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Health
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Learners Material
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Unit 
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This book was collaboratively developed and reviewed by

educators from public and private schools, colleges, and/or universities.
We encourage teachers and other education stakeholders to email their
feedback, comments, and recommendations to the Department of
Education at action@deped.gov.ph.
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We value your feedback and recommendations.

Department of Education
Republic of the Philippines

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
Physical Education and Health Grade 10
Learners Material
First Edition 2015
ISBN:
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not represent nor claim ownership over them.

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Authors and publishers may contact FILCOLS at filcols@gmail.com or (02) 439-

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2204.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Dina S. Ocampo, PhD
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Development Team of the Learners Material
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Consultant: Grace Reyes-Sumayo and Hercules Callanta

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

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Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. Grecia

Editor: Mercedes Manguerra

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Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Grace Duka-Pante, Salve Favila, Lordinio Vergara

Layout Artist: Aileen N. Ilagan, Donna G. Romero

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Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albao, Jason O. Villena,

Fermin Fabella, Hadji S. Mendoza

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. Crausus

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 INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
outcomes.

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This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a

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healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
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participation in health trends, issues and concerns in health care, and planning for a
health career.
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Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
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activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
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can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
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relevant skills and information, preparing yourself for the challenges of the world.

As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.

Come on. Lets get started!

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 Table of Contents
HEALTH

Unit 2: Health Trends, Issues, and Concerns in the National Level ................ 231
Introduction ..................................................................................................... 232
Learning Competencies .................................................................................. 233
Pre-Assessment .............................................................................................. 233

Activity 1: New Mail! .................................................................................. 234

Activity 2: Lets Recall! ............................................................................... 236
Activity 3: Alternatives ............................................................................... 237

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Activity 4: Pillars of Foundation ................................................................. 238
Activity 5: Your AID to AIDS ...................................................................... 240
Activity 6: True or False ............................................................................. 241
Activity 7: Because!.................................................................................... 242

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Activity 8: Gateway or Get-away ............................................................... 243
Activity 9: Cigarette Packs .................................................................... 244
Activity 10: Rescue the Child ..................................................................... 246
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Activity 11: Group Research ..................................................................... 248
Activity 12: House Speech ........................................................................ 248
Activity 13: Jigsaw ..................................................................................... 249
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Activity 14: I Am Aware ............................................................................. 249
Activity 15: Student Lawyers! ..................................................................... 250
Activity 16: Health Headlines ..................................................................... 252
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Activity 17: Pressing Issues ....................................................................... 252

Activity 18: Letter of Concern ..................................................................... 253
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Post-Assessment........................................................................................... 254
References ..................................................................................................... 256
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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 Unit 2: Health Trends, Issues, and
Concerns in the National Level

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Number of Meetings: 10
CONTENT STANDARDS
The learner demonstrates understanding
of current health trends, issues, and
concerns in the local, regional, and
national levels.
PERFORMANCE STANDARDS
The learner consistently demonstrates
critical thinking skills in exploring local,
regional, and national health issues,
trends, and concerns.

I. Introduction
As an adolescent, you experience numerous health issues that pertain to
your well-being. What are some examples of these concerns? Write them in the
circles.

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This module will help you recognize and understand how the government works
with various institutions and sectors to address issues and concerns. It is important to
know these policies because they embody your rights as a citizen of the country. Be
aware. Be knowledgeable. Practice your rights.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 II. Learning Competencies
The learner:
1. discusses the existing health-related laws;
2. explains the significance of the existing health-related laws in safeguarding
peoples health;
3. follows existing health-related laws;
4. critically analyzes the impact of current health trends, issues, and concerns;
and
5. recommends ways of managing health issues, trends, and concerns.

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III. Pre-Assessment

A. Identify the policy being described in each number. Choose from the box the

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letter of the correct answer in the table.

a. Consumer Act
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b. Traditional and Alternative Medicines Act
c. Responsible Parenthood and Reproductive Health Act
d. Philippine AIDS Prevention and Control Act
e. Comprehensive Dangerous Drugs Act
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f. Tobacco Regulation Act
g. Cybercrime Prevention Act
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h. Anti-Child Pornography Act

i. National Blood Services Act
j. Anti-Hazing Law
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k. National Environmental Awareness and Education Act

l. Seat Belts Use Act
m. Anti-Drunk and Drugged Driving Law
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Letter
of the Description of the Policy
Answer
1. Provides for the inclusion of environmental education programs
in various national institutions

2. Supervises the legal production of cigarettes in the country

3. Provides assistance for the prevention and control of AIDS

4. Provides for the regulation of products and services being sold

and offered in the country

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 5. Describes the blood donation program in the country

6. Prohibits physical and emotional harm and abuse as initiation to

a certain social group
7. Penalizes vehicle drivers who are under the influence of drugs
and alcohol
8. Provides for the regulation of narcotic and other related
substances being sold/imported in the country

9. Identifies scientifically proven herbs as medicinal plants

10. Penalizes vehicle users who will not wear safety belts while on
the road

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11. Protects children from any malicious acts online

12. Provides for criminal offenses committed online

13. Provides for maternal and child healthcare, family planning, and

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responsible parenthood
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PART I: WHAT TO KNOW No. of Sessions: 5

In the WHAT TO KNOW phase, you will answer activities which

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will assess your prior knowledge. At the end of the phase, you
will be assessed again to check your knowledge about the
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concepts and information learned.

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CONSUMER HEALTH

Activity 1: NEW MAIL!

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Read the letter of complaint given and answer the questions following after.

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1. What is the letter senders dilemma?

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___________________________________________________________
___________________________________________________________

2. What consumer right is the letter sender practicing?

___________________________________________________________
___________________________________________________________

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Activity 2: LETS RECALL!

Round Robin:

I. Materials:
1 pad paper for the group
pens for each member

II. Procedure:
1. Form groups of 5 members.
2. Each member is given 1 minute to recall a consumer right discussed in the
previous module. When the bell rings, the student passes the paper to the
next member.

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3. Group Sharing:
Discuss these in your group.
a. What does each consumer right mean?
b. In what ways can you practice these rights?

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Time to Read
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Republic Act No. 7394 or the Consumer Act of the Philippines has three
objectives (Galvez Tan, et al., 2009):
1. Protect the interest of the consumer
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2. Promote his/her general welfare

3. Establish standards of conduct for business and industry

To achieve the objectives, the Act aims to protect people against hazards to
health and safety, and deceptive and unfair sales acts and practices. In this light, the
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policy mandates for information dissemination and education to facilitate sound choice
and proper exercise of rights by the consumer.

The Consumer Act also covers the quality and safety of different products
like food, drugs, cosmetics, and devices. The policy also promotes the protection of
citizens against hazardous substances that may be in sale. Hence, proper labeling
and fair packaging shall be required for all the products being sold.

Aside from health information and products, health services also play an
important role in appraising and improving the well-being of a person. Health services,
which are also covered under the Consumer Act, are also availed by consumers. One
form of health service is complementary and alternative medicine.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 In connection with the Consumer Act, Republic Act 8423 or the Traditional and
Alternative Medicine Act of 1997 (TAMA) provides for the improvement of quality and
delivery of healthcare services in the country through the development of traditional
and alternative healthcare and its integration into the national healthcare system.

The policy also identifies medicinal plants in the country which are readily
available. These medicinal plants shall be given care by different agencies. In order to
coordinate various activities and programs in the traditional and alternative healthcare
delivery system, the Act provisions the establishment of the Philippine Institute of
Traditional and Alternative Healthcare (PITAHC) to accelerate the development of the
said healthcare in the country.

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Activity 3: ALTERNATIVES

1. What are different forms of complementary and alternative medicine

approved by TAMA?

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2. Identify the pictures.

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Let us Recall:

The TAMA of 1997 states that there are more than 2000 available medicinal
plants in the country, but only 10 are approved by the Department of Health. What are
these medicinal plants? List them in your notebook.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
III. Reproductive Health

Another pressing health issue that concerns you as an adolescent is

reproductive health. Reproductive health is defined as a state of physical, mental,
and social well-being in all matters relating to the reproductive system, at all stages
of life (Galvez Tan, et al., 2009). With the sudden physical and emotional changes in
your body, more and more questions are starting to surface. Reproductive health is
crucial for it paves the way for your social and economic development. Furthermore, it
has also a great influence in the health of the next generation. The health of newborn
children will be dependent on the health of the parents, particularly the mother.

To aid the reproductive health needs of the citizens, the government mandated
the RA 10354 or most commonly known as the Responsible Parenthood and

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Reproductive Health Act. Get to know more about the Act by answering the activity.

Activity 4: PILLARS OF FOUNDATION

The Responsible Parenthood and Reproductive Health Act builds it foundation

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on four pillars.
1. Identify these pillars below by unscrambling the letters.
2. Read the provisions beside each pillar.
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Pillar 1:
N F D E O R M I COHICE
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_ _ _ _ _ _ _ _ _ ______

As stated in the Act, effective and quality

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reproductive healthcare services, which are ethically and

medically safe, legal, accessible, and affordable, shall
be given primacy to ensure the health of the mother and
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child. Also, the government shall promote and provide

unbiased information and access to these services.
This pillar also covers the provision for the integration of
reproductive health and sexuality education in schools,
and other educational settings.
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Pillar 2:
T E S P C E R O F R FIEL
_ _ _ _ _ _ _ _ _ _ ____

The Act recognizes that abortion is illegal and punishable

by law. However, mothers will be identified to have
aborted an unborn child will be served with post-abortive
treatment and counseling in a humane, nonjudgmental,
and compassionate manner.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 Pillar 3:
TIRHB LOTRONC
_____ _______

Reproductive healthcare, information, and supplies shall

be made available most especially to poor beneficiaries.
However, the Act provisions also that the government
must respect the citizens individual preferences and
choices of family planning method.

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Pillar 4:
LEBOSRPNISE HONTPERAOD
_ _ _ _ _ _ _ _ _ _ _ __________

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Couples determine their ideal family size. In addition,
the government shall equip each parent with needed
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information in all aspects of family life, reproductive
health, and this pillar.
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Lets Reflect!

Find a partner and discuss these questions.

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1. As adolescents, what benefits do we get from the Responsible Parenthood

and Reproductive Health Act?
2. What do different groups predict? What are the positive and negative
impacts of the law?
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Beyond the Classroom

1. Read about HIV and AIDS.
2. Prepare for sharing in the next meeting.

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Readings:

Reproductive health also concerns problems such as sexually-transmitted

infections. According to Dr. Natividad (2013), in the Young Adult Fertility and Sexuality
Study of 2013 (YAFS-4), a survey of Filipino college and high school graduates, 36.2
percent and 43.5 percent respectively admitted to having engaged in premarital sex.
In addition 66.7 percent and 79.6 percent did not use any protection at first premarital
sex. These scenarios are most often the causes of infections.

Acquired Immunodeficiency Syndrome or AIDS is caused by human

immunodeficiency virus (HIV) which usually does not have symptoms in its early
stages. Initially, people with HIV were diagnosed as having AIDS only when they
developed blood infections, the cancer known as Kaposis sarcoma, or any of the 21
other indicator diseases (Donatelle, 2006). In addition, HIV is highly infectious through

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unprotected sexual intercourse, breastfeeding (of an infected mother to infant), and
blood transfusion/injecting drugs (needles used for infected patients). Currently, there
are several treatment options for HIV and AIDS, but no known cure yet.

Activity 5: YOUR AID TO AIDS

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Write a short reflection on how HIV affect a persons life and others.
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In this light, the government also puts its efforts to eradicate these sex-related
diseases, most especially AIDS.
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The Republic Act No. 8504 or the Philippine AIDS Prevention and Control Act
of 1998 was passed by the Congress on July 28, 1997. The Act promulgates policies
and prescribing measures for the prevention and control of HIV/AIDS in the Philippines,
instituting a nationwide HIV/AIDS information and educational program, establishing
a comprehensive HIV/AIDS monitoring system, strengthening the Philippine National
AIDS Council, and for other purposes (PNAC).

The Act also provides for education and information dissemination in various
institutions and agencies, safe practice and procedures (testing, screening, and
counseling) in health organizations and associations, monitoring of cases with
confidentiality, and programs for anti-discriminatory acts (in the workplace, hospitals,
and other public institutions).

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 Activity 6: TRUE OR FALSE

Write True if it is according to the policy, and False if it is not.

__________ 1. A person with HIV/AIDS is allowed to donate blood, tissues, or

organs.

__________ 2. HIV testing is not compulsory and required.

__________ 3. Pre- and post-test counseling sessions are given to those who
undergo HIV testing in accredited centers.

__________ 4. People with HIV/AIDS are not allowed to avail services provided

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by public hospitals because infection might spread.

__________ 5. AIDSWATCH monitors the incidences of HIV infection in the

country and writes reports about it.

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__________ 6. A person with HIV/AIDS is treated with utmost confidentiality by
medical personnel.
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__________ 7. A patients case is still confidential even if there is an interference
by a court.

__________ 8. The AIDS Prevention and Control Act of 1998 promotes

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discrimination against people with HIV/AIDS.

__________ 9. The Philippine National AIDS Council manages the HIV testing in
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various accredited centers.

__________ 10. A person with HIV/AIDS is not allowed to travel abroad.

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Activity 7: BECAUSE!

Why do people engage in unsafe and unprotected premarital sex?

1. Form a group with 5 members. Assign each member numbers 1-5.
2. Each member will be given 20 counts to write his/her response to the
question above.
3. When the time is up, he/she will pass the paper to the next member.

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IV. Substance Use and Abuse

Gateway drugs may be considered as windows to unprotected sex. These are

drugs that people use initially that may eventually lead to the abuse of illegal drugs
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(Galvez Tan, et al., 2009). Alcohol and tobacco are gateway drugs. When alcohol is
consumed, the central nervous system is affected. Thus, a person is more vulnerable
to doing dangerous acts because of depressed decision-making skills.

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 Activity 8: GATEWAY OR GET-AWAY

What are some examples of gateway drugs?

List them on the table below.

Kinds of Alcohol Kinds of Tobacco

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How can you avoid using them? Give examples.

Getaway 1: __________________________________________________
Getaway 2: __________________________________________________
Getaway 3: __________________________________________________

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On the other hand, the government also provides protection from these
gateway drugs through the Comprehensive Dangerous Drugs Act and the Tobacco
Regulation Act.
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Republic Act No. 9165 or the Comprehensive Dangerous Drugs Act of 2002
protects citizens from the harmful effects of dangerous drugs to their physical and
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mental well-being. According to the policy, here are some which are considered as
unlawful acts and are subject to penalties and fines.
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a. Importing of dangerous drugs and/or controlled precursors and essential

chemicals (narcotic drugs and psychotropic substances)
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b. Selling, trading, administering, dispensing, delivering, distributing,

and transporting dangerous drugs and/or controlled precursors and
essential chemicals
c. Maintaining a drug den, drive, or resort
d. Manufacturing of dangerous drugs and/or controlled precursors and
essential chemicals
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e. Manufacturing or delivery of equipment, instrument, apparatus, or other

paraphernalia for dangerous drugs and/or controlled precursors and
essential chemicals
f. Possessing dangerous drugs, equipment, instrument, apparatus, or
other paraphernalia
g. Possessing dangerous drugs during parties, social gatherings or
meetings
h. Cultivating or culturing plants classified as dangerous drugs or sources
of such
i. Unnecessary prescribing dangerous drugs

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 On the other hand, Republic Act No. 9211 or the Tobacco Regulation Act of
2003 protects people from the sale, use, and advertisements of hazardous tobacco
products.

In order to promote a healthful environment, the Act absolutely bans smoking

in public places, most especially in centers of youth activities, elevators and stairwells,
fire-hazardous places, within public and private hospitals and medical clinics, airport
and other terminals, and food preparation areas. In this light, a designated smoking
and non-smoking area should be utilized.

The Act also restricts access to sale of tobacco products to minors. Tobacco
may not be put in a vending machine, unless it verifies age, and may not be sold within
100 meters of a school. Should tobacco be sold, there should be proper signage that

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indicates target consumers.

When it comes to advertising and promotions, the Act provisions the printing of
warnings on cigarette packs in either Filipino or English. In addition, health warnings
should also be included.

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Lastly, the government should provide programs and projects for those who
shall be affected by the passing of the Act. One example of which are the tobacco
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growers. The Act provisions the establishment of a cooperative and assistance
program for the said people.
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Activity 9: CIGARETTE PACKS

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The Tobacco Regulation Act of 2003 requires the printing of warnings on

cigarette packs.
1. What are some examples of these warnings?
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2. Design the packs of cigarettes.

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Reflection Questions:

1. How did you feel upon writing the warnings?

2. What are the psychological effects to a person who reads the cigarette
warning labels?

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 V. Social Health

Peer influence also concerns you as adolescents. You are in the

developmental stage wherein you build lasting relationships with peers. Here are
some issues that you may encounter:

1. Cybercrime
With the advancement of technology, there are various platforms
where you may express yourself. This diversity may do both good and
harm to you. Cyberrefers to a computer or a computer network, the
electronic medium in which online communication takes place. Thus,
cybercrime is simply any crime committed in cyberspace. To protect the
citizens from this concern, the government mandated Republic Act No.
10175 or the Cybercrime Prevention Act of 2012. The law mandates

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the prohibition of cybersex, child pornography, unsolicited commercial
communications, and computer-related identity theft.

2. Child Pornography
In relation to cybercrime, child pornography has become a

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pressing concern of this generation. Republic Act No. 9775 or the Anti-
Child Pornography Act of 2009 defines the crime of child pornography.
As defined, Child pornography refers to any representation, whether
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visual, audio, or written combination thereof, by electronic, mechanical,
digital, optical, magnetic or any other means, of child engaged or
involved in real or simulated explicit sexual activities (Official Gazette,
2009). In addition, it is also important to note how the Act defines a
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child.

Child refers to a person below eighteen (18) years of age

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or over, but is unable to fully take care of himself/herself

from abuse, neglect, cruelty, exploitation or discrimination
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because of a physical or mental disability or condition. For

the purpose of this Act, a child shall also refer to:

(1) a person regardless of age who is presented, depicted

or portrayed as a child as defined herein; and
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(2) computer-generated, digitally or manually crafted images

or graphics of a person who is represented or who is
made to appear to be a child as defined herein.

Child pornography may also be syndicated if there are three (3) or more
persons confederating with one another. In this light, it is not only the victim
who can file a complaint, but the parents or guardians, relative within the
third degree, officer or social worker of a licensed child-caring institution
or DSWD, barangay chairman, law enforcement officer, at least three
concerned responsible citizens in the same place where the pornography
occurs, and a person who is knowledgeable of the law may do so.

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 Once the victim is identified, he/she is subject to care, custody and
treatment from the Department of Social Welfare and Development. In
addition, an inter-agency program shall also be established to prevent child
pornography.

Activity 10: RESCUE THE CHILD

When a child is subject under pornography, who may file a complaint for the
victim? List them below.

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3. Hazing
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Fraternities and sororities, gangs, and social groups are starting

to become more and more identified and publicized. Because of their
alleged prestige and prime, more teens are encouraged to be a part
of them. For some of these groups, hazing may be an option to test an
applicants willingness and commitment. On the other hand, hazing is
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very dangerous, and proven to have killed many lives.

The government protects the youth through the Republic Act

No. 8949 or the Anti-Hazing Law. The Act penalizes those who will
go too far during initiation rites wherein the applicant is subjected to
severe physical and emotional pain and suffering

4. Blood Donation
Being proactive citizens of the country, you must willingly help
others in ways that will not harm you. One of the emerging forms of
voluntary service is blood donation. Republic Act No. 7719 or the
National Blood Services Act of 1994 aims to promote and encourage

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electronic or mechanical including photocopying without written permission from the DepEd Central Office. First Edition, 2015.
 voluntary blood donation by the citizenry, provide for adequate, safe
and affordable and equitable distribution of blood and blood products.
In order to attain these aims, the Act provisions the establishment of a
Blood Services Network which consists of the following:

a. National Council for Blood Services and its various committees

It serves as the governing body of the network and is responsible

for the approval of various policies on blood services.

b. Philippine National Blood Services

Under its Blood Centers, it works on the recruitment, retention,

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and care of voluntary blood donors, collection of blood from qualified
donors, testing of units of blood for infectious diseases, and the like.

c. Authorized Blood Collection Units and Facilities

d. Private and Public Hospital Blood Banks and Blood Stations

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e. Non-Hospital Health Facilities
f. National Reference Laboratories for Immunology and
Immunohematology
C
VI. Safety in the Environment
D
Pollution and road safety are two of the most usual issues that concern you
as a member of your community. Here are some policies most appropriate to address
these concerns.
E

1. Pollution

EP

With the exponential growth in population, more resources are being

demanded and supplied to the people. However, people do not manage
these resources properly. Thus, pollution arises. That is why the government
mandated the Republic Act No. 9512 or the National Environmental
Awareness and Education Act of 2008.
D

This Act promotes environmental awareness through environmental

education. Various educational agencies, DSWD, DOST, and DENR shall
integrate environmental education in their curricula. It shall encompass the
concepts and principles, laws, international and national best practices,
threats of degradation and its impacts to human well-being, responsibilities
of humans in conservation, protection and rehabilitation of resources,
and sustainable development through the environment. In addition,
environmental education shall also be part of the National Service Training
Program (NSTP).

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 2. Road Safety

Road accidents are one of the most frequent causes of death among
Filipinos. To respond to this alarming situation, citizens are protected by
law through these Republic Acts.

Republic Act No 8750 or the Seat Belts Use Act of 1999 aims to secure
and safeguard passengers and drivers of motor vehicles from injuries and
other effects of vehicular accidents. The policy includes the mandatory
wearing of seatbelts by the driver and front seat passengers of any running
motor vehicle. The Act also prohibits children from sitting in the front seat
of any motor vehicle.

PY
In addition, Republic Act No. 10586 or the Anti-Drunk and Drugged
Driving Law also penalizes those who will be caught driving under the
influence of alcohol, drugs, and other similar substances.

O
Activity 11: GROUP RESEARCH

1. Form groups of five (5) members each.

C
2. Research the penalties and fines that are given to those who will violate the
policy assigned to your group.
3. Prepare for reporting.
D
TEST YOUR KNOWLEDGE

The following activity will be recorded under Knowledge. Read

E

the directions carefully and give the best answers.

EP

Activity 12: HOUSE SPEECH

1. Pretend that you are a House Representative.

D

2. You authored a law that you will be presenting to the general public.

3. Select one act/law that was previously discussed.

4. Write a speech that includes the title of the act, its descriptions, provisions,
and penalties.

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 Part III: WHAT TO PROCESS No. of Sessions: 1
In the WHAT TO PROCESS phase, you will answer and
perform activities which will help you process and improve your
understanding. At the end of the phase, you will be assessed
again to check your processing skills about the concepts and
information learned.

Activity 13: JIGSAW

1. Divide the class into groups of four (4) students.

PY
2. For each group, assign Students A, B, C, and D.
3. Each group shall reflect on the question:
How do health policies affect and protect the citizenry?
4. Each member of the group is assigned to focus on one concept.
Student A: Impact to students

O
Student B: Impact to parents
Student C: Impact to businessmen
Student D: Impact to the government
C
5. All Students A should sit together and discuss the concept assigned to
them. Students B, C, and D will do the same.
6. You will be given 10 minutes to discuss.
D
7. When the bell rings, all students should go back to their original groups
(with Students A, B, C, and D in each).
8. Each group will then be given another 10 minutes to share what the
E

members learned from their fellow Student A/B/C/D.

9. Assign a speaker for each group to report the reflection in class.
EP

TEST YOUR PROCESSING SKILLS

The activity below will be recorded under Process. Read the

procedures carefully and use the rubric to improve your output.
D

Activity 14: I AM AWARE

Having discussed the impact of the national issues, trends, concerns, and the
laws that apply to them, what is their impact to you as an adolescent?

1. Select 3-4 acts or laws that best apply to you as a teenager.

2. Write a personal essay about them.

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 PY
Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 1

O
In the WHAT TO REFLECT AND UNDERSTAND phase, you
will do activities which will assess your deeper knowledge and
C
understanding of the topics learned. At the end of the phase, you
will be assessed again to check your reflection and understanding
about the concepts and information learned.
D

Activity 15: STUDENT LAWYERS

E

1. Read and analyze the situations.

2. What health policy/policies is/are concerned in each situation?
EP

3. In what way may the policy/policies affect the character?

A factory worker voluntarily underwent HIV testing. The result shows that the worker
D

is positive with the infection. He/She reported about it to the administration. He/
She is now hearing discriminatory remarks from the co-workers. Apparently, the
administrator spread the news of his condition to the workers.

Health Policy:
_________________________________________________________________

How does the law affect the character?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

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 A couple is getting married in a few months.
They are required to attend seminars on family planning.

Health Policy:
_________________________________________________________________

How does the law affect the character?

___________________________________________________________________

PY
___________________________________________________________________
___________________________________________________________________

What advice would you give the couple?

___________________________________________________________________

O
___________________________________________________________________
C
Upon scouting the area, neighbor A identifies a certain plant as a source of an
addictive substance. The area is owned by a rich businessman in the city.
D

Health Policy:
_________________________________________________________________
EP

How does it affect both characters?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
D

If you are neighbor A, from whom will you ask help about your concern?
___________________________________________________________________

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 An old person consults a doctor and is advised to undergo alternative health care.
The old person is apprehensive and doubtful of the health care option

Health Policy:
_________________________________________________________________

How does it affect the character?

___________________________________________________________________
___________________________________________________________________

PY
___________________________________________________________________

Why do people think lowly about alternative and complementary healthcare

modalities?
___________________________________________________________________

O
___________________________________________________________________
C
Activity 16: HEALTH HEADLINES
1. Look for a news clip about a health concern or issue (in the past 2-3 months)
2. Read and analyze it.
D
3. Identify which policy is concerned with the issue.
4. Write a short commentary on the news item.
E

Activity 17: PRESSING ISSUES

EP

1. Here are other policies relating to the health of the Filipinos.

2. Find a partner and read any two (2) of them.

R.A. 6969 Toxic Substances

R.A. 10351 Excise Tax on Alcohol and Tobacco Products
D

R.A. 8172 Act on Salt Iodization Nationwide (ASIN)

R.A. 7277 Magna Carta for Disabled Persons
R.A. 9994 Expanded Senior Citizens Act
R.A. 8371 Indigenous Peoples Rights Act of 1997

3. Pair-Share
Find a pair and discuss these concerns:
a. Why do these health issues concern the public?
b. What explains the cause of these issues?
c. How will you be able to manage these issues?

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 Activity 18: LETTER OF CONCERN

If you are going to talk to the countrys lawmakers, what questions about the
laws you have learned will you ask them? Write the questions in your notebook.

Part IV: WHAT TO TRANSFER No. of Sessions: 2

In the WHAT TO TRANSFER phase, you will apply what you

have learned through creating or producing a product. At the end
of the phase, you will be assessed again to check your knowledge,
skills and attitudes.

PY
Health Correspondents
1. Form groups of 3-4 members.

O
2. Brainstorm about a research topic on the impact of the national health
policies to different sectors of the society.

Possible topics:
C
Awareness of individuals on the health policies
How individuals practice the policies
D
3. Formulate interview questions and discuss with any of these individuals:
a. religious leaders / ministers
b. police officers
E

c. mothers
d. teachers
EP

e. barangay officials
f. entrepreneurs / sari-sari store owners
g. person/s with disability

4. Write your research paper in the following format:

I. Title
D

II. Thesis Statement

III. Research Questions
IV. Background Information
V. Results
VI. Discussion and Analysis
VII. Conclusion
VIII. References

5. Prepare for presentation and sharing in class.

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 VI. Post-assessment

Select six (6) policies from the list.

In each of the boxes, write the name of the policy and provide at least three (3)
salient points.

Consumer Act
Traditional and Altenative Medicines Act
Responsible Parenthood and Reproductive Health Act

PY
Philippine AIDS Prevention and Control Act
Comprehensive Dangerous Drugs Act
Tobacco Regulation Act
Cybercrime Prevention Act
Anti-Child Pornography Act

O
National Blood Services Act
Anti-Hazing Law
National Environmental Awareness and Education Act
Seat Belts Use Act
C
Anti-Drunk and Drugged Driving Law
E D
EP

Policy: ______________________ Policy: ______________________

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 Policy: ______________________ Policy: ______________________

PY
O
Policy: ______________________ Policy: ______________________

E D
EP
D

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References
Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson
Education, Inc.

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

Education. (Volume 2: A resource book on Health for teachers).
Pasay: UNESCO, National Commission of the Philippines.

Meeks, L., et al. (2005). Comprehensive school health education: Totally

awesome strategies for teaching health . (4th ed). McGraw-Hill. New
York.

Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill
Natividad, J. (2014). Filipino Youth: Sexuality and education Status.
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Sexuality-and-Education-Dr-Joy-Natividad.pdf

https://chester2278.wordpress.com/category/reproductive-health-rh-bill/

http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

O
http://www.gov.ph/2009/11/17/republic-act-no-9775-s-2009/
C
http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20
Tobacco%20Regulation%20Act.pdf

http://www.pdea.gov.ph/images/documents/RA_9165.pdf
D
http://dtincr.ph/files/LawsAndPolicies-ConsumerAct.pdf

http://www.senate.gov.ph/lisdata/61165556!.pdf
E

http://www.senate.gov.ph/republic_acts/ra%209512.pdf
EP

http://www.doh.gov.ph/system/files/ao2005-0002.pdf

http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf

http://www.gov.ph/2013/05/27/republic-act-no-10586
D

http://www.health-lesson-plans-teacher.com/images/PartsOftheSkinPic.jpg

http://thumbs.dreamstime.com/z/female-reproduction-system-4231911.jpg

http://www.athensdhsc.com/wp-content/uploads/2015/01/Digestive-system-
coloring-page-for-kids.png

http://4d6ane32do4i1zrbaofbakrm.wpengine.netdna-cdn.com/wp-content/
blogs.dir/60/files/2014/05/World-Health-Organization-logo_WHO.jpg

256

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