GAD-based iC CEBU

Lesson Exemplar

Grade Level: 8 Learning Area: MAPEH (Health) Quarter: IV Duration: 60 minutes

Learning Area/s Integrated: English, ESP, Aral. Pan, Science
Integration Approach Used: (Please tick.)
Multidisciplinary √ Interdisciplinary Transdisciplinary
* Theme-based
I. 21st Century Skills to be developed (Please tick.)
√ Communication √ Learning and Innovation Problem Solving
√ Critical Thinking Information Media and Technology √ Life and Career

II. Focused Learning Competency

H8S-Iva-27 discusses gateway drugs
III. Focused GAD-based Principle to be Integrated
involve all learners in a group’s decision-making
IV. Intended Learning Outcomes
Knowledge identify gateway drugs
Skills create simple steps to avoid gateway drugs
Attitude cite implications of cigarette smoking and alcohol use on self, family and
community

Values display awareness on the negative effects of gateway drugs

V. Learning Content/s

Concept Gateway drugs such as cigarette and alcohol are legal

drugs that a non-drug user might try, which can lead
him/her to more dangerous drugs such as marijuana and
shabu. Because they are generally accepted and widely
available, cigarette and alcohol remain as major health
threats among Filipinos. What is more alarming is the
fact that the use of these gateway drugs makes a person
more vulnerable to dangerous drugs such as marijuana
and shabu.

Themes Drug Safety, Responsible Citizenship

 Learning Materials editorial cartoon on gateway drugs, cartolina, pentel
pen, key diagram
DRRE Concepts identify necessary basic actions to avoid the use of illegal
drugs
Curriculum Guide page, Learner’s Module Physical
Education and Health pages 362-368, 386-389
References https://www.youtube.com/watch?v=DKhv0sjyPtA
https://www.google.com/search?q=gateway+drugs+editorial+
cartoon&sxsrf=ACYBGNRz3HOp7EL9EGYZ7z5sIR1qdulK5A:157
8839145757&tbm=isch&source=iu&ictx=1&fir=8q77AD1QJ0A
SvM%253A%252C4tcHY1r7HIeiyM%252C_&vet=1&usg=AI4_-
kTLxuUtxDl_kjTAC8Z3xYqZ1yjIOg&sa=X&ved=2ahUKEwjozMK
Tov7mAhXLQN4KHZSoAcQQ9QEwAXoECAkQCQ#imgrc=GIdv5
bibhPtKAM:&vet=1

VI. Learning Experiences (5 Es)

1. Engage PRE-ASSESSMENT: INTERACTIVE MEDIA GAME
(5 minutes)
Group the class into four. Each group must have one mobile phone with
mobile data/internet for this game and must have downloaded the
game app KAHOOT. There will be five statements answerable by TRUE
or FALSE. The group who answers faster and gets the correct answer
wins the game.
 PRE-ASSESSMENT QUESTIONS:

1. The longer cigarette smoke stays in the body, the more it causes
damage to body parts.
Possible answer: TRUE

2. Smoking inside the school premises is a violation of Republic Act

9211.
Possible answer: TRUE

3. Second-hand smoke is dangerous to one’s health.

Possible answer: TRUE

4. Cigarette does not cause cancer.

Possible answer: FALSE

5. There are two types of smoke emitted by a cigarette.

Possible answer: FALSE
2. Explore GROUP ACTIVITY:
(15 minutes)
Divide the class into four groups. Give each group a copy of the editorial
cartoon, worksheet (cartolina size) and a marking pen. Encourage each
member of the group to share opinions on how to answer the given
task. After 10 minutes have
the group post their works
on the board and have
them choose a reporter to
present the group’s answer
to the class.

1. cigarette
DANGEROUS AND
ILLEGAL DRUGS

Gateway Drugs

2. alcohol
3. Explain Have each group reporter present the group’s answer to the class.
(10 minutes)
ASK:
1. What are gateway drugs?
Possible answer: Gateways drugs such as cigarette and alcohol are
legal drugs that a non-drug user might try, which can lead him/her
to more dangerous drugs such as marijuana and shabu.

2. Why are these drugs called gateways?

Possible answer: Because the use of these drugs makes a person
more vulnerable to dangerous drugs such as marijuana and
shabu.

3. What are the effects of cigarette smoking to yourself, your

family, your environment and your community?
Possible answer: answers may vary
4. Elaborate GROUP ACTIVITY: BRAINSTORM and DISCUSS
(10 minutes)
Have each group pick a strip of paper from the teacher. Have
them share their thoughts and ideas about the given situation.

Situation 2-
SMOKING IN
Situation 1-
GOVERNMENT
SMOKING INSIDE
OFFICES
THE SCHOOL
While paying water
You saw your
bill, you noticed that
classmates smoking
there are some
near the school’s
people who are
stage.
smoking in front of
the Municipal Hall.

Situation 4-
Situation 3-
SMOKING IN PUBLIC SMOKING IN
TRANSPORTATION RESTAURANTS

While eating lunch

You are riding a
with your
tricycle going to
school and you classmates, some of
the restaurant
noticed that the
customers are
driver is smoking.
smoking cigarettes.
5. Evaluate GROUP ACTIVITY: “BELIEVE IT and YOU CAN MAKE IT”
(18 minutes)
Let the students create an advocacy campaign or material which focuses
on alternative strategies and ways to avoid cigarette smoking. (e.g. role
play, song/rap, spoken poetry, advertisement, broadcasting, talk show.)
Rubric for Advocacy Campaign/ Material Making
Criteria 4 3 2 1

Completeness of The advocacy All required One (1) of the Two (2) of the
Elements material elements are required required
includes all included in elements is not elements are
required the advocacy included in the missing in the
elements as material advocacy advocacy
well as material material
additional
information

Clarity All important Almost all Many No important

items on the important important items were
advocacy items on the items on the clearly stated
material are advocacy advocacy
clearly stated material are material are
clearly stated clearly stated

Relevance and All information All All information Information

Credibility are related to information are related to are not
the topic and are related to the topic related to the
make them the topic and topic
easier to make most of
understand them easier
to
understand

Attractiveness The advocacy The advocacy The advocacy The advocacy

material/ material/ material/ material/
campaign is campaign is campaign is campaign is
exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy
terms of design,
design, layout, layout, and
and neatness neatness

Grammar There are no There are 1-2 There are 3-4 There are
grammatical/m grammatical/ grammatical/m more than 4
echanical mechanical echanical grammatical/
mistakes on mistakes on mistakes on mechanical
the advocacy the advocacy the advocacy mistakes on
campaign/ campaign/ campaign/ the advocacy
material material material campaign/
material
VII. Learning Enablement Let the learners write on the pledge wall regarding their motto against
(2 minutes) cigarette smoking, alcohol drinking and use of illegal drugs and let them
sign their names.

PLEDGE WALL

Be Smart.
Do not start.

Reflection (DepED Order No. 42, s. 2016)

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work?
D. No. of learners who have caught up with the lesson
E. No. of learners who continue to require remediation
F. Which of my learning strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor can help me solve?

Prepared by:

AUBREY LYNN JOYOHOY

Teacher I
Santander National High School

Classroom Observer:

JONATHAN C. DINGLASA
Principal I