They are to include data and
information including common terms they have learned in
class and have gathered personally. Tell them also to include
ways for the government and society to combat drug
syndicates and addiction. They should limit their essay to 150-
200 words.

12
 WHAT TO TRANSFER

Activity 7: Let’s Make a Box of Information

Tell the learners that it is time to share their knowledge, skills and attitudes creatively.
Tell them to create a box of information which will include:
 a map of their community

DRAFT
 pictures related to drug use and abuse
 information and data about drugs and drug abuse

Tell your learners to find creative ways to make a box, using either wood or

March 24, 2014

cardboard. They may also use lights and sounds for a more attractive box. Use the
rubric on the next page in assessing their output.
Rubric for Box of Information

Criteria 4 points 3 points 2 points 1 point

Required The material All required All but one of Several required
Elements includes all elements are the required elements are
required included in the elements are missing.
elements as well material. included in the
as additional material.
information.

Labels All items of Almost all items Few items of Labels are too
importance on of importance on importance on small to view or
the material the material have the material no important

DR
have labels that labels that can be have labels that items were
can be read read from at least can be read labeled.
from at least 3
ft. away.
3 ft. away

A T fro m

F
at least 3 ft.
away.

M ch 2 2 1
Graphics - All graphics are All graphics are All graphics Graphics do not
Relevance related to the related to the relate to the relate to the
topic and easy topic and most topic. One or topic or several

ar
to understand. are two borrowed

0 4
borrowed
All borrowed graphics have a
graphics have a source citation.
source citation. graphics do not
have a source
citation.

understand. Some
borrowed
graphics have a
source citation.

Total Score: /20

 Lesson 2: The Risk and Protective Factors of Using Drugs

Introduction

Lesson 2 gives the different risk and protective factors in substance use, abuse and
drug dependence. Your learners will be able to discuss in depth the risk factors which
contribute to drug abuse and protective factors which prevent it. Activities are
prepared to help your learners analyze various situations they might encounter in real
life.

OBJECTIVES

DRAFT
At the end of the lesson, the learners are expected to:

 discuss risk and protective factors in substance use, abuse and drug

March 24, 2014

dependence

 analyze situations on the use and non-use of psychoactive substances

 state personal opinions about preventing drug use and abuse.

 write an essay about preventing drug use and abuse.

WHAT TO KNOW

Activity 8: Risk and Protective Factors

This activity will help your learners discuss the risk and protective factors regarding
substance use, abuse and dependence. Give the following instructions for playing the
game.
 Say:

1. Bring a short bond paper cut crosswise. These will be your meta-cards. Don’t
forget to bring a marker or crayons.
2. List a risk factor on one sheet. A risk factor is one that can result to using and
abusing drugs. Write legibly.
3. List a protective factor on the other sheet. A protective factor is one that
prevents them from using and abusing drugs. Write legibly.
4. Post the meta-cards for the risk factors on one side of the board and the meta-
cards for the protective factors on the other side.
5. After you have posted your meta-cards, we are going to process your answers.

Give feedback on the learners’ answers. Ask more questions if the need arises.

The learners might have written the following factors:

Risk Factors Protective Factors

 Use of drugs at  Goo d self-control

D F T
 Good reasoning skills
an early age  Excellent social skills

R A
 Risk taking behavior
 Lack of thought  Positive interaction with people
 Experimentation  Sense of belonging
 Good communication with people
 Poor social skills and interaction

Ma r c , 2
 Childhood problems  Positiv e
F eelin gs of family relation ship

0 1
is olation

h 244
 History and patterns of drug use  Clear and consistent family rules
 Attitudes toward drug use  Strong family values
 Poor parenting and child rearing  Positive expectation of child’s
 Inconsistent family rules success in family, school and
 Poor family values community
 Poor family ties  Reliance on family for emotional
 Association with peers and support
friends known to use gateway  Association with peers and
drugs (cigarettes and alcohol) friends who do not use gateway
 Preference to stay with peers drugs
and friends than with family  Formation of friendships
 Poor academic performance  Reliance on friends for emotional
 Lack of commitment to studies support
 Poor attendance in school  Good to excellent academic
 Involvement in fights and performance
conflicts  Strong community relationships
 Easy access to gateway drugs  Active and positive community
 Poor community organization and programs, projects and activities
  Negative norms and attitudes  Strong community advocacy
which favor drug use against drugs

Activity 9: Reading Time! Icon for Reading Time

Ask the learners to read activity 7.

Activity 10: You be the Judge of It!

Ask the learners to read the editorial and answer the questions on their notebook,
answer sheet or journal.

DRAFT
Questions:

1. What are the ideas of the editor to stop drug use, abuse and drug trafficking?
Summarize these ideas.

The learners should have included the three ideas in their answer:

March 24, 2014-

-
The banning of portrayal of drug addicts and pushers in the film
industry.
Strict laws and policies on drug trafficking and possession of drugs
and paraphernalia.
Horrific videos of people dying from drug-related illnesses should be
used by the government as advocacy materials for students to see and
know the real deal about drug use and abuse.

2. Do you think the ideas of the editor will be effective? Why or why not?

- Learners’ answers may vary. Accept answers but help process their
ideas.

3. Do you have other ideas that might help stop drug use, abuse and trafficking?
Write these ideas inside each box.

- Learners’ ideas may vary. Accept all ideas but let them explain and
defend their ideas.
 WHAT TO PROCESS

Activity 11: Editorial Page

Encourage the learners to write their own editorial page about their personal thoughts
in activity 10. Tell them to include their original editorial cartoon.

WHAT TO REFLECT ON AND UNDERSTAND

DRAFT
Activity 12: Role Play
Insert a drawing of a boy and
a girl acting out

March 24, 2014

Tell the class to form five groups. Let
them choose a domain and role play a
situation wherein they will try to prevent
or avoid risk factors and strengthen
protective factors. Time their
performance for 3-5 minutes. Encourage
them to show their hidden talent in
acting.
 Rubric for Role Play

Criteria Excellent Good Adequate Basic

4 3 2 1
Works Always willing Usually willing Sometimes Rarely willing
cooperatively and focused and focused willing and and focused
with group during tasks and during assigned focused during during assigned
presentation. tasks and assigned tasks tasks and
presentation. and presentation. presentation.
Presentation Convincing Competent Adequate Limited
and perspective communication communication communication communication
of character’s of character’s of character’s of character’s
role, feelings, role, feelings, role, feelings, role, feelings,
and motives. and motives. and motives. and motives.

DRAF T
An impressive Limited variety
Use of non- G ood An acce
verbal cues variety of non- of non-verbal
(voice, eye and verbal cues were variety ( ptable cues were used
variety of non-
body used in an 3 in a developing
verbal cues were

Ma
or more) of non-
moveme used in an
verbal cues were

rch 1
ts, exce llent used in a way.
props, competent way.

, 2
costumes) adequ ate

Information
accuracy
Information
appears to be
24 0 4
Information
appears to be
way.

Information
appears to be
Information
appears to be
WHAT TO TRANSFER

Activity 13: Let’s Do an Essay

Give the learners several situations

about drug use and abuse which they
may encounter in real life. Tell them to
choose one and write an essay about
how they can prevent or avoid such a
situation. Ask them to write the activity

DRAFT
in your notebook or activity sheet. Limit
their answers to 50-100 words. Use the
rubric to assess output.

Rubric for Essay Writing

March 24, 2014

Criteria Advanced Proficient Approaching Developing Beginning
(5 pts.) (4 pts.) Proficiency (2 pts.) (1 pt.)
(3 pts.)
Content Content Content Content is near Content is Content is
surmount reaches the expected beyond the very basic and
expectation. expected result. expected lacks in-depth
Treatment of result. Treatment of outcome. analysis.
details is Treatment of details Details are in
advanced and details is approaches the
in detail. proficient and proficiency developing
of good with some phase and
quality. shallow lines. very shallow.
Organization The structure The structure The structure The structure Structure is
and Style of the essay is of the essay is of the essay is of the essay is unorganized
highly organized and somewhat not too and not
organized and consistency is organized and organized and coherent with
shows obvious. coherent. coherent. the topic.
consistency. There is There is There is little There is no
There is multiplicity in somehow a variety in variety in
variety in style which multiplicity in structure and structure and
style which makes the style which subject. subject
makes the essay makes the matter.
essay very impressive. essay good.
impressive.
 Grammar There are no There are There are some There are Grammar
grammatical minimal grammatical many errors lacks order
errors in the grammatical errors found in found in and neatness.
essay. errors in the the essay. grammar. There are
essay. Editing is numerous
suggested. errors. Major
renovation is
suggested.
Spelling There are no There are 1-3 There are 4-6 There are 7- There are
spelling errors errors in errors in 10 errors in more than 10
in the theme. spelling. spelling. spelling. errors in
spelling.

Total: /20

Lesson 3: Drugs of Abuse

DRAFT
Introduction
Lesson 3 deals with the classification of drugs of abuse. Your learners will be able to
classify the drugs of abuse according to their effects on the body. Some of these drugs
of abuse also have their medical purposes but are highly addictive if misused and

March 24, 2014

abused. Your learners will be provided with information about the topic. Activities
are provided to assist them in developing their knowledge, skills and attitudes about
classifying drugs of abuse.

OBJECTIVES

At the end of the lesson, the learners are expected to:

 describe the classification of drugs of abuse

 classify drugs of abuse according to their effects on the body
 produce a table flipchart of the classification of drugs and their effects on the
body
 WHAT TO KNOW

Activity 14: Body Frisking

Let the learners do the activity. The answers are:

D
S N E G O N I C U L L A H

- Gateway drugs

R AFT
S A H U N G A I C O S S A

G R E R I O P O P P T T L
- Depressants
U C L D A S D G N N O I L
- Stimulants
R O P S Q Z X C A P Y M U
- Narcotics
D S S Q W E R S R T Y U C
- Hallucinogens
Y S A S D E S S C O O L I - Inhalants

a rch 2
M 4 , 2014
A F D O S E F G O L U A N

W W R W R C V Y T M T N A

E A Q P W G F D I N H T T

T S E S E B N M C V U S I

A D S F D D T L S G N O O

G A G I N H A L A N T S N

Draw a suspicious looking person with his pocket designed as a crossword puzzle.

Activity 15: Reading Time!

Ask the learners to read and understand the “Classification of Drugs of Abuse”.

WHAT TO PROCESS
Activity 16: The Drug Concept Map

Instruct the learners to copy the concept map in their

notebook or activity sheet. Tell them to add information
to complete the map.

the next page. 22

Learners’ answers may vary. The possible answers are on

23
 Harmful Effects Gateway Drugs
Organ failures Harmful Effects
Cancer Depressants Behavioral problems
Heart diseases Heart problems
Liver problems Brain stroke
Paralysis or loss of limbs/body parts due to accidents Liver problems
death Mental disorders
Coma & death

D
RUG
Harmful Effects Harmful Effects
Extreme paranoia Stimulants Narcotics Hepatitis
Multiple organ failure Tetanus
Brain damage which leads to mental disorders HIV/AIDS
Coma & death Coma
Death

DRA FT
S

Harmful Effects

March 24, 2014

Hallucinogen Inhalants Harmful Effects
Flashbacks - Nerve damage
Increased blood pressure - Brain damage
Brain damage - Muscle spasms
Mental disorders - Bone
Coma & death marrow
damage
- Coma
- Death

WHAT TO REFLECT ON AND UNDERSTAND

Activity 17: Relay Game

Organize a relay game. This game can be played indoors or outdoors. Group the class
into teams with six members. Each member will have a meta-card with each class of
drugs written on it. You will give a statement or phrase connected with the drugs of
abuse. Instruct that a member who thinks that the meta-card he/she is holding as the