Health Grade 9

9
HEALTH
9
Physical Education and
Health
Learner’s Material
Health
Unit 1: Community and Environmental Health
This instructional material was collaboratively developed and reviewed

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Department of Education
Republic of the Philippines
Physical Education and Health – Grade 9
First Edition, 2014
ISBN: 978-971-9601-69-2
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Published by the Department of Education
Secretary: Br. Armin A. Luistro FSC
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Development Team of the Learner’s Material
Authors: Jose P. Doria, Madonna C. Gonzales, Lawrence Jay Sedilla, Janeth

Cagulang,
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ii
HEALTH
TABLE OF CONTENTS
Unit I – Community and Environmental Health 217

Introduction
Learning Competencies 218
Pre-Assessment 219
Instructional Activities
Lesson 1: The Concepts of Community and Environmental Health 222
Activity 1: Venn Diagram 222
Activity 2: Word Removal 223
Activity 3: The Health Expert 226
Activity 4: Priority Express 226
Activity 5: What Matters To You 227
Activity 6: Inspect-Retrospect 228
Activity 7: Community Health Team Profile 229
Activity 8: Miting de Avance 230
Activity 9: Speech Perfect 230
Lesson 2: Community Health Problems 231
Activity 10: Alphabet Soup 231
Activity 11: Code-Decode 232
Activity 12: Catch and Match 237
Activity 13: Identify-Classify 238
Activity 14: Circle Recall 238
Activity 15: Tell Me Why? 239
Activity 16: Sentence Reflect 239
Activity 17: Picture Analysis 239
Activity 18: Teach-Reach 240
Activity 19: Song Irony 241
Activity 20: Memory Lane 242
Activity 21: An Experiment: Snare in the Air 248
Activity 22: Experiment: Must Be Something in the Water 249
Activity 23: Sum it Up! 250
Activity 24: Data Shows 251
Activity 25: Case Study 251
Activity 26: Paint Me a Picture 252
Lesson 4: Community Health Action Project Implementation 253
Activity 27: Think 254
Activity 28: My Action Plan 256
Activity 29: Time Frame 257
Activity 30: Canteen Survey 258
Lesson 5: Project Assessment 258
Summary/Synthesis 260
Glossary 260
Resources 262
Health learner’s material unit
Community and 1
Environmental
Health
Photo Credits: Lucky E. Dela Rosa and Jwyn E. Loquero (Media Arts Students)
217
HEALTH Learner’s Material
Unit I
Community and EnvironmentaL

Health
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 you will encounter social issues and problems involving the
threats of community and environmental destruction. You will be encouraged to
get involved in programs advocating community and environmental health. As a
student, you can take part in maintaining and promoting a healthful community
and environment. This module is designed for you to reflect on how healthy your
community and environment are, what activities that adversely affect them and
what you should do to sustain community and environmental health.
In the first part of this material, you are given an overview of the unit and
concepts you will take up and the things they are expected to do.
In the pre-assessment, you will be asked to recall what you had learned from
meaningful experiences of your life relevant to environmental destruction.
The varied competencies shall be your guide on what you are expected to
accomplish in this module.
These modules will discuss four (4) lessons, which are categorically divided
into four parts: What to Know, What to Process, What to Understand and What
to Transfer.
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
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Community and Environmental Health
6. Apply community development and program planning skills to create effec-

tive and culturally relevant communication strategies and interventions to
promote health
7. Make decisions about buildings, businesses, services, housing areas, and other
structures to include in the environment of a healthy dream community
PRE-ASSESSMENT
Choose the best answer from the options below. Write the letter on the space
provided before each number.
_______1. Which best describes a community health program?

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 com-
munity 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 costs
B. Active community involvement
C. More budget for health problems, increased supply of medicines
D. More community projects for community development
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________4.Which of the following problems is a leading cause of environmental

destruction?
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 C. Illegal Mining
B Oil Spill 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

Change?
A. Oil Spill C. Pollution
B. Deforestation D. Flashfloods
________9.Which of the following programs of the Department of Health

promotes community health?
A. Maternal Health C. Child Health Care
B. Primary Health Care D. Control of Communicable Diseases
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________10.Why do we need to ensure community health in planning for

community development?
A. To attain 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
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LESSON 1
THE CONCEPTS OF COMMUNITY AND ENVI

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
WHAT TO KNOW
This unit will introduce you to the concepts of a community and environ-
mental health, to make you be 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
Activity 1: VENN DIAGRAM

List down the different characteristics of your ideal/dream and existing community
in the diagram. In the space where the two circles meet, write their similar
characteristics.
DREAM COMMUNITY EXISTING COMMUNITY
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Processing Questions:
1. Why is your community not an ideal one? Explain.
2. What characteristics would you like to have in your community?
3. How can you make your community an ideal one?
Activity 2. WORD REMOVAL

Look at the word chart at the bottom of the page. Follow instructions 1 to 5 below.
Cross out words that consist of five or less letters
When you are finished, you will find a message in the chart.
1. Cross out all the words that begin with letter S.
2. Cross out contractions (for example, can’t).
3. Cross out words that consist of ten or more letters.
4. Cross out all words that consist of letter O in column 2.
OIL DOESN’T CORALS

THE HEALTH ABOUT
AIR ACID DON’T
SMOG THROW PREVENTION
NONE RED THROW
NOISE CORALS POLLUTION
WON’T SICK ENVIRONMENT
FLASH FLOODS FOSSILS DEFORESTATION
FOG AND SMOKING
COMMUNITY SMOKE ADVOCATE
The message reads: _____________
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 discussed the relevance
of health. But what does the word HEALTH mean? What is Community?
What is the definition of Community Health? Let us look at more concepts.
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This is what you need to know:

According to the World Health Organization, Health is a state of complete
physical, mental, and social well-being and not just the absence of disease or
infirmity. It leads to a socially and economically productive life.”
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, pro-
tecting and improving the health of all the members of the community through
organized and sustained community efforts.
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
You have now encountered concepts of community and environmental

health. Share what you have understood. Write on the board at least 3
keywords that expresses what you have learned.
And read more!
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Our government believes that a strong nation needs healthy citizenry. In or-
der to achieve this, the Department of Health promoted community health with
the partnership of community, barangay, government, and non-governmental
organizations through the program called Primary Health Care.
Primary Health Care Programs in the Community

Health Center Services Functions
Maternal Health Care Pre-natal, Natal, Post-natal

Immunizations, Control of diarrheal
Child Health Care
diseases
Operation Timbang, Food Supplementa-
Nutrition Program
tion
Population and Family Planning
Free Family planning
Program
Control of communicable diseases Tuberculosis control program
Environmental Sanitation program Inspection of food establishments

Control on non-communicable
Blood Pressure screening
diseases
Dental Health Program Tooth Extraction
Reproductive Health Care Counseling on family planning and RH
Medical Morbidity clinic Provision of free medicines
National Voluntary Blood Services Blood-letting activities at barangay level

Epidemiology and Surveillance pro-
Controlling outbreaks like Dengue
gram
Disaster Management prepared- Medical Services/assistance during disas-
ness Program ter
Mental Hygiene Adolescent counseling centers
Distribution of medicines to all health
Pharmacy Services
centers
Did you know that the above 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
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WHAT TO PROCESS
Activity 3: THE HEALTH EXPERT

You are presently working at the World Health Organization as a Health
Expert. A number of students will interview you about community and envi-
ronmental health. Here are some of the questions that you will be asked. Write
your response to each question on the space provided.
1. How do you assess if your community is healthy? What are the characteristics
of a healthy community?
2. What are some of the benefits that we can enjoy with a healthy community?
3. How do we maintain, protect, and preserve health amidst the rising devel-
opment of our community?
Activity 4: PRIORITY EXPRESS

This activity will ask you to set your priorities in promoting a healthier life inside
a more developed and advanced community. There are two options given in each
of the category. Mark (1) if the option is your first priority. Mark (2) if second.
You can add options on the space provided.
1. I want to get around in my community by:
Riding a bike
Driving an automobile
Others:
2. I want to have foods from:
Community gardens
Convenience/grocery stores
Others:
3. I want to actively play in games by:
Parks/open spaces/town plaza
Online games
Others:
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4. I want to have more chances to get to know my neighbors through:
Social Networking
Active membership in youth organization

Others:
5. I want to live in a clean environment by:
Reducing the amount of refuse
Campaigning for a clean and green community

Others:
Activity 5. WHAT MATTERS TO YOU?

Given the examples below, what could be your top concern among priority
issues in the community? Write down your top priority at the base and your last
priority on top of the pyramid.
Examples of Community Issues and Concerns
Adult and childhood obesity

Onset of sedentary diseases like heart disease, high blood pressure and
diabetes
Air Pollution
Traffic Injuries
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1. Tell your classmate about your top and least priority.
2. Explain your reasons for choosing your top and least priority issues.
WHAT TO UNDERSTAND
Activity 6: Inspect – Retrospect

Inspect the health services offered to your neighborhood. The left column
lists characteristics of a healthy community. On the right column, fill in the
service or programs in your community which fulfill the healthy community,
characteristics in the left column. An example is provided.
Characteristics of a Healthy Commu- Possible Services observed from your
nity community
A clean and safe physical envi- Fogging, cleaning the drainage, im-
ronment proved street lighting
An environment that meets ev-
eryone’s basic needs
An environment that promotes
social harmony and actively involves
everyone
An understanding of local health
and environment issues
A community that participates in
identifying local solutions to local
problems
A community whose members have

access to varied experiences, means
of interaction and communication
Accessible and appropriate health

services and facilities
The promotion and celebration of
historical and cultural heritage
A diverse and innovative economy
A sustainable use of available re-
sources for all
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1. From your answers above, can you consider your community healthy? Why
or Why not? Explain.
2. What services did you not observe in your community?
3. What programs can you do to acquire such services?
Activity 7: Community Health Team Profile

Put a check (✔) either in column 1 or 2. Write brief answers in columns 3 & 4.
Present in Not pres-
HEALTH TEAM the Commu- ent in the Quantity Responsibilities
nity community
Health Physician
Dentist
Nurse
Midwife
Health Worker
Traditional
medical
practitioners
Sanitary
Inspector
Medical
Technologist
Dietary Nutri-
tionist
Barangay Nutri-
tion Scholar
Barangay Health
Councilor
Barangay Tanod
1. Who among the community health team are not present in your community?
2. What will you do about their absence?
3. How will you convince the members of your community to take part in com-
munity health services?
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WHAT TO TRANSFER
Activity 8: Miting de Avance (Group Activity)

Portray a scenario that usually happens during an election period. The scene is
like a big campaign event before an election. Divide the class into 5 teams com-
posing of 8 members. Each team will focus their campaign on the preservation,
promotion and protection of community and environmental health. Use a plac-
ard to express your intention. Provide as many placards as you can. Be creative.
Present your platforms to the class and prepare for an Open Forum.
Rubrics: Relevance of the Message 1 2 3 4

Creativity 1 2 3 4
Delivery 1 2 3 4
Crowd Control 1 2 3 4
Activity 9: Speech-Perfect
If you were given a chance to become Mother Earth for a day, and you were asked
to give a 30-minute talk to address your sentiments to the people, what would
be the content of your message?
Guide Questions:
1. What are the problems of Mother Earth?
2. How can Mother Earth address her sentiments to the people?
3. How can she regain strength to reshape her condition amidst the threats she
is suffering nowadays?
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Lesson 2
Community Health Problems
OBJECTIVES
• Enumerate the different community health problems
• Recognize the value produced by a healthy environment
WHAT TO KNOW
Community health problems are common nowadays with the rise in modern
technology; people neglect the importance of the basic need for safety. A safe
environment will ensure quality of life that will lead to more productive citizen
of the country. This lesson will help you understand that one environment is
threatened by human activities and that you have a role in wiping out commu-
nity health problems.
Activity 10: ALPHABET SOUP

There are 23 empty boxes in the middle of the chart on the next page. Write
the missing letter in column 11to complete the words. The letter you may add
maybe from the beginning, middle or end of the word. All the words are related
to community problems.
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J F M D I S E A S E O N T R O L J V S E O V
L M A R T E L L R P L L U T I O N O P J R U
H J F T S A C O H U A N S E W A G E E D V S
K U T G R S A A T S O G M E R D E N B R Y A
T R F D A A S R E F S E E I R O J N M I O Y
Y H G V B D F V V I O I S E H D T R O H U Y
L H C U F O O D P O S O N I N G F G R D C X
A P A R T I C U L A E S G V C T Y O Y O T W
G H C U G R D U F G A R D C U T T I N G S D
T R U M O P C N I G T S O I L P O K G R F C
S X R T I O P H N D A D A N I M A L S R E D
F C B Y I O I L P S N I T A T I O N E D V J
C V R E E Y U S H E T E R Y H J F G T R E M
U I L O R S T R E E S W E E P I N G S W E Y
W D V T B U U T Y M U M A N E X C R E T A R
D E R F T T G D I S O S A L O F W A S T E G
G B Y U R N W A T E S U P P L Y D V C X O Y
D F P E A C E A N D R D E R N D X Z Y U B V
N B U I O D R U G A U S E G R D Y H K B E E
D E C V U O P L Y G A N D P O L L U T I O N
G R E A G A R B A G R F D C X X Z E W Q Y U
A X T E S T A B L E A N U R E G D V K L I O
R T O P U C D U M P D C V B U Y T G H S E R
What words did you find? Use those words to create a meaningful paragraph
or statement to awaken mankind to the problems of the environment.
Activity 11: CODE-DECODE

Mother Earth has given you a piece of paper with a code written on it. You
are curious about it! She said: “It is the gift of rhyme that I can share with you.”
You need to break the code to reveal these wise words. Here is the only clue that
I can give you: Z=A
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GZPV BLFI GRNV URMW BLFI WRNV

HZEV BLFI OZMW OLEV BLFI PRMW
What is the coded message?

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 surely excites you to work on with
your activities. Let’s get started and discuss the Community Health Problems.
PERENNIAL COMMUNITY HEALTH PROBLEMS

Different perennial problems happen to 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 disasters
➣ highly urbanized zones
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➣ overpopulated areas
In this regard, the government has created an office which would be in charge
of planning and implementing rules and regulations to address the above men-
tioned community health problems. One of its programs is Solid Waste Man-
agement Program that helps lessen the amount of refuse in our country. Let’s
take a deeper look at its focus of concern.
Refuse are the dump, food waste or discarded materials.
Refuse Materials by kind, composition and sources

KIND COMPOSITION SOURCES
Waste from preparation,

cooking and serving of Households,
food, market wastes, restaurants, in-
Garbage
wastes from handling, stitutions, stores,
storage and sale of pro- markets
duce
Combustible: paper, car-
tons, boxes, barrels, wood,
excelsior, tree branches,
yard trimmings, wood fur-
Rubbish niture, bedding, dunnage Same as garbage
Non-combustible: metals,
tin cans, metal furniture,
dirt, glass, crockery, min-
erals
Residue from fires used for

Ashes cooking and heating and Same as garbage
from on-site incineration
Sweepings, dirt, leaves,

Streets, sidewalks,
Street Refuse catch-basin dirt, contents
alleys, vacant lots
of litter receptacles
Same as street
Dead Animals Cats, dogs, horses, cows
refuse
Unwanted cars and trucks Same as street

Abandoned Vehicles
left on public property refuse
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Food-processing wastes,
boiler house cinders, lum- Factories, power
Industrial wastes
ber scraps, metal scraps, plants
shavings
Lumber, pipes, bricks, Demolition sites
masonry, and other con- to be used for
Demolition wastes struction materials from new buildings,
razed buildings and other renewal projects,
structures expressways
Scrap lumber, pipes, other New construction,

Construction Wastes
construction materials remodeling
Hazardous solids and Household, ho-

liquids: explosives, patho- tels, hospitals, in-
Special Wastes
logical wastes, radioactive stitutions, stores,
materials, batteries industry
Solids from coarse screen- Sewage treat-

Sewage treatment
ing and from grit cham- ment plants, sep-
residue
bers; septic-tank sludge tic tanks
Source: 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
Here’s more for your memory bank!
➣ Garbage refers to leftover vegetables, animal, fish and other food

materials from the kitchen and establishments.
➣ Rubbish are waste materials such as bottles, broken glass, tin cans,
waste papers, discarded porcelain wares, pieces of metal and other
wrapping materials.
➣ Dead animals are lifeless dogs, cats, rats, pigs, chicken and other
animals which die from diseases or accidents.
➣ Stable Manure includes animal wastes from barns, stables or the like.
➣ Street Night soil consists of human waste, normally wrapped and
thrown into sidewalks and streets. It also includes human waste from
the pail system.
➣ Yard Cuttings are those leaves, branches, grass, and other similar
materials made during cleaning of gardens and typhoon aftermaths.
Source: Gonzales, C., Lacia G., Poquiz, ML., Bulanandi, S., Callo, F. (2008) MAPEH in Action III. Philippines: Rex
Book Store
235
Waste Disposal is the proper disposal of a discarded or discharged material in

accordance with local environmental guidelines or laws.
Solid Waste Management refers to the discipline associated with the:

➣ control of generation
➣ storage collection
➣ transfer and transport
➣ processing
➣ disposal of solid waste
The preceding definition of solid waste states in accordance with the best
principles of:
❖ public health
❖ economics
❖ engineering
❖ conservation
❖ aesthetics
❖ public attitude
Be aware of this!
Source:
http://www.denr.gov.ph/
According to RA No. 9003, there are many ways to do Solid Waste Management.
A highly recommended formula is to adopt the 3Rs of Ecological Waste Man-
agement: REDUCE, REUSE, AND RECYCLE.
In addition, let us refrain from doing what has been prohibited under the law.
These include:
➣ Littering, throwing, dumping of waste materials in public places like roads,
sidewalks, canals, esteros, parks and establishments
➣ Open burning of solid waste;
➣ Allowing the collection of non-segregated or unsorted waste;
236
➣ Squatting in open dumps and landfills;

➣ Open dumping or burying of biodegradable and non-biodegradable materials
in flood-prone areas;
➣ Unauthorized removal of recyclable materials intended for collection by au-
thorized persons;
➣ Mixing of source-separated recyclable materials with other solid wastes in
any vehicle, box, container or receptacle used in solid waste collection or
disposal;
➣ Manufacture, distribution or use of non-environmentally acceptable packaging
materials;
➣ Establishment or operation of open dumps; and
➣ Importation of consumer products packaged in non-environmentally accept-
able materials.
Activity 12: Catch and Match

Column A lists the different kinds of refuse. Write down examples of these
refuse. Choose from the box below.
Leftover food, Empty bottle, Dead dog, Residue from fires, Metal scraps,
Construction materials, Cigarette butts, Unwanted cars, Dead batteries,
Septic tank sludge
Kinds of Refuse Examples

Rubbish
Sewage Treatment residue
Business wastes
Abandoned Automobiles
Incinerator Residue
Garbage
Dead Animals
Street Sweepings
Special Waste
Demolition Materials
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Activity 13: Identify-Classify

Fill in the missing parts of the chart.
Kinds of Solid Waste Examples of Waste Ways of Disposal
Composting
Tin cans
Sanitary Landfill
Used diapers
Recycling
Used newspapers
Garbage
Treatment Method
Rubbish
Damaged Television Treatment Method
If you are done with this activity and have already found out the correct
answers, copy the completed table in your notebook to feed your memory
bank. You did a good job!
WHAT TO PROCESS
Activity 14: CIRCLE-RECALL

Recall the problems encountered in your community today. Write the worst
problem in the outermost part of the circle. Write the least in the innermost
part of the circle.
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Activity 15: TELL ME WHY?

Lets us discuss your answers in the activity:
1. What did you answer in the outermost part of the circle? Why?
2. What was your answer in the innermost part of the circle? Why?
WHAT TO UNDERSTAND
As a student, you have a role in the promotion of a healthy environment es-

pecially in your household, school and community. This is your chance to help
eradicate community problems by completing the following statements.
Activity 16: 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 17: PICTURE ANALYSIS

Examine the picture below. Reflect on the possible community health problems
that may arise from this scenario and enumerate their effects on your community.
Image credit: andresalvador.smugmug.com
239
WHAT TO TRANSFER
A clean and safe environment is important in achieving a healthy community.

Protecting the health of a community involves protecting the environment from
health hazards. It is more costly for a community to treat rather than prevent
disease. Children must be taught how pollution affects people’s lives. You can
reach out to younger generations and help them to be aware of the proper dis-
posal of waste to prevent pollution.
Activity 18: TEACH-REACH
Photo Credit: http://www.denr.gov.ph/

How can you teach children or unaware
individuals in your community the message
of this poster? Form groups of 3 members.
Prepare for an actual demonstration.
Activity 19: SONG IRONY

The song, “Anak ng Pasig” is a reminder
to all Filipinos that we sometimes neglect
our environment. People tend to satisfy
their needs and wants at the expense of
our habitat.
The activity Song Irony is based from the song, “Anak ng Pasig”. Compose the
irony message of the song “Anak ng Pasig” using the same melody. Turn the
negative lyrics into something positive.
Example: Tapon doon, tapon dito Reduce doon, Reuse dito
240
ANAK ng PASIG
Composed by: Ryan Cayabyab
Performed by: Smokey Mountain
Ako’y umusbong sa tabi ng Pasig Anak ng Pasig naman kayo

Nagisnan ang ilog na itim ang tubig Tapon doon, tapon dito
Lumaking paligid ng bundok na umuusok Di n’yo alam ang tinatapon n’yo
Langhap na langhap ang amoy ng ba- Ay bukas ko at ng buong mundo
surang bulok
Huli na ba ang lahat
Ito ang buhay ng anak ng Pasig Patay na ba ang ilog at dagat
Pa-swimming swimming sa itim na tubig Kapag Pasig ay pinabayaan
Playground lang ang bundok ng basura Parang bukas ang tinalikuran
mo
Anak ng Pasig naman kayo
Musika’y ugong ng kotse at bangka n’yo
Kalat doon, kalat dito
Anak ng Pasig naman kayo Natakpan na ang langit kong ito
Kalat doon, kalat dito Nilason din ang Ilog ko
Natakpan na ang langit kong ito
Nilason din ang Ilog ko
Tapon doon, tapon dito
Akala ko’y ganoon talaga ang mundo Di n’yo alam ang tinatapon n’yo
Hanggang nakakita ako ng lumang litrato Ay bukas ko at ng buong mundo
Di maniwalang Pasig din ang tinitignan ko
Kaibigan ano ang nangyari dito
May bukas pa ang ating mundo.
(Anong nangyari? Anong nangyari?)

Kalat doon, kalat dito
Natakpan na ang langit kong ito
Nilason din ang Ilog ko
1. What did you feel upon changing the lyrics from negative to positive?
2. What does your song convey?
241
Lesson 3
Environmental Problems in
the Philippines
OBJECTIVES
➣ describe the environmental problems in the Philippines
➣ analyze the impact of the environmental problems on people’s health
Activity 20: Memory Lane

Can you recall the typhoons that hit the different regions of the country in
years or decades ago? Let’s go down memory lane…
Match the typhoons with the places they affected. Use arrows to connect them.
Tacloban City Compostela Valley Manila City
Ormoc City Cebu City Cagayan de Oro City
Ruping Pablo Ondoy Sendong Yolanda Uring
Typhoons:
1. Can we prevent typhoons from happening?
2. How can we prepare against this natural phenomenon?
3. How can you relate the effects of these phenomena from human activities?
WHAT TO KNOW
Natural Resources and Biodiversity explain why the Philippines is a rich coun-
try. 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.
242
This lesson will make you aware of the most pressing problems of environment
today and their effects on people’s health.
Let’s narrow them down:
The most pressing environmental problems in the Philippines today
DEFORESTATION is the
destruction of big areas of
forests.
Losing our Forests—
FAST
Source: FAO-FRA.
(2010)
➣ The Philippines is among the countries with the fastest loss of forest cover
around the world.
➣ It ranks 4th among the world’s top 10 most threatened forest hotspots
➣ If the 157, 400 ha per year rate of deforestation continues, our remaining
forest cover will be wiped out in less than 40 years.
243
A FLASH FLOOD is a sudden

flood of great volume, usually
caused by a heavy rain.
Illegal logging is another factor believed

to have contributed to the staggering
death toll in the cities of Iligan and
Cagayan de Oro during Sendong 2011.
Many victims were swept away by huge
logs that rolled down denuded moun-
tains facing the two cities.
http://www.dailymail.co.uk/news/article-
ILLEGAL MINING is defined as the extraction of valuable minerals or other

geological materials from the earth from an ore body, lode, vein, seam, or reef,
which forms the mineralized package of economic interest to the miner in the
absence of land rights, mining license, exploration or mineral transportation
permit or of any document that could legitimate the on-going operations.
Here’s for your memory bank:
The Mining Act of 1995 aimed to help the domestic mining industry regain its
competitiveness by allowing companies (Contractors) to obtain an exploration
permit for a specific area for up to four years.
The Philippines is one of the

most highly mineralized coun-
tries in the world with a min-
eral wealth estimated at US$
840 billion, of which most of
the mineral reserves are still
untapped.
Nickel takes the lead in H1 2013

Mines and Geosciences Bureau, Source:
http://books.google.com.ph/books?id=nika34WTbE-
October 22, 2013 wC&pg=PA98&dq=illegal+mining+act+in+the+philip-
pines&hl=en&sa=X&ei=ajN7UoO2JYiMiQeipICgCQ&ved=0CD-
MQ6AEwAQ#v=onepage&q=illegal%20mining%20act%20
in%20the%20philippines&f=false
244
SOIL EROSION happens when soil and

rock are moved from one place to another
by wind, water, and gravity.
Causes of Soil Erosion:
➣ Deforestation
➣ Building of Roads Where do oil spills come from?
➣ Agriculture Credit Image: philippines-living.com
➣ Urbanization
➣ Mining
➣ from oil tankers with equipment
faults
➣ from nature and human activities
on land
➣ from water sports
➣ from drilling works carried out in
the sea
CORAL REEF DEGRADATION is a signif-
icant problem throughout the world. It has
been acknowledged that 27% of the world’s
reefs have been affected. Gardener (2003) Credit Image: newsinfo.inquirer.net
pointed out that:
• 11% has been completely lost
• 16% has been damaged
Coral reefs - are diverse underwater ecosystems built from calcium carbonate
secreted by corals. Coral reefs can be categorized into the following coral cover
estimate thru line intercept transect method:
1. Category 1 - Poor (coral reef with > 0 to 10% coral cover)

2. Category 2 - Fair (coral reef with > 11 to 30% coral cover)
3. Category 3 - Good (coral reef with > 31 to 50% coral cover)
4. Category 4 - Very Good (coral reef with > 51 to 75% coral cover)
5. Category 5 - Excellent (coral reef with > 76 to 100% coral cover)
245
Source: DENR Administrative Order No. 2013
http://upload.wikimedia.org/wikipedia/com-
mons/e/e1/Tubbataha_Shark.jpg
Source: http://www.denr.gov.
ph/
POLLUTION means any alteration of the physical, chemical and biological

properties of water, air and/or land resources
AIR POLLUTION means any alteration of the physical, chemical and biological
properties of the atmospheric air
WATER POLLUTION means any alteration of the physical, chemical, biological,

or radiological properties of a body of water resulting in the impairment of its
purity or quality.
NOISE POLLUTION is the excessive sound that causes hearing loss, stress,
fatigue, irritability, tension, headaches, and high blood pressure.
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.
Soil pollution results from:
• Unhealthy methods of soil management.
• Harmful irrigation methods.
EFFECTS OF THE ENVIRONMENTAL PROBLEMS
Environmental Prob-
EFFECTS
lems
Deforestation Soil erosion Landslides
Greenhouse effect Denuded upland
Silting of rivers and dams
Degraded watershed
Flooding
Destruction of corals along the coast
246
Flash Floods Causes of diseases such as Cholera and other water

borne diseases
Loss of life
Contamination of drinking water
Destruction of Sewage System
Destruction of dams and destruction of levees
Soil Erosion Unproductive use of farmland
Difficulty in raising of livestock
Silting of artificial lakes
Loss of soil and vegetation which causes climate
changes
Oil Spill Suffocation of marine mammals
Death of trees from oil in roots
Coral Reef Degrada- Loss of edible reef fish
tion Reduction of species diversity and richness
Alteration in the size structure of target species
Illegal Mining Water poisoning of all the living things in it
Destruction of beautiful coral reefs
Barenness of land
Here’s what you need to know!

“Environmental Law: Pollution Control” is all about combating
pollution in the Philippine setting.
The following are pertinent laws adhering to environmental safety and health
protection:
P.D. 389 (P.D. 705) – The Forestry Reform Code
- codifies, updates and raises forestry laws in the country. It emphasizes the
sustainable utilization of forest resources.
P.D. 704 – Preservation of optimum productivity of fishery resources through
conservation and protection.
P.D. 1219 – Providing for the protection of coral ecosystems.
P.D. 1067 – Water Code of the Philippines
- adopts adequate measures to conserve and regulate the use of water in
commercial, industrial and residential areas. It also provides other policy
guidelines on water quality and management of water resources.
P.D. 463 – Amended the Mining Act of 1936. Requires all mining leaseholders
to comply with Pollution Control Laws and regulations and provide for penalties
for noncompliance.
P.D. 1251 – Imposes fines on tailings and mine wastes and the fund generated is
247
used to pay for the damages to land, agricultural crops, forests products, aquatic
resources and infrastructures caused by pollution for mining operations.
P.D. 984 – The Pollution Control Law
P.D. 825 – Prohibits the improper disposal of garbage
P.D. 856 – Sanitation Code
- places the responsibility on the local government units for he solid waste
management in their area of production.
R.A. 8749 – Philippine Clean Air Act of 1999- provides for a comprehensive air
pollution control policy.
WHAT TO PROCESS
To be able to find out something about the air we breathe, follow the simple
instructions below
Activity 21: An Experiment: Snare that Air

Objective: Describe how polluted air is in different places
Materials needed:
1 white cartolina cut into ¼ size short bond paper
Pomade, hair gel, petroleum jelly, or shampoo
Plastic knife
Clothesline clip or string
Permanent marking pen (fine)
Masking tape
Hand lens (optional)
1. Do this activity on a dry day.
2. At the bottom of the white cartolina, with the use of the permanent marking
pen, write where you will place the cartolina to trap air pollution. Write your
name, grade and section.
3. Spread the pomade (or hair gel, petroleum jelly or shampoo) on the piece of
white cartolina using the plastic knife. This piece of cartolina shall be your
Air Snarer.
4. With the use of the clothesline clip or string, hang, tie or place your Air Snarer
(card) in a place in the school, home, or neighborhood. Examples are busy
roads, residential places, near buildings, in the kitchen, bedroom, classroom,
248
or on a tree, etc. You may have to request somebody to watch the card so
that they will not be removed, touched or transferred. It’s better if your Air
Snarer is placed high enough so that it will not catch attention.
5. Observe your Air Snarer every day and write down your observations.
6. After one week, bring your Air Snarer to school.
7. Lay it on the table with the other Air Snarers.
8. If you have a hand lens, look at the Air Snarers and compare them. See if
your can distinguish what kind of particulates are there.
9. Arrange the Air Snarers from the cleanest to the dirtiest.
10. Tape all the Air Snarers on the bulletin board, arranged also from cleanest
to dirtiest.
11. Write your observations inside the table below by supplying answers to the
questions given
Observation Sheet:
What did you What did What kind of Which of What did What do
observe from you ex- particulates the Air you not you plan
the experi- pect? were trapped Snarers expect? to do as a
ment? in the Air were the result of
Snarers? dirtiest? this activ-
ity?
Activity 22: Experiment: Must Be Something in the Water

Objective: To identify pollutants in the water supply
Materials needed:
Gauze or clean white cloth large enough to cover a faucet
String
Hand lens (optional)
Cardboard
Clear plastic
1. Choose a faucet in your house.
2. Cover the mouth of the faucet with gauze or a clean white cloth. Tie the cloth
with the string to keep it from falling.
3. Remove the gauze every day and examine it through a hand lens. Record
your observations in your notebook.
249
4. After one week, remove the gauze or cloth. Using your hand lens, examine
the gauze or cloth for the last time.
5. Dry the cloth and tape it on cardboard. Cover it with plastic to preserve
whatever has been caught in the cloth.
6. Bring the cloth to school.
7. Lay your cloth on the table. Compare your cloths.
Observation Sheet:
What did you What did What kind of Which of What did What do
observe from you ex- particulates the faucets you not you plan
the experi- pect? were trapped yielded the expect? to do as
ment? in the cloth? cleanest a result
and dirti- of this
est? activity?
WHAT TO UNDERSTAND
You have already identified the different environmental issues and their effects
on people’s health. Now, you have to sum up what you have learned.
Activity 23: Sum it up!

Environmental Problems Effects on the Environ- Effects on the People’s
ment Health
Deforestation
Soil Erosion
Air Pollution
Water Pollution
Flash Floods
Oil Spill
Coral Reef Degradation
Illegal Mining
250
Reflect:
1. What did you feel after doing the activity?
2. Who could be the possible victims of these environmental problems?
3. Do people still have the chance to restore what was lost in the environ-
ment?
4. After knowing the effects of these environmental problems, does our
environment still have something to offer to humanity?
5. How can you explain the destruction of the environment to the young
and innocent children?
Activity 24: Data Shows

Interpret the data given by writing a news report.
On a piece of paper, present the information in
detail and suggest intervention programs to im-
prove the statistics shown. Present your report
to class.
Rubrics of Performance :
Comprehensive 4 3 2 1
Informative 4 3 2 1
Accuracy 4 3 2 1
Delivery 4 3 2 1
WHAT TO TRANSFER
Activity 25: Case Study (Group Activity)

A number of typhoons are featured below. Choose one and investigate the details
of the tragedy it caused. Make a case study on the severity of the damage and
find out its reasons. Show evidence of your research.
251
Activity 26: PAINT ME A PICTURE

Make a poster about the damage caused by typhoon YOLANDA in some parts
of the Visayas Region.
Criteria:
Creativity 4 3 2 1
Neatness of Work 4 3 2 1
Message 4 3 2 1
Interpretation 4 3 2 1
Now, let’s evaluate what you can do to eradicate community and environ-
mental health through action planning for community development.
252
Lesson 4
Community Health Action Project

Implementation
WHAT TO KNOW
As an aspiring young leader of your community, you need to know how to
make action plans towards community development.
Here is what you need to know:
In this unit, you will be given the opportunity to design a program for
community development and employ planning skills. Before this, you will be
oriented on the possible ways to prevent community problems.
You will also be oriented on the existing remedial programs of your com-
munity.
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.
253
Protecting the
Primary Health Care
Environment
Framework for Community Health
➣ Community Participation Community Recycling

➣ Community Health Care Protecting the environment from
Delivery pollution
➣ Community Health Promotion ➣ Water pollution and sanitation
and Health Education ➣ Land Pollution and sanitation
➣ Community Food Gardens and ➣ Noise Pollution
Food Production ➣ Air Pollution
➣ Community Disaster ➣ Oil Pollution
Preparedness
➣ Pesticides, heavy metals and
persistent organic pollutants
➣ Radiation
Recall the problems of your community. Which problem needs the most
attention?
Activity 27: Think …

Have you already decided on an action plan appropriate to your problem?
Answer: ____________________
1. What made you choose this community problem?
2. Is it already a big challenge to your community? Why? How?
You must also know this:
Here’s another framework to consider in action planning. If you chose to
focus your intervention program on Environmental Health, this is your guide.
Choose one (1).
254
Framework for Environmental Health
Environmental Factors Affecting Health
Physical Chemical Biological Social Psychosocial
Housing Home Waste Exercise Family

environment/ Gardening Management Recreation Relationships
conditions
* Cleanliness and Prevention of

Sanitation Nutrition Diseases that
* Ventilation can be transmit-
* Noise and ted by animals
Sound Levels
* Lighting and
Illumination
* Indoor Air
Pollution and
Smoking
There are different agencies working together for community health. Their
programs are also anchored on sustaining community development. Activities
and programs for the community must be coordinated with the following agen-
cies mentioned below for support and cooperation.
DepEd—Department of Education
DND-- Department of National Defense

DPWH—Department of Public Works and Highways
PIA—Philippine Information Agency
PopCom—Population Commission
DA—Department of Agriculture
DBM -Department of Budget and Management
PMA—Philippine of Medical Association
255
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 capacities to help. What the community needs
is to tap and coordinate with them.
WHAT TO PROCESS
Choose a topic from the framework. Decide on the programs you would like
to create. As you can see there are a number of agencies that you can anchor your
programs on. Please follow the correct guidelines for making an action plan. To
make your action plan easier, here is your guide. Simply fill it up!
Activity 28: My Action Plan

Environmental Problem: ____________________________
Part A
Title/Problem Goals Action Steps Benefits Evaluation
What is the What do you How will it What positive How will you
title of your want to hap- happen? outcomes do know when it
study? pen? you expect? is complete?
PART B
Assigned to: Timeline Resources Cost Additional

Needed Community
Contacts
256
1. Have you already completed the table with your plan of action?
2. Among the given steps, what was the most difficult to answer? Why?
WHAT TO UNDERSTAND
Write down your plans of action and strategies.
WHAT TO TRANSFER
Start your action plan now. Conduct an interview with the people that will help
you realize your plan of action.
Write down your schedule for actual data gathering on the table below.
Activity 29: TIME FRAME
Time Day Action Person Involved
257
Lesson 5
PROJECT ASSESSMENT
Objective
At the end of this lesson, you should be able to:
• Make decisions about buildings, businesses, services, housing areas, and
other structure and act on the development of a healthy dream community
Activity 30: Canteen Survey

Visit your school canteen. Find out if the school canteen complies with the re-
quirements on food sanitation.
A. CHECKLIST
Health Requirements YES NO REMARKS

Presence of Health
Certificates of Canteen
Personnel
Provision of enough
clean water supply
Presence of clean and
safe kitchen, lavatory
and comfort room
Proper food
preparation, food
storage and food
serving
Proper lighting and
ventilation
Proper waste disposal
Control of rodents,
cockroaches, flies,
pests, etc.
Availability of Drinking
Water
258
Ample water supply

for handwashing
Regular water
potability testing
Others
B.
1. Study the result of your survey.
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. Based on the result of your survey, what recommendations or suggestions
can you give to improve and maintain the cleanliness and safety of the
school canteen?
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.
Your action plan will detail your involvement in protecting your environment.
The safety of the community is the primary concern of the government, thus,
the next lesson will introduce you to Injury Prevention, Safety and First Aid.
But before your excitement leads you to a more wonderful adventure, you
are required to answer the summative test of this quarter.
Link to the nearest NGO’s and GO’s for the support of this program
Goodluck and Congratulations!
259
SUMMARY/SYNTHESIS
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 our environment.
In this module, you have learned the importance of having a healthy com-
munity, thus, leading to the safety of every individual. The concept of having an
ideal community in the promotion of Environmental Health. There are dangers
around if we continue to live threatening our surroundings. In fact, we have 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 catego-
ries: 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, indus-
trial, 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, pro-
tecting 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
260
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 is a sudden flood of great volume, usually caused by a heavy rain.
Garbage refers to 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
a Illegal Mining is defined as the extraction of valuable minerals or other
geological materials from the earth from an ore body, lode, vein, seam, or reef,
which forms the mineralized package of economic interest to the miner in the
absence of land rights, mining license, exploration or mineral transportation
permit or of any document that could legitimate the on-going operations and
economically productive life.”
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 from concentrating on their present ac-
tivities.
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 prop-
erties 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.
Rubbish are waste materials such as bottles, broken glass, tin cans, waste pa-
pers, discarded porcelain wares, pieces of metal and other wrapping 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
261
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.
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, leak-
ing, 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
produced during cleaning of gardens and after typhoon.
RESOURCES
Books:
Darilag, A., Vergara, L., De Leon, Z. (2007) Enjoy Life with PE and Health Text-
book. Philippines: Vibal Publishing.
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Action III. Philippines: Rex Book Store.
Tan, Galvez, et.al. (2009). The Health Curriculum in Philippine Basic Educa-
tion . 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.
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263
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=wGJWUtn1BcaFlAX-
wtYGwAQ#q=rubrics+for+drawing
http://course1.winona.edu/shatfield/air/saskhealthplan.pdf
http://mining.about.com/od/OperationsManagement/a/What-Is-Illegal-Min-
ing.htm
http://www.kalikasan.net/features/2011/06/05/where-are-trees-examin-
ing-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&d-
q=oil+spill+news+clips+in+the+philippines&hl=en&sa=X&ei=Ty97UtO6H7C-
SiAfLioHYDg&ved=0CEEQ6AEwAA#v=onepage&q=oil%20spill%20news%20
clips%20in%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-20
11-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:pres-
idential-decree-no984
http://www.cdc.gov/healthyplaces/factsheets/healthy_community_checklist.pdf
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_preven-
tion_and_control_nd_philippines.pdf
264
9
Health
Health
Unit 2: Prevention of Substance Use
and Abuse

[email protected].
First Edition, 2014
ISBN: 978-971-9601-69-2

Cagulang,

Telefax: (02) 634-1054 o 634-1072
HEALTH
TABLE OF CONTENTS
Unit II – Prevention of Substance Use and Abuse 265
Introduction 266
Objectives 266
Diagnostic Assessment 266
Lesson 1: Drug Scenario in the Philippines 270
Activity 1: Buzz Time! 271
Activity 2: Reading Time! 271
Activity 3: Key Drug Concepts 274
Activity 4: Ways Drugs of Abuse Enter the Body 275
Activity 5: What is your Choice? 275
Activity 6: Reflection Time 275
Activity 7: Let’s Make a Box of Information 276
Lesson 2: The Risk and Protective factors of Using Drugs 278

Activity 8: Risk and Protective Factors 278
Activity 9: Reading Time! 279
Activity 10: You Be the Judge of It! 282
Activity 11: Editorial Page 284
Activity 12: Role Play 284
Activity 13: Let’s Do an Essay 284
Lesson 3: Dressing and Bandages 286

Activity 14: Body Frisking 287
Activity 15: Reading Time 288
Activity 16: The Drug Concept Map 289
Activity 17: Relay Game 290
Activity 18: Let’s Make a Table Flipchart 291
Lesson 4: Myths, Misconceptions, Signs and Symptoms of Drug Abuse 293
Activity 20: Interview 296
Activity 21: Table of Signs 297
Activity 22: Acrostic Poem 297
Activity 23: News casting 298
Activity 24: Advocacy Brochure 298
Lesson 5: Short Term and Log term Effects of Substance Use and Abuse 300
Activity 26: Dear Diary 307
Activity 27: Drugs as a Burden to the World 307
Activity 28: Dear Sir/Madam 307
Activity 29: Advocacy Video 307
Lesson 6: Prevention and Control of Substance Use and Abuse 308

Activity 31: Play List 314
Activity 32: What Will You Do? 314
Activity 33: Armor Shield 315
Activity 34: Let’s Make a Game 315
Rubric for Board and Card Game 316
Generalization 317
References 317
Prevention of 2
Substance Use and
Abuse
265
INTRODUCTION
This learner’s material is designed to inform you about the present drug
scenario in the Philippines, the different classifications of drugs abuse and their
harmful short-term and long-term effects on the body. Common and informative
terms encountered in drug education are included. Signs and symptoms of drug
use and abuse among teenagers will also be tackled. You will also learn about the
effects of drug addiction to self, family, community and the country as a whole.
Various strategies and techniques presented in this learner’s material will help to
prevent substance use and abuse. Furthermore, this material provides you with
a solid knowledge from which you may gain more information about prevention,
intervention, and healthy alternatives to avoid substance use and abuse.
Before you go through this learning material, you need to answer the pre-
assessment which checks your prior knowledge, processing and understanding
of the topics. The learner’s material will have seven lessons. Each lesson contains
the four core parts of learning namely: Knowledge, Process, Understanding and
Transfer. The learner’s material will culminate with a product or performance
assessment to check your level of proficiency. Suggested media resources are
given to further enhance your growing mind.
Stay healthy and enjoy learning!
PRE-ASSESSMENT
Let’s play ADD ( Agree , Disagree, Don’ t Kn ow )

Start the game by staying behind a line with your classmates. The line can be
a chalk line or an adhesive tape. This game allows you to discuss topics about
drugs that you would rather not talk about. You will analyze your current values
and express your personal beliefs. You will also listen to your classmates and be
able to get new and exciting ideas.
How to play the game:

1. Choose a venue with free space. Your teacher will post the three signs
“Agree”, “Disagree” and “Don’t Know” beside each other facing your class.
2. Your teacher will read a statement to the class. You and your classmates
will decide if you agree, disagree or don’t know the answer.
3. Wait for the “Go!” signal before you go to the sign which suits your values,
266
Prevention of Substance Use and Abuse
beliefs and feelings. Avoid pushing and pulling.

4. Your teacher may want to ask you about your decision.
5. You can change your decision if you feel it is necessary.
6. Your teacher will proceed to the next statement until all statements have
been read.
7. Processing will follow.
Statements:
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!
5. Drugs change the way the brain thinks and processes 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 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
their specified purpose.
10. A drug is a substance which brings about mental, emotional, behavioral
and physiological changes to a person.
AGREE DISAGREE DON’T KNOW
LINE
STUDENTS
267
K-W-L Chart
List ideas you know about the drug scenario in the Philippines. Write these in
the K (What I Know) column. List things you want to know in the W (Want to
Know) column. Do not write anything in the L (What I Learned) column yet.
K (What I Know) W (Want to Know) L (What I Learned)
Quiz Time!
Your teacher will assess your prior knowledge, process and skills
on the current drug scenario in the Philippines. The score will not
be recorded. Write the answers in your notebook or activity sheet.
Supply the missing words

• Commonly abused drugs in the Philippines are __ (1) __ , __(2) __, and
__ (3) __.
• Filipino (4) __ are most vulnerable in experimenting and abusing drugs.
• __ (5) __ 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) __ because smokers
and drinkers have a tendency to use drugs of abuse.
268
True or False.
Write True is the statement is true and false if it is false.
____ 7. Stimulants, depressants, hallucinogens, narcotics and inhalants
are drugs of abuse.
____ 8. Teenagers who engage in drug use and abuse are prone to drop-out
and fail in their academic performance.
____ 9. Taking small amounts of drugs of abuse will not make a person an
addict in the long run.
____ 10. There are healthy and enjoyable things to do than taking drugs.
269
Lesson 1
Drug Scenario in the Philippines
Introduction
Lesson 1 presents the drug scenario in the Philippines. You will be provided with
information about the study conducted by the Dangerous Drugs Board. This is
the lead government agency which plans, establishes and initiates programs and
projects necessary to combat and reduce the illegal distribution, manufacture
and sale of drugs of abuse. You will also be introduced to basic terms used in
the study of substance use and abuse. Activities are provided to further develop
knowledge, skills and attitudes toward the topic.
OBJECTIVES
At the end of the lesson, you 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 who have
learned, gathered and processed
270
WHAT TO KNOW
Activity 1: Buzz Time!

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. Have a buzz session with the class about the present drug scenario
in the country.
jcyap2013
Activity 2: Reading Time!

In the year 2004, an estimate of 6.7 million drug users in the Philippines was
recorded by the Dangerous Drugs Board (DDB). The “2008 National Household
Survey on the Nature and Extent of Drug Abuse in the Philippines” conducted
by the same agency revealed that there is a downward trend in the number of
drug users down to 1.7 million users. The decline may be associated with the
government’s intense efforts in combating drugs. The following are the reasons
for the successful decline of drug abuse in the country:
• Operations conducted by different law enforcing agencies like the Philippine
National Police (PNP), National Bureau of Investigation (NBI), Philippine
Drug Enforcement Agency (PDEA), Bureau of Customs and other law en-
forcers have helped arrest local and international drug syndicate members,
traffickers, and destroy secret laboratories and warehouses.
• Strict implementation of policies under the “Dangerous Drugs Act of 2002”
like the compulsory drug test for application of driver’s license, entrance to
military service, application for firearms licensing, and others.
• Actualization of the Dangerous Drugs Board’s programs and projects in
partnership with other agencies like the Department of Education (DepEd),
Department of Social Welfare and Development (DSWD) and other local
271
government units (LGU) and non-government organizations (NGO).

These are positive efforts bearing fruits and achievements; however the govern-
ment does not rest on its laurels but rather creates more productive programs
and projects to make the country a drug-resistant society.
Profile of Filipino Drug Users

Profile Findings
Ratio of Users (male to female): 10:1
Mean Age: 28 years old
Civil Status: Single (58.2%)
Employment Status: Unemployed
Educational Attainment: High School level
Average Monthly Household Income: Php 16,290.80
Duration of Drug Use: 6 years and more
Residence: Urban areas
Nature of Drug Use: Poly-drug use (multiple drug use)
Common Drugs of Abuse Used: Shabu (1st)
Marijuana (2nd)
Inhalants (3rd)
Source: “2008 National Household Survey on the Nature and Extent of Drug Abuse in the
Philippines”
Common Concepts in Drug Education

The following are the usual words you will encounter in studying substance use
and abuse:
• Drugs are any substances or chemicals which when taken into the body
either though nasal, oral, transdermal or intravenous way have psycho-
logical, emotional and behavioral effects on a person.
272
• Drugs of abuse are drugs commonly abused by users. In the Philippines

the three drugs of abuse are shabu, marijuana and inhalants.
• Drug dependence is a cluster of physiological, behavioral and cognitive
phenomena of variable intensity in which the use of a drug takes on a high
priority thereby creating a strong desire to take the substance.
• Drug misuse is the use of a substance incoherent or inconsistent with
the prescribed dosage or frequency of use.
• Drug Abuse is the use of a substance for non-medicinal purposes. Abuse
leads to organ damage like brain damage and liver damage, addiction and
troubled behavioral patterns.
• Drug tolerance is the condition of the body to adapt to the effects of
substances to the body thus requiring an even larger amount of the sub-
stance to experience the same physiological and mental effect experienced
when taking the smaller dosage.
Use the following guide questions:

1. What is the Dangerous Drugs Board report all about? What is your per-
sonal opinion?
2. What is the current drug scenario in your community and school?
3. What are the common terms related to drugs?
273
Activity 3: Key Drug Concepts

Fill in the necessary concepts about each term related to drugs. Add more tags
if necessary.
DRUG
DRUG
DRUG MISUSE
274
Activity 4: Ways Drugs of Abuse Enter the Body

Draw a silhouette of a man or woman’s figure. Show 4 ways by which drugs of
abuse enter the body.
WHAT TO PROCESS
Activity 5: What is your Choice?

Form a big circle. Your teacher will read out each statement below. How do
you feel after reading each statement? Do the double thumbs up and placed
on your cheeks for AGREE, cover your eyes for DISAGREE, and look up for
UNDECIDED. Discuss with each other and see if some will change their minds.
Statements:
• Smoking should be banned in public places.
• 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.
• Severe penalties for drug use will stop people from using drugs.
• Parents should be held responsible for their children who are into drug
use.
WHAT TO REFLECT AND UNDERSTAND
Activity 6: Reflection Time

Write an essay about the present drug scenario in the Philippines. Include data
and information including common terms you have learned in class and have
gathered personally. Also include ways for the government and society to combat
drug syndicates and addiction. Limit your essay to 150-200 words.
275
WHAT TO TRANSFER
Activity 7: Let’s Mak e a Box of Information

Now that you know the present drug scenario in the Philippines and the common
terms used in the study of substance use and abuse, show what you learned in a
creative way. You will create a box of information which will include:
• a map of your community
• pictures related to the topic
• information and data collected
The box of information can be made either of wood or cardboard. Creativity is
encouraged like the use of lights and sounds. The rubric on the next page will
show you how your information box will be graded.
Rubric for Box of Information

Criteria 4 points 3 points 2 points 1 point
Required Ele- The material All required All but one of Several re-
ments includes all elements are the required quired ele-
required ele- included in elements are ments are
ments as well the material. included in missing.
as additional the material.
information.
Labels All items of Almost all Few items of Labels are too
importance items of im- importance small to view
on the ma- portance on on the ma- or no import-
terial have the material terial have ant items
labels that can have labels labels that can were labeled.
be read from that can be be read from
at least 3 ft. read from at least 3 ft.
away. at least 3 ft. away.
away.
Graphics - Rel- All graphics All graphics All graphics Graphics do
evance are related are related to relate to the not relate to
to the topic the topic and topic. One or the topic or
and easier to most are eas- two borrowed several bor-
understand. ier to under- graphics have rowed graph-
All borrowed stand. Some a source cita- ics do not
graphics have borrowed tion. have a source
a source cita- graphics have citation.
tion. a source cita-
tion.
276
Attractiveness The material The material The material The material

is exceptional- is attractive in is acceptably is distracting-
ly attractive in terms of de- attractive ly messy or
terms of design, layout, though it may very poorly
sign, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.
Grammar There are no There are 1-2 There are 3-4 There are
grammatical/ grammatical/ grammatical/ more than 4
mechanical mechanical mechanical grammatical/
errors in the errors in the errors in the mechanical
material. material. material. errors in the
material.
Total Score: /20
277
Lesson 2
The Risk and Protective Factors of Using

Drugs
Introduction
Lesson 2 gives the different risks and protective factors in substance use,
abuse and drug dependence. Risk factors are those that contribute to drug abuse.
Protective factors prevent drug use. You will be asked to discuss in depth these
risk factors and protective factors. You will also be asked to analyze different
situations where you might encounter these factors.
OBJECTIVES
At the end of the lesson, you are expected to:
• discuss risk and protective factors in substance use, abuse and drug de-
pendence
• analyze situations for 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 you discuss the risk and protective factors regarding sub-
stance use, abuse and dependence.
How to play the game:

1. Get markers/crayons and a short bond paper cut crosswise to be used as
metacards.
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 you from using and abusing drugs. Write legibly.
278
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 everybody has posted his/her meta-cards, your teacher will ask you
questions or clarify things.
6. Teacher feedback will follow.

Risk and Protective Factors for Drug Use, Misuse, Abuse, and
Dependence
The use, misuse, and abuse of drugs are the result of various factors
surrounding a person. These factors either increase or decrease the pos-
sibility of a person to use drugs.
Risk factors are those influences which increase the chances of using,
misusing, and abusing drugs. Protective factors, on the other hand, are
those influences which decrease the chances of using, misusing, and
abusing drugs. According to studies, protective factors counterbalance
negative effects of risk factors. It is important to understand that it does
not necessarily mean that several risk factors present make a person highly
susceptible to drug use, misuse, and abuse. Protective factors even if few
in number may be enough to work against the risk factors, more so if there
are several of these protective influences. These factors are composed of
influences in different domains of life.
Personal
Family
Peer and friends
School
Community
Domains of Life which Affect Drug Use and Abuse

Reference: www.drugabuse.gov
279
Below are the risk and protective factors in the use, misuse, and abuse of drugs:
PERSONAL (Early Aggressive Behavior vs. Self-control)

Risk Factors
• Use of drugs at an early age
• Risk taking behavior
• Experimentation
• Poor social skills and interaction
• Childhood problems
• Feelings of isolation
Protective Factors
• Self-control behavior
• Good reasoning skills
• Excellent social skills
• Positive interaction with people
• Sense of belonging
FAMILY (Weak Parental Guidance vs. Strong Parental Guidance)

Risk Factors
• History and patterns of drug use
• Attitudes toward drug use
• Poor parenting and child rearing
• Inconsistent family rules
• Poor family values
• Poor family ties
Protective Factors
• Good communication with people
• Positive family relationship
• Clear and consistent family rules
• Strong family values
280
• Positive expectation to child’s success in family, school, and community

• Reliance on family for emotional support
PEERS AND FRIENDS (Substance Abuse vs. Academic Excellence)

Risk Factors
• Association with peers and friends known to use gateway drugs (cigarettes
and alcohol)
• Preference to stay with peers and friends than with family
Protective Factors
• Association with peers and friends who do not use gateway drugs
• Formation of friendships
• Reliance on friends for emotional support
• Inviting friends at home to know the family
SCHOOL (Availability of Drugs vs. Strong Anti-Drug Policies)

Risk Factors
• Poor academic performance
• Lack of commitment to studies
• Poor attendance in school
• Involvement in fights and conflicts
Protective Factors
• Good to excellent academic performance
• Joins extra-curricular activities and school organizations
• Shows interest in attending classes
COMMUNITY (Poverty vs. Strong Community Relationship)

Risk Factors
• Easy access to gateway drugs
• Poor community organization and neighborhood relationship
• Poor implementation of community laws
281
• Negative attitudes which favor drug use
Protective Factors
• Strong community relationships
• Active and positive community programs, projects, and activities for the
youth
• Positive attitude which combat drug use
• Strong community advocacy against drugs
Reference: Risk Factors and Protective Factors. (October 2003). Retrieved November 8, 2013,
from http://www.drugabuse.gov/publications/preventing-drug-abuse-among-children-ad-
olescents/chapter-1-risk-factors-protective-factors/what-are-risk-factors
Reflect on the risk and protective factors you have just read. Share your ideas
in class.
Activity 10: You be the Judge of It!

Read the editorial below and answer the questions on your notebook, answer
sheet or journal.
Though it seems that society is winning in the battle against illegal

drug use and abuse, I believe that we are still a long way from declaring
victory in the battle. Teenagers are still victimized by drug addiction. Ev-
eryone complains? But only a few propose ways to completely stop drug
use and abuse. The following are some suggestions to stop this terrible
and frightening habit.
First, the film industry should stop glamorizing drug addiction. Drug
addicts and drug pushers should not come out as heroes and saints in films
and television programs. They should realize that young people look up to
these actors and actresses and what they portray on camera is something
that looks cool and good for the young viewers. The government and the
actors’ guild should come up with a law banning the industry from showing
drugs of all forms on television and film.
Second, the government should have strict laws and policies on drug
trafficking and possession of drugs and their paraphernalia. We should
follow our neighboring countries which include death penalties as sanction
to drug traffickers. Right now, the Philippines serve as a drop-off point
for drugs coming from other countries. Drug Laboratories have been
282
discovered in residential houses and old abandoned factories. Foreign

members of syndicates have been caught and charged by authorities.
These are proofs that there is a need to review and revise our present laws
on drug abuse and trafficking.
Third, 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. If students will
understand the ugly truth about drugs through these advocacies and they
will no longer start to take drugs, then the approach will be effective and
the experience worthwhile.
There are still more ideas I can share with you regarding drug abuse
prevention but I think that these three suggestions are more than enough
to change the scenario. My parting words are to “think several times be-
fore acting out foolishly”.
- The Editor
Questions:
1. What are the ideas of the editor to stop drug use, abuse, and drug trafficking.
Summarize these ideas.
2. Do you think the ideas of the editor will be effective? Why or why not?
3. Do you have other ideas that might help stop drug use, abuse, and traf-
ficking? Write one idea in each box.
283
WHAT TO PROCESS
Activity 11: Editorial Page

Write your own editorial page about your thoughts
in activity 10. Include your own editorial cartoon.
Sample editorial page
Activity 12: Role Play

Devide the class into five groups. Think of a play that showcases preventing risk
factors and strengthening protective factors.
A rubric for this play will be discussed by your teacher.
WHAT TO TRANSFER
Activity 13: Let’s Do an Essay

Your teacher will give you several situations about
drug use and abuse which you may encounter in real
life. Choose one and write an essay about how you can
prevent or avoid such a situation. Write the activity
in your notebook or activity sheet. Limit your essay
to 50-100 words.
284
The rubric below shows how your essay will be graded.
Rubric for Essay Writing

Approaching
Criteria
Advanced Proficient Developing Beginning

Proficiency
(5 pts.) (4 pts.) (2 pts.) (1 pt.)
(3 pts.)
Content Content Content is Content is be- Content is

surmounts reaches ex- near the ex- yond the ex- very basic and
anticipation. pected result. pected result. pected result. lacks in-depth
Content
Treatment Treatment of Treatment of Details are in analysis.

of details is details is of details with the develop-
advanced and good quality. some shallow ing phase and
in-depth. ideas. very shallow.
The structure The structure The structure The structure Structure is

of the essay is of the essay is of the essay of the essay is unorganized
Organization and Style
highly orga- organized and is somewhat not too orga- and not co-
nized and coherence is organized and nized and coherent with
shows coher- obvious. coherent. herent. There the topic.
ence. There is is little variety There is no
variety in style There is va- There is some- in structure variety in
which makes riety in style how a variety and subject. structure and
the essay very which makes in style which subject mat-
impressive. the essay im- makes the ter.
pressive. essay good.
There are no There are There are There are Grammar

grammatical minimal some gram- many errors lacks order
errors in the grammatical matical errors found in and neatness.
Grammar
essay. errors in the found in the grammar. There are nu-

essay. essay merous errors.
Editing is sug-
gested. Major recon-
struction is
suggested.
There are no There are 1-3 There are 4-6 There are There are
Spelling
pelling errors errors in spell- errors in spell- 7-10 errors in more than
in the theme. ing. ing. spelling. 10 errors in
spelling.
Total: /20
285
Lesson 3
Drugs of Abuse
Introduction
Lesson 3 deals with the classification of drugs of abuse. Learners will be able to
classify the drugs of abuse according to their effects on the body. Stresses that
some of these drugs of abuse also have their medical purposes but are highly
addictive if misused and abused. As a learner, you will be provided with infor-
mation about the topic. Activities are provided to assist you in developing your
knowledge, skills and attitudes about classifying drugs of abuse.
OBJECTIVES
At the end of the lesson, the learners are expected to:
• describe how drug of abuse are classified
• 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
286
WHAT TO KNOW
Activity 14: Body Frisking

There are six dangerous drugs in the crossword puzzle below. They are written
horizontally, vertically, diagonally or in reverse. Find the words and write them
on your activity sheet or notebook.
S N E G O N I C U L L S H
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
U C L D A S D G N N O I L
R O P S Q Z X C A P Y M U
D S S Q W E R S R T Y U C
Y S A S D E S S C O O L I
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

Classification of Drugs of Abuse
The Dangerous Drugs Board listed three major drugs of abuse in the Philip-
pines. These are methamphetamine hydrochloride or “shabu”, cannabis sativa
or “marijuana” and inhalants better known as “solvents”. These drugs of abuse
are included in the six classifications of drugs.
The six classifications of drugs are the following:

1. Gateway drugs
Gateway drugs such as cigarettes and alcohol are legal drugs that a non-
drug user might try, which can lead him/her to more dangerous drugs such
as marijuana and shabu. Teenagers who engage in early smoking and early
drinking have a higher chance of using and experimenting with dangerous
drugs of abuse.
287
2. Depressant drugs
Depressant drugs slow down a person’s central nervous system (CNS). The
Central nervous system includes the brain, spinal cord, and nerves. Doctors
commonly prescribe depressant drugs to help certain persons to be less angry,
less stressed, or tensed. Depressant drugs relax muscles and nerves. These
drugs also make patients feel sleepy and light-headed. Depressant drugs
include alcohol, barbiturates, and tranquilizers.
3. Stimulant drugs
Stimulant drugs speed up a person's central nervous system. Stimulant
drugs have the opposite effect of depressants. Stimulants make a person’s
energy high. Negative effects of stimulants include depression and tiredness.
Stimulants include amphetamines which include shabu, caffeine, nicotine,
and cocaine.
4. Narcotics
Narcotics are drugs which relieve pain and induce sleepiness. In medicine,
these drugs are administered in moderation to patients with mental disorders
and those in severe pain like cancer. Narcotic drugs include cocaine, heroin
and marijuana. These drugs are illicit and dangerous if taken.
5. Hallucinogens
Hallucinogens are drugs which distorts reality and facts. It affects all senses
and makes a user see, hear and feel things that don’t exist in the time being.
The name hallucinogen came from the word hallucination which is to per-
ceive illusions. Hallucinogens include lysergic acid diethylamide, psilocybin
obtained from mushrooms and mescaline.
6. Inhalants
Inhalants are found in ordinary household chemical products and anesthetics.
It is readily available and accessible to young children. Inhalant intoxication
is similar to the signs and symptoms of alcohol intoxication. One difference
is the foul smell of chemicals sniffed, inhaled or huffed by the user. Contin-
uous use and abuse leads to delusions, brain damage, liver damage, coma
and death. Examples of household products used as inhalants are acetone,
rugby or solvent, ordinary and spray paint, cleaning fluids and air conditioner
fluid (Freon).
288
WHAT TO PROCESS
Activity 16: The Drug Concept Map

After reading activity 15, copy the concept map below in your notebook or activity
sheet and add information to complete the map.
Harmful Classification Classification Harmful

Effects Effects
D
R
U
G
Effects Effects
S

Effects Effects
289
Activity 17: Relay Game

Instructions:
1. Form a team with six members.
2. Each member will make a meta-card. Write on each meta-card a class of
drugs of abuse. Write legibly. There will be six meta-cards per group.
- Meta-card 1: GATEWAY DRUGS
- Meta-card 2: DEPRESSANTS
- Meta-card 3: STIMULANTS
- Meta-card 4: NARCOTICS
- Meta-card 5: HALLUCINOGENS
- Meta-card 6: INHALANTS
3. Each group will form a line.
4. Your teacher will read a statement or phrase. If your meta-card is being
referred to, run to your circle. Wait for the signal “GO!” before running
inside the circle.
5. Once inside the circle, raise the meta-card up high.
6. Your teacher may inquire about your answers.
7. Your teacher will then give the correct answer and will briefly explain.
8. Your teacher will record the number of correct answers garnered by the
team.
9. Return to your line when cued by your teacher.
TEAM 1
TEAM 2
TEAM 3
TEAM 4
TEAM 5
TEAM 6
290
WHAT TO TRANSFER
Activity 18: Let’s Make a Table Flipchart

Make a flipchart showing how drugs are classified
and how they affect the body. Ask your teacher to
check your draft. Print the chart using paper and
old folders. Include pictures to make your flipchart
more attractive.
The rubric on the next page shows how your flip-
chart will be graded.
291
Rubric on Table Flipchart Making

Criteria Advance Proficient
Approach- Developing Beginning
(5 pts.) (4 pts.) ing Profi- (2 pts.) (1 pts.)
ciency
(3 pts.)
Accuracy of All infor- Almost all Much of Not much Informa-
content mation is informa- the infor- of the in- tion is not
true and tion is true mation is formation true and
correct. and cor- true and is true and correct.
rect. correct. correct.
Visual Format and Format and Format and Format Format and
attractive- lay-out are lay-out are lay-out are and lay-out lay-out are
ness very attrac- attractive. organized. lacks orga- disorga-
tive. nization.. nized.
Graphics Graphics Graphics Graphics Graphics No graphics
and pic- and pic- and pic- and pic- and pic- and pic-
tures tures go tures are tures are tures do tures are
well with good but good but not go used in the
the content are too are too few well with making of
and infor- many that that texts the text the mate-
mation. they dom- dominate making the rial.
inate the the mate- material
material. rial. disorga-
nized.
Grammar No gram- 1-3 gram- 4-6 gram- 7-9 gram- 10 or more
and spell- matical er- matical er- matical er- matical er- grammat-
ing rors and /or rors and/ or rors and/ or rors and/ or ical errors
misspelled misspelled misspelled misspelled and/ or
words. words. words. words. misspelled
words.
Total score: / 20
292
Lesson 4
Myths, Misconceptions, Signs and

Symptoms of Drug Abuse
Introduction
Lesson 4, analyzes the different myths misconceptions about substance use
and abuse. You will learn to describe the signs and symptoms of drug use and
abuse among Filipino teenagers. You will be provided with information about
the topics. Activities are provided to further enhance your current knowledge,
skills and attitudes toward the said topics.
OBJECTIVES
At the end of this learning material, you are expected to:
• analyze myths and misconceptions about substance use and abuse
• describe signs and symptoms of possible substance use and abuse among
adolescents
• conduct an interview about myths, misconceptions, signs and symptoms
of substance use and abuse
• make an advocacy brochure about the truth of drug use and abuse and
the signs and symptoms of drug use and abuse
WHAT TO KNOW
Answer the following questions:

1. What do you know about drug use?
2. What are the signs and symptoms of drug abuse?
293

People give several reasons for taking drugs. Some believe that these drugs
can make them feel and look good. Certain drugs of abuse produce pleasure or
euphoria. Euphoria is the high sensation of feeling good and extremely relaxed.
Euphoria is a sensation brought about by the chemical reactions of the neu-
rotransmitters in the brain. Thus, drugs affect your brain process.
Continuous and prolonged drug use has a very bad effect in a person. It can
alter his behavior, and his mental, physical, and psychological condition. Most
importantly, drug dependence results in drug abuse, drug tolerance, problems
with society and law, withdrawal symptoms, severe health problems, poor of
quality of life and eventually death.
You must understand that it is not easy to know and feel the effects of drugs
on the body. Effects are not always the same with drug users. A small amount
of a substance may create a feeling of pleasure to a person but the same amount
may cause restlessness, stress or even immediate death to another person. It is
important to remember that each individual’s brain capacity and function and
total body chemistry are different from other persons, thus we have different
reactions to drugs and substances.
Myths and Misconceptions about Drugs of Abuse
Myths and Misconceptions Facts about Drugs of Abuse

Drugs of abuse improve Drugs of abuse shut down proper brain functioning.
memory. Certain drugs stimulate the brain but do not really
help improve memory. Most drug users claim they
think better and clearly after taking drugs but tests
on performance and cognition have proven that
they have performed worst.
Drugs of abuse do not improve memory.

Drugs of abuse help in Certain drugs of abuse stimulate the production of
the digestion of food. stomach acids. Constant exposure to higher than
normal acid level damages stomach linings which
can result to ulcers.
Drugs of abuse do not help in the digestion of food.
294
Drugs of abuse make a Certain drugs of abuse remove shyness and inhi-
person bold and brave. bition. In psychology, normal inhibition prohibits
a person to do unacceptable things, thoughts and
desires. Normal inhibition includes not taking other
people’s things, not crossing a busy street and know-
ing what is right from wrong. The temporary cour-
age brought about by taking drugs is a dangerous
one as it makes a drug user lose normal judgment
which is part of the person’s normal inhibition.
Drugs of abuse place a user in a dangerous and

life-threatening situation.
Drugs of abuse remove Drugs of abuse are not the solution to problems and
life’s problems and worries people encounter. Some people believe that
worries. using drugs eliminate one’s problems and worries in
life. The truth is drugs of abuse will only worsen the
scenario and further add more problems some of
which are even harder to solve.
Drugs of abuse worsen life’s problems and worries.

Drugs of abuse heat up Drug users believe that certain drugs cause the
the body. blood to become warmer which makes the body
temperature rise. In cold countries, drugs are used
to heat the body. The truth about this is far from
reality. Drugs dilate blood vessels in the skin which
makes the blood to flow nearer to the skin which
enhances convection of heat from the body to the
outside environment. Convection transfer heat from
inside the body to the outside. Through convection
of heat, body heat is lost faster than normal.
Drugs of abuse do not heat up the body; instead

they make the body lose heat faster than normal.
Profile of a Drug Abuser

The Dangerous Drugs Board listed the following signs and symptoms of drug
abuse. It is important to note that having a few of these signs doesn’t immedi-
ately make a person a drug user. Therefore, observations of physical, mental,
emotional and social behaviors must be carefully done to confirm if a person is
a drug user.
Below are some of the signs and symptoms of drug use:
• Declining interest in studies and work
• Identification with known drug users
• Negative outlook in life
295
• Uncontrolled irretation
• Paranoia (fear that people always stalk and talk about him/her)
• Severe feeling of depression and loneliness
• Complains of over fatigue (psychological or physiological)
• Frequent involvement in petty fights and crimes
• Frequent changes of mood and extreme mood swings
• Lousy physical appearance
• Reddish eyes
• Sudden loss in weight
• Frequent complaints of headache and stomach pains
• Convulsions
• Frequent attacks of cough and runny nose
• Brown stains on fingertips
• Foul body smell
• Wearing of sunglasses even at night
• Loss of balance
• Loss of interest in sports and hobbies
• Poor judgment and loss of inhibition
• Loss of concentration
Activity 20: Interview

Group yourselves into five groups. Interview for three persons. They can be
professionals, students or somebody from the community. Get their profile and
include the following in the interview questions.
1. Myths and Misconception of Drug Use and Abuse
2. Signs and Symptoms of Drug Use and Abuse
296
WHAT TO PROCESS
Activity 21: Table of Signs

List the signs and symptoms of drug use and abuse based from the interviews.
List them according to the changes they cause in a person.
Physical Mental Chang- Emotional Social Changes Moral-spiritual
Changes es Changes changes
Activity 22: Acrostic Poem

Make an acrostic poem about breaking the myths and misconception about
drugs. Use the letters of the words “SAY NO TO DRUGS” as the first letter of
each stanza.
S
A
Y
N
O
T
O
D
R
U
G
S
297
Activity 23: News Casting

Group yourselves into small groups. Plan your live news casting about myths,
misconceptions and signs of drug use and abuse. Some members can be field
reporters and ordinary people who get to be interviewed. Your teacher and
classmates will share their insights on your report.
WHAT TO TRANSFER
Activity 24: Advocacy Brochure

Now that you have learned the myths, misconceptions and signs and symptoms
of drug use and abuse, create an advocacy brochure about drug use and abuse
and their signs and symptoms. Have your teacher review and approve the ad-
vocacy brochure. Produce ten copies of the advocacy brochure and distribute it
to your friends. Have them sign on a piece of paper as proof of receipt. Submit
the original brochure to your teacher with the receipt form. The rubric on the
next page tells how your brochure will be graded.
298
Rubric for Advocacy Brochure Making

Criteria Advance (5) Proficient Approach- Developing Beginning
(4) ing Profi- (2) (1)
ciency (3)
Accuracy of All informa- Almost all Much of the Not much of Information
content tion is true information information the informa- is not true
and correct. is true and is true and tion is true and correct.
correct. correct. and correct.
Visual at- Format and Format and Format and Format and Format and
tractiveness lay-out are lay-out are lay-out are lay-out lack lay-out are
exceptional- attractive. organized. organiza- disorga-
ly attractive. tion. nized.
Graphics Graphics and Graphics Graphics and Graphics and No graphics
and pic- pictures go and pictures pictures are pictures do and pictures
tures well with are good good but not go well are used in
the content but are too are too few with the text the making
and infor- many that that texts making the of the mate-
mation. they dom- dominate material dis- rial.
inate the the material. organized.
material.
Grammar No gram- 1-3 gram- 4-6 gram- 7-9 gram- 10 or more
and spell- matical matical matical er- matical er- grammatical
ing errors and/or errors and/or rors and/ or rors and/ or errors and/or
misspelled misspelled misspelled misspelled misspelled
words. words. words. words. words.
Writing or- All parts of Almost all Most parts Only a small Writing is
ganization the mate- parts of of the ma- part of the unorganized
rial have a the mate- terial have a material has which makes
beginning, rial have a beginning, a beginning, it hard to
middle and beginning, middle and middle and convey the
an end. middle and an end. an end. message.
an end.
Total score: / 25
299
Lesson 5
Short Term and Long Term Effects of

Substance Use and Abuse
Introduction
Lessons 5 and 6 will discuss the harmful short term and long term effects of sub-
stance use and abuse on the body. You will also be asked to discuss the harmful
effects of substance use and abuse on the: self, family, school and community.
Various activities will help you reflect on what you learned and inspire you to
become a healthy and active person.
OBJECTIVES
• Discuss the harmful short-term and long-term effects of substance use
and abuse on the body
• Discuss the harmful short-term and long-term effects of substance use
and abuse on the following domains:
◉ Self
◉ Family
◉ School and
◉ Community
• Discuss the relationship between drug use and the incidence of HIV-AIDS
• Explain the health, socio-cultural, psychological, legal, and economic
scope of substance use and abuse
300
WHAT TO KNOW

Each classification of drugs has different short- term and long-term effects.
Short-term effects last for a couple of days, hours or even shorter periods while
long-term effects can be felt for weeks, months and even for a life time. The
following is an overview of the short-term and long-term effects of substance
use and abuse.
A. GATEWAY DRUGS
Gateway drugs are accepted and legal with restrictions. In the Philippines, people
below 18 years of age are not allowed to buy and use gateway drugs. The use of
gateway drugs puts a person at risk of using more dangerous and illicit drugs.
Tobacco of any form and alcohol are gateway drugs.
Gateway Drug Short-Term Effects Long-Term Effects
A. Alcohol - Headache and light - Damage of organs like
headedness liver, heart, colon and
- Slurred speech brain
- Slow body reflex, sens- - Cancer
es and coordination - Cardiovascular diseases
- Overconfident - Cirrhosis of the liver
- Mood swings (depres- - Poor study and work
sion, high spirit, ag- performance
gressiveness) - Paralysis and/ or loss
- Nausea (headache with of limb due to road
vomiting) accidents and other
- Experience of blackout tragic events
(loss of consciousness) - Alcohol poisoning
which leads to coma
and eventual death
301
B. Tobacco - Stress - Development of asth-

- Rapid heart rate and ma
pulse rate - Atherosclerosis
- Persistent cough - Thrombosis
- Difficulty in breathing - Cardiovascular diseases
- Halitosis or bad breath - Chronic Obstructive
- Sinusitis and otitis me- Pulmonary Disease
dia - Cancer of the mouth,
- Increased phlegm pro- throat, skin, lungs, and
duction other body parts
- Stomach problems - Hypertension or in-
- Weak physical perfor- creased blood pressure
mance - Heart attack and
stroke which leads to
coma and death
B. DEPRESSANTS
Depressants, also known as “downers”, suppress or slow down the central ner-
vous system. In the medical field, depressants are also called sedatives which
are used to treat anxiety, mental disorders and sleep disorders like insomnia.
Types of depressants are tranquilizers, barbiturates, and hypnotics. Tranquilizers
are mild depressants which are used to treat anxiety. Barbiturates are stronger
than tranquilizers and are used to treat insomnia and other sleep disorders and
control seizures. Hypnotics are the most powerful depressants. Alcohol is also
a depressant.
The table below shows the effects of depressants on the body.
Short-Term Effects Long-Term Effects
- Slow brain function which - Agitation and aggressive be-
leads to temporary memory haviors
loss - Depression leading to mental
- Slow pulse rate and heart rate disorders
- Below normal breathing pat- - Hypertension or high blood
tern pressure
- Low blood pressure - Cardiovascular diseases
- Inability to concentrate and - Paralysis of the muscles and
poor judgment nerves
- Confusion and irritability - Brain stroke
- Dizziness and lightheadedness - Chronic liver disease
- Slurred speech - Renal or kidney failure
- Loss of body balance and slug- - Cancer of the colon and other
gishness form of cancer
- Depression - Diabetes
- Coma and death
302
C. STIMULANTS
Stimulants are also known as “uppers” or “speeders”. They stimulate or acti-
vate the central nervous system. A person can stay awake for longer periods
under the influence of stimulant drugs. Some stimulants are legal while some
are illicit and dangerous. Caffeine is a stimulant which is found in soft drinks,
energy drinks, coffee, tea, and chocolate. Illicit stimulants include cocaine and
methamphetamine or shabu. The table on the next page shows the effects of
stimulants on the body.
Short-Term Effects of Stimulants Long-Term Effects of Stimulants

- Increased heart rate and pulse - Paranoia
rate - Heart attack
- Increased respiration (breath- - Brain stroke
ing) rate - Brain damage
- Increased digestive processes - Kidney damage
- Increased blood pressure - Liver damage
- Increased body temperature - Coma which leads to death
- Decreased appetite
- Alert body responses
- Inability to sleep
- Euphoria
- Depression (the “down” that
follows the “up” sensation)
D. NARCOTICS
Narcotics are known as “painkillers”. They also induce sleepiness. Narcotics are
administered to patients with mental problems. They are also given to cancer
patients to relieve severe pain. Narcotic drugs include cocaine, heroin, and
marijuana.
Short-Term Effects of Narcotics Long-Term Effects of Narcotics

- Drowsiness - Development of diseases like
- Euphoria hepatitis, tetanus and HIV-AIDS
- Loss of appetite due to needle sharing
- Vomiting - Overdose leading to coma and
- Nausea death
- Muscle cramps and pain
- Chills and shaking
- Weight loss
- Difficulty in sleeping
- Difficulty in breathing
- Inflammation of the veins
- Panic attacks
303
E. HALLUCINOGENS
Hallucinogens create hallucinations. Hallucinations distort what is real. Ev-
erything the person sees, hears, and feels are the opposite of reality. Lysergic
acid diethylamide (LSD), psilocybin, and mescaline are some of the common
hallucinogens.
Short-Term Effects of Hallucinogens Long-Term Effects of Hallucinogens
- Euphoria - Flashback (effects of the drug
- Hallucinations (seeing things comes back after a long time
which are not really there) of not using it)
- Poor judgment of time and - Increased blood pressure
distance - Brain damage
- Inability to sleep - Psychosis (a mental disorder
- Loss of appetite which lasts up in which reality is distorted or
to 10 hours twisted)
- Nausea - Coma and death
- Poor body coordination
- Feeling of super strength
- Increased blood pressure and
heart rate
- Aggressive behavior
- Memory loss
- Slurred speech
F. INHALANTS
Inhalants are found in common household chemical products. Inhalants are
huffed or sniffed. The effects of inhalants are similar to the effects of alcohol
intoxication.
Short-Term Effects of Inhalants Long-Term Effects of Inhalants
- Slurred speech - Loss of hearing
- Poor coordination - Uncontrolled muscle spasms
- Euphoria - Brain damage
- Dizziness and nausea - Nerve damage
- Feeling of lightheadedness - Bone marrow damage
- Foul breath
- Hallucinations
- Delusions
304
Drug Use vis-à-vis HIV-AIDS

According to reports, drug use and HIV-AIDS are often not interrelated. In the
Philippines, injecting drug users (IDUs) is one of the known modes of transmis-
sion for the Human Immunodeficiency Virus or (HIV) which is the causative
agent that causes the Acquired Immune Deficiency Syndrome (AIDS). HIV is
a blood-borne virus which means, it is transmitted from one person to another
through blood transfusion, sexual intercourse, exchange of body fluids, and
from mother to child during pregnancy and breastfeeding. AIDS is a syndrome
because it is a complex pattern of symptoms. AIDS is a disease which attacks
and weakens the body’s immune system.
The Department of Health (DOH) reported that around 13 Filipinos are infected
with HIV-AIDS every day. From 1987 to 2013, there were more than 14,000
cases of infection and the rate of infection is very high in highly urbanized areas
like Metro Manila. In relationship to drug use and abuse, the two most recorded
means of transmission of HIV-AIDS is through the following:
1. Risky sexual behavior
2. Sharing of needles through drug use
High risk behaviors:

A. Injecting Drug Users (IDUs).
The risk of getting HIV-AIDS through intravenous injection (IV) is very high.
Drug users are particularly vulnerable to this risky behavior. The need to
inject drugs through needle sharing during sessions with co-users puts each
person at high risk of getting HIV-AIDS.
B. Poor judgment and risky sexual practices.

Drug intoxication greatly affects the person’s way of thinking and deci-
sion-making skills. This can lead the person to perform risky sexual practices
which further aggravate HIV-AIDS infection.
C. Prognosis of disease and drugs.

Drug abuse and addiction worsen HIV-AIDS infection. A medical study has
shown that HIV damages a larger percentage of brain cells and nerve cells
among users of methamphetamine. In animal subjects, viral presence in
brain cells is more than the other cells in the body.
D. Delay in drug abuse treatment.

Medical study has found that the longer drug users delay drug abuse treatment,
305
the higher the chance of getting and spreading HIV. Delayed drug abuse
treatment means the person will engage in more intravenous drug sharing and
risky sexual behavior and practices. The earlier a drug user seeks intervention
and treatment, the better the chance of not acquiring and spreading HIV-
AIDS and other diseases. Drug abuse treatment also educates and counsels
the user and the family about the risk of drug use and abuse.
Effects of Drug Use

Aside from oneself, drug use and abuse also affects the immediate family, school
and community where the drug user lives. Below are some of the effects of drug
use and abuse on the family, school and community.
A. Effects of Drug Use and Abuse on the Family

• Broken and unhappy family ties
• Ignored duties and responsibilities
• Financial constraint due to drug dependence and addiction
• High cost of drug treatment and rehabilitation
• Family dishonor and embarrassment
• Separation of family members
B. Effects of Drug Use and Abuse on the School

• Poor academic performance
• Increased rate of absenteeism and tardiness
• Increased incidence of school fights
• Low academic achievement rate
• Incidence of disrespect to school authorities
C. Effects of Drug Use and Abuse on the Community

• High incidence of crime which includes stealing, robbery, and snatching
• High incidence of accidents, e.g. road accident, accidental falling, etc.
• Affected economy due to low manpower production
• Loss of government funds due to drug-related operations, treatment and
rehabilitation
306
WHAT TO PROCESS
Activity 26: Dear Diary

Write yourself a letter. Tell about the dangerous short-term and long-term effects
of drugs to oneself, family, school, community, and the nation as a whole. Have
your English teacher check the grammar. Have your teacher check the content.
Submit in printed form.
Activity 27: Drugs as a Burden to the World

Think of a creative way of showing how drugs are a burden to health, socio-cul-
tural, psychological, legal, and economic magnitude. You may write a poem, a
song, draw a cartoon, poster, etc. Share with the class your literary work and
have your teacher check it.
Activity 28: Dear Sir/Madam

Make a recommendation letter to your mayor or barangay captain about the
dangers brought by drug abuse in the community. Sight possible evidences of
drug abuse like the presence of “hamog boys”, “rugby boys’, etc. Submit it to
your teacher for evaluation.
WHAT TO TRANSFER
Activity 29: Advocacy Video

Form five groups. Create an advocacy video about drug abuse and its effect on
the body. You can use video camera recorders, tablets or your cell phone cam-
era. This will be reviewed by three teachers you have invited to the film viewing
along with your classmates.
307
Lesson 6
Prevention and Control of Substance

Use and Abuse
Introduction
Lesson 6 deals with different strategies in the prevention and control of sub-
stance use and abuse. These strategies include application of decision-making
skills and the use of resistance skills in different situations related to substance
use and abuse. Decision-making and resistance skills will help you enhance your
knowledge, skills and attitude in facing and overcoming real-life situations. You
will practice these skills in class and will be guided by your teacher. You will also
suggest healthy alternatives to prevent the use of drugs of abuse.
OBJECTIVES
• Discuss strategies in the prevention and control of substance use and
abuse
• Apply decision-making and resistance skills in situations related to sub-
stance use and abuse
• Describe healthful alternatives to substance use and abuse
308
WHAT TO KNOW

There are various and healthy ways to get rid of drugs. These range from simple
immersion to hobbies like interactive and board games, sports, and joining clubs
of interest.
Prevention is the best way for people like you to avoid the use and abuse of
drugs. People should understand the different protective factors and risk factors.
Protective factors should be enhanced while risk factors should be avoided and
dropped for good. You should learn decision-making skills and resistance skills
in order to be able to refuse temptations and offers from known drug users.
The following are protective factors you need to fight drug use and abuse:
• Loving and caring family
• Involvement in sports
• Positive outlook in life
• Positive self-image
• Caring and supportive friends
• A sense of worthiness and achievement
• Always having the right attitude
• Ability to cope with stress and depression
• Having responsible adult role models
• Active participation in sports or recreation
• Participation in school clubs and activities
• Consultation with responsible adults like parents, teachers, counselors
regarding problems, concerns and queries in life
• Development of talents and skills
Which of the protective factors are within your control? Beyond your control?
309
Decision-making Skills
The following activities will strengthen your decision-making skills.
Skills Guides
Step 1: Describe the situation you Describe the situation you are in. You
are in. can better describe by writing it on a
piece of paper. You can say it out loud
several times.
Step 2: List possible actions for List down all possible actions. Don’t
the situation. worry about listing the not-so-good
ones. You can eliminate them after-
wards. You can also say out loud all
possible actions. Think over them
several times.
Step 3: Share your list with Share your list of possible actions with
responsible adults. a responsible adult. Make sure that
this person has not been associated
with known drug users. His/Her deci-
sions should be credible.
Step 4: Carefully evaluate all Carefully evaluate all possible actions.

possible actions. Ask yourself if the actions will protect
and promote healthy results, protect
safety of self and of other people,
respect and does not violate laws and
policies, follow guidelines of home,
school and community. Lastly, ask if
the actions will show your good image
and persona.
Step 5: Choose which action is After questioning and evaluating all

most responsible and actions, choose the most responsible
suitable. and suitable action for the situation.
Step 6: Act responsibly and Do the action responsibly and

intelligent. intelligently.
Don’t stop evaluating the action.
310
Resistance Skills
Use the following steps to practice resistance skills in saying “NO” to drugs.
Step 1: What is the problem?

Say what is wrong. Say “that is wrong,” or “drugs are bad,” or “that
is prohibited,” or “ Drugs are against the law and school rules.”
Step 2: What could happen?

Ask the following:
• Could anyone be harmed if I do it (including you)? How?
• Could it get you into trouble? What trouble?
• Would it make you feel bad if you do it?
Step 3: What are the ways of saying NO?

Choose from any of the following:
• Say No. “No, I’m not interested,” or simply say “No”
• Change the topic. Say “I’m going to the park, you can come
with me.” or “Would you like to see a movie with me?”
• Tell the truth. Say “I hate drugs, it destroys dreams,” or “Drugs
make you become sad and unhappy,” or “I’m too young to die.”
• Joke about it. Say “My parents are good at smelling, I won’t
get past them,” or “Are you really ready to die? I’m not!”
• Give reasons. “I don’t do drugs, it’s bad for the health,” or “I
have a training today, I need clean air to get going,” or “Let’s
play basketball, beat me!”
• Tell a story. Say “My friend died of drugs, he’s only 15 years
old. It was painful,” or “my classmate died from drugs. I don’t
want that to happen to me or to you!”
• Walk away if you can’t change your friend’s mind.
311
Drug Abuse Treatment and Rehabilitation

The Dangerous Drugs Board in cooperation with the Department of Health of-
fers treatment and rehabilitation programs to Filipinos who become ill because
of drug abuse. Drug dependents undergo effective modes of treatment. It is the
responsibility of the state to help and rehabilitate drug dependents so that they
can once again achieve their dreams and become responsible and productive
members of the society.
Requirements for Drug Abuse Treatment and Rehabilitation

1. Application for Drug Dependency Examination (DDE) through
the City Anti-Drug Abuse Council (CADAC) in your city or province.
2. Application for Police Clearance and Barangay Clearance where
the drug dependent resides.
3. Application for Certificate of No Pending Case from the Regional
Trial Court (RTC). If the drug dependent is a minor and with a pending
case, the parents or guardian must secure a Certification of Suspended
Sentence also from the RTC.
Steps on Drug Abuse Treatment and Rehabilitation

Drug abuse treatment and rehabilitation follows certain steps and procedures.
Treatment and rehabilitation can be voluntary, voluntary thru representations
and compulsory confinement.
• “Voluntary” means the drug dependent decides on his/her own to be
examined and admitted in rehabilitation centers,
• “Voluntary thru representations” means the drug dependent is
willing but wants to be represented by an immediate family member or
legal guardian and
• “Compulsory confinement” means the drug dependent needs to be
confined as the condition is life-threatening or threatens the life of the
family.
Below are the steps securing drug abuse treatment and rehabilitation:
1. Secure referral form for Drug Dependency Exam at CADAC or Dangerous
Drugs Board (DDB).
2. Have the drug dependent examined by DOH accredited doctor.
3. If drug dependent is found positive, DDE must be submitted with the
312
other documents to the Legal Affairs Division of DDB.

4. A “Petition for Confinement” shall be filed with the RTC where the drug
dependent lives.
5. Decision of place of confinement. The immediate family or legal guardian
will decide where the drug dependent will be confined. The government
usually recommends government-owned treatment and rehabilitation
centers but the family has the right to choose where to confine the patient.
Mode of Treatment
There are various modes of treating drug dependents. Each mode is effective
on its own. Centers may apply several modes during the period of confinement.
Mode of Treatment Description
Eclectic Approach This approach uses a holistic approach in the treatment
process. The professional skills and services of the rehabili-
tation staff are made available. Eclectic approach address-
es different personality aspects of the patients geared
towards their rehabilitation and recovery from the depen-
dency.
Spiritual Approach This approach uses Bible teachings as a source of inspira-
tion to change drug dependents. The approach looks at
drug abuse as a sin. It also teaches patients to turn away
from the evil ways of drug addiction and renew their con-
nection with God.
Therapeutic This approach views drug addiction as a manifestation of
Community a more complex psychological problem. The treatment is a
Approach highly structured program wherein the community is used
to foster change in attitude and behavior. Role modeling
and peer pressure play important parts in the program.
The approach teaches personal responsibility, positive
self-image, importance of human community and coop-
eration among community members. Its goal is to turn
patients into responsible citizens.
Hazelden-Minne- This model views any form of addiction as a disease that
sotta Model it is an involuntary condition caused by various factors
outside an individual’s control. The program consists of
instructive lectures, cognitive-behavioral psychology. This
approach teaches a set of values and beliefs about the
powerlessness of persons over drugs and turning to a
higher power to help them overcome the disease. Psychol-
ogists, psychiatrists and patients help each other in this
program.
313
Multidisciplinary This approach utilizes professional skills and services of

Team Approach a team composed of psychiatrists, psychologists, social
workers, occupational therapists and other related disci-
plines in cooperation with the immediate family of the
drug dependent.
WHAT TO PROCESS
Activity 31: Play List

List several alternative ways to prevent and control drug use and abuse. Use
pieces of paper to write down specific programs and activities which can prevent
and control drug use and abuse.
HOBBIES
S
ME SPORTS PROJE
CTS
GA
AC
TIV S
ITIE RAM ERS
S
PRO
G OTH
Activity 32: What Will you Do?

Apply decision-making and resistance skills to the following situations. Role-play
these situations. Let the class analyze and critique your decisions and resistance
skills used in the play.
314
Activity 33: Armor Shield

Create your very own armor shield against
drug use, abuse and dependence. Be very
creative. Simple drawings will suffice. Your
armor shield will look like an emblem.
Present your shield in class and submit it
to your teacher for assessment.
WHAT TO TRANSFER
Activity 34: Let’s Make a Game

Now that you have learned about the prevention and control of substance use
and abuse, you will create a board game or card game about it. The game should
be unique and focus on educating players about the importance of substance use
and abuse prevention and control. The board game should include elements of
temptation to use drugs, resistance skills and decision-making skills in resisting
drug use. Utilize indigenous materials to minimize expenses. Use the rubric on
the next page to guide you in your output.
315
Rubic for Board and Card Game

Criteria Visual Appearance Relevance with the User-friendly and
topic grammar use
Advanced The game looks very The game is The game is very
(5 pts.) attractive to play. relevant to the easy to play.
Most elements and topic. Additional Direction for use is
principles of design healthy information provided. Grammar
Total Score:
are included. is included in the is correct and all

game. words are spelled
correctly.
Proficient The game is The game is The game is easy

(4 pts.) attractive to play. relevant to the to play. Direction
Several elements topic. There are for use is provided.
and principles of few additional Grammar is correct
design are included. healthy information with 1-2 misspelled
included. words.
Approaching The game is good to The game The game is

Proficiency play. Few elements developed is quite quite easy to
(3 pts.) and principles relevant with play. Direction
of design were the topic. There is provided
included. are no efforts to with minimal
add new healthy grammatical errors
information. and 3-4 misspelled
words.
Developing The game lacks the The game is still The game is
(2 pts.) attractiveness to in the developing somewhat hard to
lure players to play stage. Some topics follow. Direction is
/ 15 POINTS
the game. Elements are not in line provided but hard

and principles of with the expected to follow because of
design are not concepts. many grammatical
properly utilized. errors. There are
5-10 misspelled
words.
Beginning The game is not The game is not in The game cannot
(1 pt.) attractive. Players line with the topic. be played because
are not lured to play There is no learning of unclear direction.
the game. There are in playing the There are many
no elements and game. grammatical errors
principles of design and more than 10
incorporated in the misspelled words.
game.
316
GENERALIZATION
The present drug scenario in the Philippines is changing. Likewise, local and
international drug syndicates are being apprehended and prosecuted by the long
arm of the law.
Drugs by nature are good. They are used to treat illnesses, help calm down
patients with mental disorders or relieve pain and suffering. Illicit use of drugs
is the result of greediness in some men to earn money and create chaos and dis-
order in society. In the Philippines, the most commonly used drugs are shabu,
marijuana and inhalants or solvents.
Drugs of abuse are classified according to their effect on the body gateway
drugs, depressants, stimulants, hallucinogens, narcotics and inhalants. Some
people have myths and misconceptions regarding drug use.
Various risks of drug use have been discovered by medical science. These
risks are called effects. Effects are either short-term effects or long-term effects.
One of the effects of drugs particularly drugs those injected into the blood stream
is the risk of HIV-AIDS contamination. HIV-AIDS in the Philippines is contin-
uously growing and posing a threat to every Filipino, his/her family, and the
community. Generally, effects of drug use affect the following domains namely:
self, family, school and community.
With the continuous presence of drugs in our society, the government along
with non-governmental organizations and private institutions find alternative
ways to prevent and control the spread of drug addiction and dependence in the
country. These healthy alternatives are effective strategies to educate, advocate
and promote a drug free-community and instill in our youth that drugs are not
good and will only destroy their lives and that their family and community.
REFERENCES
• Treatment and rehabilitation. Retrieved November 4, 2013, from http://www.
ddb.gov.ph/component/content/article/46-sidebar/64- treatment-and-re-
habilitation
• Facts on drugs. Retrieved November 4, 2013 from http://www.ddb.gov.ph/
component/content/article/46-sidebar/58-facts- on-drugs Nov 5, 2013
• Drug facts: inhalants. (October 24, 2013). Retrieved November 5, 2013, from
http://teens.drugabuse.gov/drug-facts/inhalants
• Drug sacts: stimulants. (October 24, 2013). Retrieved November 5, 2013,
from http://teens.drugabuse.gov/drug-facts/stimulants
317
• Drug facts: tobacco. (October 24, 2013). Retrieved November 5, 2013, from
http://teens.drugabuse.gov/drug-facts/tobacco
• Drug facts: HIV, AIDS and drug abuse. (October 24, 2013). Retrieved No-
vember 5, 2013, from http://teens.drugabuse.gov/drug-facts/hiv- aids-
and-drug-abuse
• 2008 national household survey on the nature and extent of drug abuse in
the Philippines. Retrieved November 7, 2013, from http://www.ddb.gov.
ph/images/psrsd_report/2008%20National%20Ho usehold%20Survey.
pdf
• Alternative development. Retrieved November 4, 2013, from http://www.
ddb.gov.ph/component/content/article/46-sidebar/13- alternative-devel-
opment
• Risk factors and protective factors. (October 2003). Retrieved Novem-
ber 8,2013, from http://www.drugabuse.gov/publications/prevent-
ing-drug-abuse-among-children-adolescents/chapter-1-risk-factors-pro-
tective- factors/what-are-risk-factors
318
9
Health
Health
Unit 3: Unintentional Injury Prevention,
Safety, and First Aid

[email protected].
First Edition, 2014
ISBN: 978-971-9601-69-2

Cagulang,

Telefax: (02) 634-1054 o 634-1072
ii
HEALTH
TABLE OF CONTENTS
Unit III – Unintentional Injury Prevention, Safety and First Aid 319
Introduction 320
Learning Competencies 321
Diagnostic Assessment 321
Instructional Activities 321
Lesson 1: The Basics of First Aid 324
Activity 1: “Emergency! Emergency! What will I do?” 324
Activity 2: Organize Your Thoughts 326
Activity 3: Figures of Speech 327
Activity 4: “Is He a Good First Aider?” 327
Activity 5: Complete Me 328
Activity 6: First Aider on the Go.. 328
Activity 7: Act It Out! 329
Lesson 2: Survey of the Scenes and Victims 330

Activity 8: Express Your Queries 331
Activity 9: Let’s Try This! 339
Activity 10: Share Your Heroism 340
Activity 11: Rate Yourself 340
Activity 12: Learning Outside 341
Activity 13: Music is Good for Health 341
Lesson 3: Dressing and Bandages 342

Activity 14: Bonding with Dressing and Bandages 342
Activity 15: Twist and Double Match 343
Activity 16: Wound and Bandage 348
Activity 17: Be Grateful and Resourceful 349
Activity 18: Bandaging Olympics 349
Lesson 4: Carrying and Transporting an Injured Person 350

Activity 19: “How Will You Bring Me To a Safe Place?” 350
Activity 20: Pick and Carry 354
Activity 21: Thinking of Others 355
Activity 22: Campaign for Safety 355
Lesson 5: First Aid for Common Unintentional Injuries 356

Activity 23: Creative Presentation 356
Activity 24: Looking Back 363
Activity 25: First Aid Challenge 363
Activity 26: “Can I Be?” 363
Activity 27: Fully Packed 364
Activity 28 “Let’s Go and Let’s Do” 364
Summary/Synthesis/Feedback 365
Glossary of Terms 365
References 366
Unintentional 3
Injury, Prevention,
Safety and First Aid
319
Unit 2
UNINTENTIONAL INJURY PREVENTION,

SAFETY AND FIRST AID
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 danger to everyone. No place is considered safe not even in
the comfort of our homes. Accidents may happen to anybody at any place, at
anytime. Thus, taking the right safety measures greatly helps prevent accidents
and injuries. Nevertheless, when accidents happen, it is important to have the
knowledge and skills to deal with them. Having knowledge and skills on safety
education and injury prevention could help you, your loved ones and other people
in your community during emergency situations.
This learner’s material offers you a wide array of information that can start
you on the road to injury prevention. It focuses on the common unintentional
injuries that may happen at home, in your school, at work and even in recre-
ational areas, and analyzes why such injuries occur. In order to prevent or reduce
the risks of these serious injuries, you will learn the concepts and principles of
safety education, practice the habits of observing appropriate personal safety
measures; and take responsibility for your safety and that of others by performing
appropriate skills and knowledge in first aid procedure.
To facilitate learning and make it more interesting and enjoyable, various
learning aids and strategies are especially crafted just for you to expand and
reinforce your knowledge and skills about safety education.
Keep in mind that accidents and injuries can be a result of a situation, an
unsafe action or unsafe environment. You can do a lot to prevent injuries by
understanding the situation, being cautious and being aware of safety hazards
in your immediate environment.
The processes of developing awareness of immediate hazards and dangers,
equipping you with appropriate accident prevention skills to overcome these
hazards, and keeping everyone alive are components of safety education. Safe-
ty education is important because living is more enjoyable when we are safe.
Therefore, make safety a vital part of life.
320
Unintentional Injury Prevention, Safety And First Aid
Always remember that if you want to live happily, you have to:
• do things safely
• reduce the risk of accidents
• reduce unnecessary risk taking
• develop safety consciousness at all times
Once you internalize safety awareness in your system, this influences you to
think and act with due regard for your safety and that of others as well.
learning competencies
At the end of this module, you are expected to:
• Discuss the basics of first aid (principles, roles, responsibilities and charac-
teristics of a good first aider);
• Identify common unintentional injuries in the school setting;
• Assess emergency situations for unintentional injuries;
• Demonstrate the proper procedure in conducting basic life support (primary
and secondary survey of the victims);
• Demonstrate proper first aid procedure for common unintentional injuries;
• Discuss the importance of dressing and bandages;
• Show the different types of dressing and bandaging;
• Demonstrate appropriate bandaging techniques for unintentional injuries;
and
• Demonstrate proper techniques in carrying and transporting victims of un-
intentional injuries;
Good luck and have a “safe” journey ahead!
DIAGNOSTIC ASSESSMENT
Before you start, let us first check what you know about safety education and
first aid. Write your answers on your work/activity sheet.
Test I. Multiple Choice. Choose the letter of the correct answer.
1. What do you call the immediate care given to an injured person before
the arrival of a physician?
A. First Aid B. Intensive Care
C. Chest Compression D. Cardiopulmonary Resuscitation
321
2. Which is an objective of first aid?

A. To prolong life
B. To intensify suffering
C. To end the services of a physician
D. To bridge the gap between the victim and the physician
3. When a first aider does not alarm a victim, what characteristic does
s/he show?
A. gentleness C. resourcefulness
B. being observant D. tactfulness
4. What is the first thing to do in assessing an emergency situation?
A. Call for help
B. Survey if the scene is safe
C. Do a head-to-toe examination
D. Check the vital signs of the victim
5. When is primary survey of the victim done?
A. When the victim is conscious
B. During the survey of the scene
C. When the victim is unconscious
D. After the victim has regained consciousness
6. What sterile cloth is used to cover a wound?
A. bandage C. dressing
B. cold compress D. hot compress
7. What is used to stop bleeding and provide support for immobilization
of a fracture?
A. bandage C. dressing
B. cold compress D. hot compress
8. Which is a break in the continuity of the tissue in the body?
A. fracture C. sprain
B. laceration D. wound
9. What open wound is caused by nails, needles and other pointed ob-
jects?
A. avulsion C. laceration
B. incision D. puncture
322
10. Which is used to transport an unconscious victim who should not be

lifted due to serious injuries?
A. blanket drag C. hammock carry
B. chair drag D. lover’s carry
Test II. Write TRUE if the statement is correct and FALSE if it is incorrect.
1. It is good to give food to an unconscious victim.
2. First aid takes the place of the services of a physician.
3. The victim is experiencing shock if his eyes are dilated.
4. The RICE method is used in treating sprains and strains.
5. Apply direct pressure to stop severe bleeding of a wound.
6. A good first aider informs the victim of the severity of the injury.
7. Immobilize the fractured part before taking a victim to the hospital.
8. Primary and secondary surveys of the victim are performed if the scene is
not safe.
9. The first consideration in transporting a victim is to identify the place where
the victim will be transferred.
10. Checking if something is blocking the airway of the victim is the last step in
doing primary survey of the victim.
The teacher shall facilitate the checking of answers.
How are your scores? Do they show that you are knowledgeable about safety
education and first aid? Or do they tell you otherwise? Refer to the interpretation
below.
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 a little guidance
from the teacher.
11-15 Approaching You have the fundamental knowledge and skills and may
Proficiency study and perform the activities in this module with a little
guidance from the teacher.
6-10 Developing You have the minimum knowledge and skills about safety ed-
ucation 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 guid-
ance of the teacher.
You may now proceed to the next activity.
323
Lesson 1
The Basics of First Aid

Welcome to your first safety adventure! Today, you will learn about the
basics of First Aid, its meaning and importance. At the end of this lesson, you
are expected to be able to discuss the characteristics of a good first aider, and
the roles, responsibilities, and principles of first aid. Start your adventure now!
WHAT TO KNOW
Objectives
1. Explain the meaning and importance of first aid
2. Develop the sense of responsibility to help others through the knowledge and
application of first aid
Activity 1 – “Emergency! Emergency! What will I do?”

The class will be divided into groups with 4-5 members. Each group will pick
a situation and do the necessary, immediate and appropriate action. If done
individually, you may also write down your immediate action to the following
situations:
Situation Immediate Action to be Taken
1. Your younger sister cuts her finger with
a knife.
2. Your friend falls down the stairs from
the 2nd floor and can hardly stand.
3. A man in the street is bumped by a car.
4. Your mother accidentally touches a hot
pan.
5. Your classmate has drunk poison.
6. Your teacher suffers a heart attack.
7. Your neighbor experiences stroke.
8. Your grandfather slips in the comfort
room and cannot move his right arm
anymore.
324
9. Your cousin who does not know how to

swim falls into a deep river.
10. Your baby brother accidentally swallows
a small part of a car toy and it gets stuck
in his throat.
Process Questions:
1. Who are victims of accidents? Where do accidents happen? Why do they
happen?
2. Are these situations preventable? How?
3. What will you do if these happen?
4. Why do we need to give immediate action to an emergency situation?
Do you think you did the right action for each situation? Do not worry. As
you go on with this module, you will discover the proper ways of addressing
those situations.
Here is what you need to know…
First Aid is an immediate and temporary care given to a person who suddenly
gets ill or injured. It includes self-help and home care if medical assistance is
not available or delayed. It can mean the difference between life and death in
extreme cases. However, we must know the limits of the first aid we can give be-
cause improper first aid can actually do more harm than good in some instances.
Anyone who gives first aid is a first aider.
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
325
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 unconscious person.
victim. 2. DON’T move an injured person
3. DO check for a medical brace- unless you need to place him/her
let indicating a condition, such in the recovery position.
as epilepsy or diabetes.
4. DO loosen any tight clothing.
5. DO keep the victim covered to
reduce shock
WHAT TO PROCESS
Activity 2 – Organize Your Thoughts

The class will be divided into five groups and each group will be given an
information card. The task is to present the information through a creative
graphical organizer. You may follow the example below.
326
Process Questions:
1. What should we remember when giving first aid?
2. Why is it important to understand and follow the basics of first aid?
3. What is the ultimate goal in giving first aid?
Activity 3 – Figures of Speech

Choose one from the following words and compare it to anything, then de-
fend your answer.
Example: Injury is like a thief because it comes anytime.
• First aid • Being gentle
• First aider • Being observant
• To save life • A physician
• Giving first aid • Safety and prevention
• Staying calm • Having a quality life
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 these happen?
3. What are the roles of a first aider during an emergency situation?
Activity 4– “Is He a Good First Aider?”

Analyze the situations and answer the process questions that follow.
• Student A is very relaxed in controlling the bleeding on her classmate’s
finger.
• Student B is insisting that her unconscious sister drink water.
• Student C immediately brings her friend, who fell down the stairs, to the
clinic.
• Student D makes use of his clean handkerchief to tie his best friend’s
bleeding arm.
• Student E speaks comforting words to her cousin who sprained his ankle
while playing basketball.
327
Process Questions:
1. Who among the students are good first aiders? Why?
2. Who among them are not good first aiders? Why?
3. What characteristics should a good first aider possess?
4. If you were a first aider, what would be your ultimate goal?
WHAT TO REFLECT ON AND UNDERSTAND
Activity 5 – Complete Me
Complete the unfinished statements individually.
I can be a first aider because _______________________________.
I will be a first aider because _______________________________.
As a first aider, I will ____________________________________.
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…

The person in the illustration is a first aider. Interpret it emphasizing the im-
portance of first aid to oneself and others.
Process Questions:
1. Why is having knowledge and skills in first aid important?
2. Can we help others through our knowledge and skills in first aid? How?
328
WHAT TO TRANSFER
Activity 7–Act it Out!

The class will be divided into groups. Create a 2-3 minute pantomime showing
a good first aider helping in certain emergency situations at home, in school, on
the road, at an office or park.
Criteria for scoring: Quality, Realistic, Stage Performance and Teamwork
329
Lesson 2
Survey of the Scene and the Victims

Welcome to your second safety adventure! This will be a very exciting safety
adventure because you will know the proper procedures in assessing emergency
situations for unintentional injuries and in doing the primary and secondary
surveys of the victims. It is expected that at the end of this lesson, you can con-
fidently and properly demonstrate these procedures, applying the principles of
first aid and displaying characteristics of a first aider which you have learned in
the previous lesson.
WHAT TO KNOW
Study carefully Figure 1. It shows the procedure in assessing emergency situations.
Objectives:
1. Demonstrate properly the procedures in assessing emergency situations
2. Demonstrate properly the procedures in doing primary and secondary survey of
victims
330
Figure 1. Steps in Assessing Emergency Situations

(Source: The Health Curriculum in Philippine Basic Education, Vol. 2)
Activity 8 – Express your Queries

Do you understand the flow chart? If yes, congratulations! You have an in
depth background knowledge and skills in first aid. If you don’t, then list down
on the table below all the words and phrases that you do not understand or are
confused about.
331
I don’t know anything about…. I am confused about…
Present your queries to the teacher. You may also ask a bonafide Red Cross
member, a para-medical practitioner like a nurse, a first aider, rescuer, health
professional, life guard or a physician in your school or community to discuss
and demonstrate the principles.
Listen attentively to the teacher or any invited person as he/she discusses
and demonstrates the proper procedures in assessing emergency situations and
in doing basic life support (primary and secondary surveys of the victims).
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.
Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential
steps used by both medical professionals and lay persons such as first aiders
when dealing with a patient.
In 2010, the American Heart Association is rearranged the ABCs of cardio-
pulmonary resuscitation (CPR) in its American Heart Association Guidelines for
Cardiopulmonary Resuscitation and Emergency Cardiovascular Care, published
in Circulation: Journal of the American Heart Association.
“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.”
332
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
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 to
find out and immediately treat life-threatening conditions.
a. Check for Consciousness

1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the
victim’s shoulder.
2. When there is no response, not even mumbles or groans, the victim
is unconscious and in need of immediate medical help.
b. Open the Airway

1. The victim’s unconsciousness maybe due to an 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
333
1. Put your face near the victim’s mouth and look, listen, and feel for
breathing. You should observe for:
◉ Chest movement, sound of breathing, or feel of breath on your
cheek
d. Check for Circulation

1. Locate pulse using your middle and index finger. Pulse indicates blood
circulation, which is essential for the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin.
This is fatal.
3. To revive circulation, perform CPR immediately.
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 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 pro-
cedure:
1. Place the finger tip over an artery where it either crosses a bone
or lies close to the skin.
334
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
• 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 take the pulse when the victim is in sitting position. Pul-
sations disappear as the victim is elevated to a 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 being important to monitor temperature in the case of stroke
and high fever.
■ Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)
C. Respiration
Guidelines in checking respiration:
■ Count the number of breaths per minute.
335
■ 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 the victim’s 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 imme-
diate attention
Small and bright Pupils are reactive
No reaction DEATH
336
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 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 if
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.
337
EMERGENCY ACTION PRINCIPLES

Source: Red Cross Manual
338
After listening attentively and reading the information above, I am very sure
that you are now ready to demonstrate the procedure in assessing emergency
situations and in doing primary and secondary surveys of the victim.
WHAT TO PROCESS
Activity 9 - Let’s try this!

Go to your group and practice the procedures. Be ready to apply the proper
procedure to the situation that the teacher will give. Be sure to apply the previous
lessons. Your performance will be graded according to the following criteria:
correctness of the procedures and application of 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?
How was your performance? I am sure it was great.
If the teacher gave you an unsatisfactory score, do not worry. You still have
the chance to do better in your next activities. Review the procedures above and
try to check which steps you are not very good at yet.
339
Activity 10– Share Your Heroism

Share with the class a real experience where you were able to help other
people in an emergency situation.
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?
Activity 11 – Rate Yourself

How well did you perform and participate in assessing emergency situations
and in doing primary and secondary surveys of the victims? Write your name
and reason at the right side of your chosen self-rating.
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)?
340
Activity 12– Learning Outside

Interview a bonafide Red Cross member, a para-medical practitioner like a
nurse, first aider, rescuer, health professional, life guard or a physician. Gather
information with the use of the guide questions below. Present a summary of
facts through a pamphlet, editorial, newsletter, etc.
1. What is the first thing that they do in case of an emergency?
2. How do they prepare themselves for an emergency?
3. What do they consider in addressing emergency situations?
4. What trainings did they undergo?
5. Why did they choose their profession?
WHAT TO TRANSFER
Activity 13 – Music is Good for Health

Compose a 4-line jazz chant in English, Filipino or your own dialect describing
the importance of having first aid and safety awareness.
Criteria: Relevance and Stage Performance
Example : First Aid ay kailangan

Upang emergency ay ating matugunan
Ngunit mas makakabuting, mag- ingat- ingat lang
Iwasan ang sakuna, katawan ay protektahan.
341
Lesson 3
Dressing and Bandages

Welcome to your third safety adventure. This will be another and new exciting
trip where you will learn the different dressing and bandages used on wounds and
burns. It is expected that at the end of this lesson, you can explain and properly
demonstrates the bandaging techniques for some unintentional injuries. Good
luck again and have a “safety” journey!
WHAT TO KNOW
Objectives
1. Explain the purpose of dressing and bandages
2. Demonstrate the appropriate bandaging techniques for common uninten-
tional injuries
Activity 14–Bonding with Dressing and Bandages
Examine the pictures.

1. Have you seen or used any of them? When?
2. Where?
3. What do you call them?
4. When do you use them?
342
Activity 15 – Twist and Double Match

Arrange the scrambled letters in Column A to form words related to first aid.
Connect them to their correct definition or purpose in Column B, and to their
pictures in Column C.
Column A Column B Column C
1. SINGDERS A. a sterile cloth used to cover wounds a.
2. CLOD PRESSCOM B. used to reduce swelling b.
3. OLDC DAP C. can be used as cold compress c.
4. NABGADES D. used to apply pressure to stop bleeding d.
5. DOUNW E. the end of the bone is displaced e.
6. BRUN F. a broken bone f.
7. SPARINS G. ligaments are torn g.
8. TRINSAS H. muscles are overstretched h.
9. FARCTERU I. caused by heat i.
10. LISDOCATION J. a cut in the skin j.
343
• A dressing is a piece of sterile cloth that covers a wound to prevent infec-

tion 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 the 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. Then 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
compress 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.
344
Figure 2 shows the 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. A 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
345
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 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 back , use its natural hollows to slide the bandage gently into
place.
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 4)
Figure 4. Making A Square Knot
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
contusions. A wound may also be an open wound in which there is a break in
the skin.
346
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. Resting 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.
347
4. Cover wound with sterile dressing and bandage.

5. Care for shock.
6. Consult a physician immediately.
WHAT TO PROCESS
Activity 16 – Wound and Bandage

Choose from the pictures below the correct type of bandaging for the specified
injuries.
1. An incision on a chest
2. An abrasion on a cheek
3. A puncture on a foot
4. A laceration on the arms
5. An avulsion on the head
348
Process questions:
1. Why should we use dressings and bandages on wounds?
2. Can we use any cloth as a dressing or bandage? Why and why not?
3. Aside from wounds, in what other injuries can we use dressings and ban-
dages?
4. Why is it necessary to apply the proper techniques on applying dressings
and bandages?
Activity 17 – Be Grateful and Resourceful

List down some materials at home or in school that can be used as dressings and
bandages. Write them in the box. Include their uses or importance.
Why should we use clean dressings and bandages?
WHAT TO TRANSFER
Activity 18 – Bandaging Olympics

Your class will be having a bandaging contest. In this competition, you will
be grouped and given several injuries. Your task is to quickly apply the dressing
and bandage on the wounds. The group who dress so in shortest time with correct
application of dressings and bandages wins the game. Good luck!
349
Lesson 4
Carrying and Transporting an Injured

Person
Welcome to your fourth safety adventure. At this stage, you will experience
different things. You will be challenged to analyze situations and use your mus-
cular strength and endurance to carry and transfer an injured person to a safer
place. At the end of this lesson, you are expected to demonstrate the proper
techniques in carrying and transporting the victims of unintentional injuries.
WHAT TO KNOW
Activity 19 – “How Will You Bring Me to A Safe Place?”

An injured person needs your help. You are to bring her to a safe place. How
are you going to do that? Study the situations and determine the kind of trans-
port that should be used.
Objectives
1. Identify the different types of carrying and transporting of an injured person
2. Demonstrate proper techniques in carrying and transporting an injured person
350
Different Kinds of Transport
Situations…
No. of Available Status of Injured Person Must Do Kind of
First Materials Transport
Aider
1 None Unconscious
Has no injury on arm,

leg, rib, neck and back
1 None Unconscious Pass under-
neath a low
structure
1 None Unconscious Transport the
victim up the
stairs
1 Malong Experiencing a very se-
rious injury and should
not be lifted
351
1 None Unconscious
Very small
1 None Unconscious
Fat
2 Class- Unconscious Carry the
room victim down
chairs No injury on neck, stairs
and ta- back or pelvis
bles
2 None Unconscious
3 None Unconscious Injured person
will be carried
on his back or
face
3 None Unconscious First Aiders will
have to stay on
one side of the
injured person
Questions:
1. In what emergency situations can we apply these transporting techniques?
Listen and observe carefully as the teacher discusses and demonstrates
the techniques so that you will be ready for the next activity.
Transporting an injured person to a safer place requires great care. A first

aider must 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)
352
One-man Transport
Fireman’s Carry Piggy Back Pack Strap Carry
Shoulder Drag Fireman’s Drag Blanket Drag
Fireman’s Carry – the easiest way to transport a light and smaller victim
Piggy Back – when the victim is conscious
Pack Strap Carry - when the victim is smaller than the first aider
Shoulder Drag – used when the floor is smooth, short distance transport
Fireman’s Drag or Tied-hands Crawl – used when first aider and victim
must crawl underneath a low structure
Blanket Drag – used when the victim is seriously injured and should not
be lifted.
Two-man Carry
Chair Carry
Chair or Seat Carry – when there are two first aiders and a chair is available
353
Three or More-Man Transport
Hammock Carry Bearer Alongside
Hammock Carry – when there are three first aiders

Bearer Alongside Carry – carriers will stay on the uninjured side of the
victim
Six Man Lift and Carry – when there are six first aiders
WHAT TO PROCESS
Activity 20 – Pick and Carry

The class will be divided into groups with 3-4 members. One from your group
will act as victim. The teacher has prepared strips of paper in which the different
types of carrying and transporting the victim are written. You 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 trans-
porting a victim to a safer place?
3. What are the things to consider in transporting a victim?
354
Activity 21 – Thinking of Others

If you were the SK Chairman of your barangay, will you offer First Aid
skills-training to the youth of your community? Why? How will you do this?
Present an Action Plan to the class with the following parts:
a. Goals/Target
b. Participants
c. Resource Person/Guest Speakers
d. Venue
e. Estimated Budget
f. Desired Outcomes
WHAT TO TRANSFER
Activity 22 – Campaign for Safety

Create a slogan that will encourage people in the community to join in the
First Aid Movement.
Criteria: Relevance and Persuasiveness
355
Lesson 5
First Aid for Common Unintentional

Injuries
Welcome to your last safety adventure! This lesson will culminate your exciting
and significant journey as you learn the causes and proper first aid procedures
for common unintentional injuries. Your knowledge, skills and understanding
on this final stage will completely prepare you to practice safety measures and
help yourself, your family, friends and your community during emergencies.
WHAT TO KNOW
Activity 23 – Creative Presentation

The class will be divided into several groups. Each group will be assigned a
specific unintentional injury. Your group shall present your assigned topic in a
creative way but must address the guide questions given. Listen, observe atten-
tively and participate in the presentation of the other groups.
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 Presentations
5. Role Play
6. Graphical Presentation
Objectives
1. Identify common unintentional injuries in school
2. Demonstrate proper first aid procedures for common unintentional injuries
356
FIRST AID FOR COMMON UNINTENTIONAL INJURIES
357
358
359
360
361
362
WHAT TO PROCESS
Activity 24 – Looking Back

Look at your answers once again in Activity 1 “Emergency! Emergency! What
Will I do?”
1. Did you do the proper first aid procedure for each injury?
2. Which injury were you confident in giving first aid? Why do say so?
3. Which injury were you not confident in giving first aid? Why do you say
so?
Activity 25 – First Aid Challenge

The class will be divided into five groups and will play “First Aid Challenge”.
Each group will go to five stations which contains a specific injury. The group
shall perform the proper first aid procedure. Each 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. Be sure to master all the first aid procedures and
apply the principles of first aid and emergency because you cannot proceed to
the next station if your procedure is wrong. The group with the shortest time to
finish the challenge will get the highest score. Good luck!!!
1. Did you enjoy the activity?
2. Why did you lose or win in the game?
3. What important thing did you learn 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?”

1. Can a grade 9 student be a first aider? Why and how?
2. Can any member of your family be a first aider? Why and how?
3. Can an ordinary citizen in your community be a first aider? Why and how?
4. Can we all be first aiders? Why and how?
363
WHAT TO TRANSFER
Choose one between the two activities.
Activity 27 – Fully Packed

Draw a cartoon/comic strip showing a person ready to help other people
through his/her knowledge and skills in first aid. Write or draw the things, qual-
ities, information, skills that s/he should have in applying first aid.
Criteria: Clarity, Completeness and Creativity
Activity 28 – “Let’s Go and Let’s Do!”

Performance Task though Role Playing, Pantomime or Dramatization
Scenario:
In one household, things are not properly arranged. Knives are put in a place
where children can easily reach. Fruit and vegetable peelings are not properly
thrown. Detergent bars and other laundry materials have no labels.
A child is playing in the livingroom while the mother is cooking.
1. Present one injury that can possibly happen in the situation.
2. If you were in the situation when the injury happened, how are you going
to help the victim?
Criteria: Correctness of Procedures, Sincerity and Observance of Safety
364
SUMMARY/SYNTHESIS/FEEDBACK
Unintentional injuries cannot be avoided. It happens 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 on first aid could greatly help in alleviating pain, preventing further
injury, prolonging and even save 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 immo-
bilize 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
Electrical burn - a burn occurring from the passage of electricity in the body
First aid - an initial treatment given to an injured person before the arrival
of a medical practitioner
First aider - a person giving first aid
Fracture - a break or crack in the bone
Heart attack - a sudden obstruction of the blood supply to parts of the
heart muscle
Heat stroke - failure of the thermostat in the brain
Physician - a medical doctor
Open phase - unfolded triangular bandage
Poisoning - exposure or ingestion of toxic substances
365
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 over-
stretching, over wrenching or sudden movement
Sterile - clean, germ-free
Strain - an injury to the ligaments, tendons and muscles due to over-
stretching, overwrenching 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
American Heart Association (2010). Guidelines for cardiopulmonary resusci-
tation 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: UNE-
SCO, 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 Edi-
tion.London: Dorling Kindersley Limited.
366
9
Health
Health
Unit 4: Intentional Injury Prevetion, Safety,
and First Aid

[email protected].
First Edition, 2014
ISBN: 978-971-9601-69-2

Cagulang,

Telefax: (02) 634-1054 o 634-1072
HEALTH
TABLE OF CONTENTS
Unit IV – Intentional Injury Prevention, Safety and First Aid 367

Introduction 368
Objectives 368
Pre Assessment 369
Lesson 1: BEWARE...BE AWARE! 371
Activity 1: Through Different Perspectives 371
Activity 2: News Bulletin 372
Activity 3: Intentional Injuries: Types and Characteristics 374
Activity 4: Creative Presentations 386
Activity 5: Newspaper Clipping 389
Activity 6: Agree or Disagree? 391
Activity 7: Poem Analysis 392
Activity 8: Rated PG 393
Activity 9: Message for a Violence-Free World 396
Activity 10: Promotion Through Social Media 397
Activity 11: I Will do, I Will change, I Will not do 398
Lesson 2: NOW WHAT? 399

Activity 12: Word Connections 399
Activity 13: The Cause of Violence 400
Activity 14: My Protection Rights 402
Activity 15: Ask the Authorities 403
Activity 16: In Focus 405
Activity 17: How safe am I ? 405
Activity 18: I Think, I Feel, I Do 407
Activity 19: Multiple Actions for Prevention and Solution 408
Activity 20: People to Trust 410
Activity 21: Shield of Protection 412
Activity 22: Knowledge, Skills and Attitudes 414
Activity 23: Pledge for Safety from Intentional Injuries 415
Summative Assessment 415
Synthesis 418
Glossary of Terms 419
Resources 421
HEALTH EDUCATION learner’s material unit
Injury Prevention, 4
Safety and First Aid
(Intentional Injuries)
367
HEALTH EDUCATION Learner’s Material
Time Allotment: 8 hours
Unit IV
Injury Prevention, Safety and First Aid

(Intentional Injuries)
Introduction
The basic necessities of mankind include food, clothing, and shelter. How-
ever, it is not enough that we have these basic needs if we are living in fear and
the uncertainty of danger every day. Today, one rising necessity that we need
to focus on is safety.
We are always exposed to dangers, whether we are young or old, rich or poor.
It is therefore necessary that we are aware of what these possible dangers are,
how all of these can affect us, and how we can prepare ourselves to prevent them
from happening or minimize their effects if they happen to us.
The Convention on the Rights of the Child states that children around the
world have a right to a safe environment and to protection from injury and vi-
olence. Although the adults around you should protect you against any harm
that may threaten your safety and your life, you cannot rely on them all of the
time. You have the responsibility and capability of shielding yourself from the
dangerous world that we live in today.
This module focuses on intentional injuries that you may be exposed to.
Through proper information, this module aims to equip you with the knowledge
and understanding of the types of intentional injuries that might happen to you,
as well as its risks to your health. In the end, we hope that you will be able to
prevent intentional injuries, as well as maintain a healthful behavior that will
promote a culture of non-violence.
We hope that this module will serve you well through the activities that will
not only keep you informed but help you enjoy as well.
Stay safe! Be healthy!
OBJECTIVES
• differentiate intentional injuries from unintentional injuries
• describe the types of intentional injuries
• analyze the risk factors related to intentional injuries
368
• identify protective factors related to intentional injuries

• demonstrate ways to prevent and control intentional injuries
PRE-ASSESSMENT
CROSSWORD PUZZLE
Do the crossword puzzle. Clues are provided on the next page. This is just an
exercise, so don’t worry if you cannot answer all of the items.
1
2 3
7 8 9
10
11 12
13
14
15
369
ACROSS DOWN
3. A forced sexual intercourse 1. An initiation rite for

fraternity neophytes
4. Someone who follows you around 2. A violent attack, threat or

and makes you feel in danger attempt to harm a person
5. The taking of a person from their 6. The best way to avoid

home using deception or force the dangers of planned
or intentional injuries is
through _____
7. Bullying with the use of technology 8. Harm or damage to some-
and electronic means one as a result of an act or
event
10. Abuse, verbal insult, or physical at- 9. A street-based group, mostly
tack on a person made up of young people,
that engages in illegal acts
11. A sexual contact between closely re- 12. Pressure through the use of
lated persons terror and violence
14. An act intended to cause injury or 13. Forcefully taking away of a

damage to a person person against his/her will
15. A suicide attempt in which a person

does not intend to die
Were you able to answer all of the items? How was your score? As we go on
with the lessons, you will learn more about intentional injuries.
370
LESSON 1
Beware…Be Aware!
Let’s begin with the concept of injuries. In our first lesson, you will define
the word injury and discover its two classifications, namely: intentional and
unintentional injuries. Then, you will focus on intentional injuries and their
different types. You will also learn about the characteristics and effects of the
different violent acts and behaviors leading to intentional injuries.
Are you excited to learn? Before you proceed, take note of the objective for
this lesson. Then, proceed with the first activity.
Objectives
At the end of our lesson, you are expected to:
• differentiate intentional injuries from unintentional injuries
• describe the types of intentional injuries
WHAT TO KNOW
Activity 1: Through Different Perspectives

How do other people view the concept of injury? Complete the sentences for
each character and share your responses with the class.
Guide Questions
371
1. What concepts of injury are similar and different among the five people?
2. How would you define injury?
Do you have any questions so far? You can ask your teacher for a clearer
explanation. If you don’t have any questions, let us proceed to the next activity
for the classification of injuries.
Activity 2: News Bulletin

Read the news headlines below then classify them as to whether they refer to
intentional or unintentional injuries. Write your answers in table form on your
worksheet. A sample table is provided on the next page.
372
Intentional Unintentional
Guide Questions
1. Explain how you classified each news headline.
2. How did you distinguish between intentional and unintentional injuries?
Now that you can tell the difference between intentional and unintentional
injuries, let’s focus on intentional injuries. Unscramble the phrases to form the
meaning.
Intentional
Injuries
intended to
injuries in
type of Intentional injuries
which some are
harm was –––––––––––––––––––––
occur
Did you get the correct definition? If yes, very good! If not, don’t worry.
Your teacher is always there to guide you through the lessons.
373
In the next activity, you will learn about the different violent actions and be-
haviors that lead to intentional injuries. Are you curious? Then let us continue.
Activity 3: Intentional Injuries: Types and Characteristics

Form five groups. Read the topic/s that will be assigned to you in the suc-
ceeding pages of this module. Refer to the guide questions and answer them
after you finish reading your assigned topic/s.
Topic/s per group:
1 – Suicide and parasuicide
2 – Domestic violence
3 – Bullying, stalking and extortion
4 – Gang and youth violence, illegal fraternity-related violence, kidnapping
and abduction, and acts of terror
5 – Verbal and sexual abuse (incest, molestation and rape)
Guide Questions
Research on your topic based on the guide questions below. Write your answers
on your worksheets.
· What is its meaning/definition?
· What are its category/classification/types?
· How will you recognize this kind of injury? What are the indicators?
· What are its effects on the victims?
Overview:
Intentional injuries are injuries resulting from violence. It can be divided
into two: self-inflicted, when a person harms himself/herself on purpose and
assault, when person/persons harm another on purpose.
Suicide and parasuicide are intentional injuries that are self-inflicted, while
assault has four classifications: (1) those that were committed within the fam-
ily; (2) those that were committed by peers; (3) those that were committed by
other groups; and (4) those that were committed by the family, peers or other
groups. Within the family, domestic violence may happen. Domestic violence
happens when one or more members of the family harms or abuses another
family member. Peers in school or in the community may commit bullying,
stalking, and extortion. Other groups may commit gang and youth violence,
illegal fraternity-related violence, kidnapping and abduction, and different acts
374
of terror. Sexual victimization and other forms of abuse and harassment may
be committed by the family, peers or other people. This includes verbal abuse,
incest, molestation or rape.
The conceptual framework will give you a clearer idea regarding these types
of intentional injuries.
375
Figure 1: Conceptual Framework for Intentional Injuries
Suicide and Parasuicide

Suicide is the intentional taking of one’s own life. Many of those who attempt
suicide do not receive mental and emotional counselling because their families
try to hide the problem because they are ashamed of it. Because of this, the
problem is not solved and the attempt to commit suicide happens again. Studies
also indicate that other family members are also at risk of committing suicide.
On the other hand, a suicide attempt in which a person does not intend to
die is called parasuicide. It is often a cry for help meaning, the person wants
others to know what s/he is feeling. Despite this, parasuicide should be taken
seriously because it may also lead to death.
How will you recognize a person who has suicidal tendencies? Oftentimes,
the person gives clues through his/her behavior and speech. Some of these
clues may be:
· talking about suicide or death
· writing farewell letters or giving away valuable things to their friends and
siblings
· showing changes in behavior, moods and
feelings
A Philippine study conducted for the develop-
ment of a suicide prevention strategy showed that
commonly used methods by those who decided to
end their lives include hanging, strangulation and
suffocation. For those who tried to kill themselves
but ended up with just injuries, the preferred means
ranged from self-poisoning (mainly ingestion of sil-
ver cleaner) to exposure to other chemicals and poi-
sonous substances. Aside from these methods, there
were also cases of drug overdose, using firearms to
A suicide attempt using a
kill oneself, jumping from heights, and drowning.
blade
And among the youth, self-cutting has been observed
www. helpguide.org/mental/sui-
in some of those that suffer from major depression. cide-prevention.html
376
Domestic Violence
Domestic violence is an act that includes
physical assault (hitting, pushing, shoving, etc.),
sexual abuse (unwanted or forced sexual activity),
and verbal abuse. These are behaviors that are
used by one person in a relationship who tries
to control the other. This may occur to partners
who may be married or not married. They may be
heterosexual or homosexual (i.e. gay or lesbian)
couples and may be living together, separated or
dating. Domestic violence includes abuse and Domestic violence at home
actions such as: www.unicef.org/crc/titles/protec-
tion-list.pdf
· name-calling or putdowns
· keeping a partner from contacting his/her family or friends
· withholding money/allowance or denying financial support
· stopping a partner from getting or keeping a job
· actual or threatened physical harm
· sexual assault
· stalking
· intimidation
Who are the possible victims of domestic violence? Anyone can be a victim,
or is at risk of it, especially if his/her partner:
· is very jealous and/or spies on him/her
· will not let him/her break off the relationship
· hurts him/her in any way, is violent, or brags about hurting other people
· puts him/her down or makes him/her feel bad
· forces him/her to have sex or makes him/her afraid to say no to sex
· abuses drugs or alcohol; pressures him/her to use drugs or alcohol
· has a history of bad relationships and blames it on others
There are some children who experience domestic violence in their homes.
Their parents may think that their children do not know about the violence, but
most of the time, the children are aware of it. They can feel helpless, scared and
upset. Some of them blame themselves as they feel like the violence is their fault.
Nevertheless, children in a violent home experience different problems as they
grow up and these problems do not go away on their own. They can be there
even as the child gets older.
377
Bullying
Bullying is an unwanted, aggressive behavior. The behavior is repeated, or can
be repeated, over time. Both kids who are bullied and who bully others may
have serious, lasting problems.
In order to be considered bullying, the behavior must be aggressive and include:
• An imbalance of power: Kids who bully use their power—such as physical
strength, access to embarrassing information, or popularity—to control
or harm others.
• Repetition: Bullying behavior happen more than once or have the poten-
tial to happen more than once.
There are different classifications of

bullying. These are:
• Verbal bullying – saying or writ-
ing mean and nasty things. It in-
cludes:
• Teasing
• Name-calling
• Making inappropriate sexual
comments An example of verbal and social
• Taunting bullying in schools
• Threatening to cause harm <source: http://img607.imageshack.us/img607 /2214/
alur2.jpg>
• Social bullying, sometimes referred
to as relational bullying – hurting someone’s reputation or relationships. It
includes:
• Telling other children not to be friends with someone
• Spreading rumors about someone
• Embarrassing someone in public
• Physical bullying – hurting a person’s body or destroying his/her possessions.
It includes:
• Hitting/kicking/pinching
• Spitting
• Tripping/pushing
• Taking or breaking someone’s things
• Making mean or rude hand gestures
378
• Cyberbullying – verbal and social bullying done through use of technology

and electronic means. It includes:
• Using social media (i.e. Facebook, Twitter, etc.)
• Using mobile devices (i.e. cellphone)
• Using electronic mails (i.e. e-mails)
Stalking
Stalking is a pattern of behavior
that makes you feel afraid, nervous,
harassed, or in danger. It is when
someone repeatedly contacts you,
follows you, sends you things, and
talks to you, even when you don’t
want them to. It is very threaten-
ing to the person being stalked,
because the behaviors and actions
of the stalker often invade his/her A person unknowingly being stalked
privacy. Stalking behaviors involve <source: http://www.lanazione.it/toscana/cronaca
/2011/11/24/625663/images/758617-21929282 stalking.jpg>
actions such as:
• Knowing your schedule
• Showing up at places you go to
• Sending mail, e-mail, and pictures
• Calling or texting repeatedly
• Contacting you or posting about you on social networking sites (Facebook,
Twitter, etc)
• Writing letters
• Damaging your property
• Creating a Web site about you
• Sending gifts
• Stealing things that belong to you
• Any other actions to contact, harass, track, or frighten you
You can be stalked by someone you know casually, a stranger, or a past or
current friend, boyfriend or girlfriend. Getting notes and gifts at your home,
in your locker, or other places might seem sweet and harmless to other people,
but if you don’t want the gifts, phone calls, messages, letters, or e-mails it can
be scary and frustrating.
379
Sometimes people stalk their boyfriends or girlfriends while they’re dating.

They check up on them, text or call them all the time and expect instant responses,
follow them, and keep track of them even when they haven’t made plans to be
together. These stalking behaviors can be part of an abusive relationship. If
this is happening to you or someone you know, there are people you can talk to
about it.
Extortion
Extortion is the act of using force or threats to force people to
hand over their money or properties, on favors. Extortion can happen
outside or near schools wherein children are victimized to give up their
allowances, in exchange for the promise that they will not be beaten up.
The act is different from robbery. In robbery, there is a very real and
very immediate violence. In extortion, a person may only suffer from the
fear of harm if he/she gives in to the demand/s of the one who extorts.
Gang and Youth Violence

Extortion in schools A gang is defined as a relatively tough, mostly street-based group
<source: http://fc02.deviantart.net /
fs38/f/2008/337/c/1/Stop_Bullying_
of young people who regard themselves and may be seen by others as a
Poster_by_bmangraphics.jpg> group that engages in a range of criminal
activity and violence. Oftentimes, they
are in conflict with other similar gangs.
Young people join gangs and groups for lots
of reasons. One of these is their need to belong,
be included or be part of a group they can iden-
tify themselves with. This is oftentimes true for
those who do not feel a sense of belonging or care
at home. Another reason is their desire for ad-
venture, as they believe that joining gangs will
give them the excitement and thrill of their lives.
Lastly, they feel protected and looked out for if
they are members of a gang.
Gang members are responsible for a majority
of serious crimes, like extortion, theft and robbery.
They are also likely to be involved in selling drugs A typical gang portrayal
and are more likely to bring weapons to school <source: http://www.ferretpress.
for fear of attack from rival gangs. com /weblog/uploaded_images/ko-
lours-777295.jpg
380
Illegal Fraternity-Related Violence

A fraternity is a group of people with
similar backgrounds, occupations,
interests, or tastes. In campuses and
universities, fraternities are represented
Greek letters. The youth may think of
several benefits in joining a fraternity.
They may see it as a gain in power
and protection, as fraternities have a
reputation for being a powerful group.
Others would regard fraternity members,
especially the seniors, as those who will Physical hazing
provide the neophytes and lowerclassmen
<source: http://www.zamboanga.com/apo/ imag-
guidance and assistance. And since most es/howto001.JPG>
fraternities are based in colleges and
universities, some would join fraternities
for academic support. Most youths would also join fraternities because of the
sense of belongingness that these fraternities would provide.
However, it is not easy to join fraternities. To maintain their exclusiveness,
fraternity members would require an applicant to undergo a series of initiation
rites to become part of the “brotherhood”. One of these is hazing, or activities
that involve harassment, abuse, or humiliation. Hazing can be very dangerous to
applicants, as they will be subjected to physical and psychological suffering like
being beaten with wooden paddles and may cause them a lot of injuries. Some
even die in the process, which is why hazing and other forms of initiation rites
in fraternities, sororities and organizations are now being regulated under the
Republic Act 8049, known as the Anti-Hazing Law. Under this law, physical
hazing is prohibited. Fraternities, sororities and other organizations are required
to inform the school authorities regarding initiation rites that would take place
and the school will send representatives to the actual initiation rites to see to it
that no physical hazing will be done. Aside from the dangers of physical hazing,
fraternities often get involved in riots or fight with rival groups, which expose
them more to danger. Despite these, fraternities continue to attract applicants.
381
Kidnapping and Abduction

Kidnapping is taking away or forcefully
moving a person against his/her will and holding
him/her in unjust captivity. The act is usually
done for a motive like getting a monetary reward/
ransom or getting some sort of benefit from the
person or their family. The kidnapper is usual-
ly a family acquaintance who knows about the
family’s wealth and influence, or a stranger who
targeted the victim based on their outward ap- A girl being kidnapped
pearance of wealth or information given to the <source: http://gravesinvestigations.com/
wp-content/uploads/2010/08 /kidnap-
kidnapper from someone who knows the victim ping_missing_person.jpg>
intimately, such as a household employee or
someone else who suspects that the victim has
a lot of cash.
There are some cases wherein kidnappers target their victims based on their
nationality, ethnicity, religion, social status or organizational affiliation (i.e. em-
ployees of a specific company or a member of a political party might be targeted).
The kidnappers could be an acquaintance or a stranger who has the information
about a person or family’s wealth and/or influences. Unfortunately, because the
primary aim of this type of kidnapping is to attract public attention, be visible
or to make a statement, the percentage of hostages that are killed can be quite
high. Another type of kidnapping is based on gender, wherein the kidnapper is
mentally disturbed and has strange sexual thoughts or behavior, which he/she
has directed towards the victim.
On the other hand, abduction is the use of deceit or force in order to take a
person or a child away from their home or relatives. In abduction, the victim
usually knows or has some sort of relation with the abductor. Most of the time,
the abductor is not holding the victim for profit or any monetary gain. Abduc-
tion usually happens to children with separated parents, wherein the child will
be tricked by one parent to come with him/her and take the child away from
the other parent who has sole custody of the child. This is usually because of an
emotional disorder created when the abductor feels that the child’s welfare and
best interests are at risk or that the child will be gone completely from his/her
life. Sometimes, abductions occur out of revenge. People take hostages during
periods of anger and deep loss, like abducting the child of an ex-lover for revenge
or to blackmail the ex-lover to think again resuming their relationship.
382
Acts of Terror
Acts of terror, or terrorism, is the use of violence for political goals and
putting the public or a great number of people in fear. The purpose of these
terrorist groups is to produce terror in their victims through the use of violence,
fear and pressure. Terrorists commit acts of violence that draw the attention of
the local masses, the government, and the world to their cause. They plan their
attack to get the greatest publicity, choosing targets that symbolize what they
oppose. The effectiveness of the terrorist act lies not in the act itself, but in the
public’s or government’s reaction to the act.
Acts of terror may be categorized into six. These are the following:
• State terrorism – States or governments can use
force or the threat of force, without declaring
war, to terrorize their citizens and achieve a
political goal.
• Bioterrorism – refers to the intentional release
of toxic biological agents to harm and terrorize
civilians, in the name of a political or other cause.
It includes viruses, bacteria and toxins that could
be used in an attack, such as Anthrax (Bacillus
anthracis), Botulism (Clostridium botulinum An act of terror involving
toxin), The Plague (Yersinia pestis), Smallpox a bombing attack
(Variola major), Tularemia (Francisella tula- <source: http://www.causes-of-terror-
ism.net/images/street02T.jpg>
rensis), and Hemorrhagic fever, due to Ebola
Virus or Marburg Virus.
• Cyberterrorism – is the use of information technology to attack civilians and
draw attention to the terrorists’ cause. This may mean that they use comput-
er systems or telecommunications as a tool to carry out a traditional attack.
More often, cyberterrorism refers to an attack on information technology
itself in a way that would drastically disturb network services. For example,
cyberterrorists could disable networked emergency systems or hack into
networks housing important financial information.
• Ecoterrorism – the use of violence in the interests of environmentalism.
In general, environmental extremist destroy property to inflict economic
damage on industries or actors they see as harming animals or the natural
environment. These have included fur companies, logging companies and
animal research laboratories, for example.
383
• Nuclear terrorism – refers to a number of different ways nuclear materials

might be used as a terrorist tactic. These include attacking nuclear facilities,
purchasing nuclear weapons, or building nuclear weapons or otherwise find-
ing ways to diffuse radioactive materials.
• Narcoterrorism – the use of violence by drug traffickers to influence gov-
ernments or prevent government’s efforts in stopping the drug trade. This
may involve the assassination of influential persons who are against drug
trafficking, or killing a government official who leads an anti-drug trafficking
agency.
Verbal Abuse
Verbal abuse is a form of cruelty that involves
the use of words. These words are used to attack, con-
trol, and cause harm on another person. It includes
behaviors such as angry outburst, screaming rage, and
name-calling, which tends to blame, and brainwashes
and threatens a person. This is done because the goal
of the verbal abuser is to control and sway the victim.
To better understand verbal abuse, it is better to look
at its characteristics:
• Verbal abuse is hurtful and usually
attacks the nature and abilities of the
person.
• Verbal abuse may be obvious (through
angry outbursts and name-calling) or
hidden (involving very subtle com- Verbal abuse
ments).
<source: http://www.
• Verbal abuse is controlling. Even judg- guystuffcounseling.
mental comments may be voiced in a com/Portals/31983/
very sincere and concerned way. images//
bigstockphoto_
• Verbal abuse is dangerous. It causes Angry_Fighting_
a gradual fading of the self-confidence Couple_2350563-
of persons without them realizing it. resized-600.jpg>
They may try to change their behavior
so as not to upset the abuser.
• Verbal abuse is fickle. A person is stunned, shocked, and thrown off balance
by the abuser’s mockery, angry punch, critical remark, or hurtful comment.
384
• Verbal abuse usually worsens, increase of strength, regularity, and assort-

ment. The verbal abuse may begin with put-downs disguised as jokes. Later,
other forms might surface. Sometimes the verbal abuse may rise into physical
abuse, starting with “accidental” shoves, pushes, and bumps.
Sexual Abuse (Incest, Molestation and Rape)

Incest is sexual contact between persons who are so closely related that a
marriage between them is considered illegal (e.g., parents and children, uncles/
aunts and nieces/nephews, etc.). Usually, incest takes the form of an older family
member having sexual relations or sexually abusing a child or an adolescent.
Although an abuse, there are many reasons why the victims might not re-
port this. One reason is that the victims might be told that what is happening is
normal or happens in every family, and don’t realize that it is a form of abuse.
Also, the victims may not know that help is available or they do not know who
they can talk to. The victims may also be afraid of what will happen to them if
they tell someone, especially if the abuser threatened them. They may also be
worried about the abuser and be afraid of what will happen to the abuser if they
tell. Lastly, the victims may also be afraid of how the people may react if they
hear about the abuse. They are scared that people will accuse them of having
done something wrong, or that no one will believe them.
Molestation is the sexual abuse of a person (whether a child or adult) by an
adult for sexual pleasure or for profit. It occurs when an individual sees another
individual as a sexual object and uses this idea to satisfy his/her sexual urges
and fantasies, usually by subjecting their victim to unwanted or improper sexual
advances or activity. It may include any of the following:
• Fondling – to handle, stroke or caress lovingly or erotically
• Mutual masturbation – two people touching each other’s sexual organs
for pleasure
• Sodomy – sexual intercourse that involves inserting of the penis of one
person into the anus of another person
• Coitus – sexual intercourse between a male and a female involving the
insertion of the penis into the vagina
• Child pornography – explicit portrayal of children as sexual subject matter
for purpose of sexual arousal. It may be in a variety of media, like books,
magazines, films, photos and etc.
• child prostitution- refers to children who get paid to have sex
385
Rape is forced sexual intercourse, including vaginal, anal, or oral penetration.

Penetration may be by a body part or an object.
The sexual act may also be considered rape if it satisfies any of the following
criteria:
• One or both people are not old enough to consent, which means one or
both of them are below 18 years old
• One of them does not have the capacity to consent, which means one of
them may not be in his/her right mental and legal capacity to consent (i.e.
with mental disability, people who have been drugged or unconscious,
etc.)
• One of them did not agree to take part, which means the rapist might use
physical force or threat to force the victim to have intercourse with him/
her
If these three considerations are met, the sexual act falls under the category
of rape, which is a criminal offense and it is punishable by law.
Did you learn a lot from reading your assigned topic? Now, go to your group
and be prepared for the next activity.
WHAT TO PROCESS
Activity 4: Creative Presentations

Talk among your group members regarding how you will present to the class
the topic that you have just read. You may do a dramatization, poetry/jingle,
collage, picture series or any other method to creatively report your topic to
the class. Refer to your answers from the previous activity as your guide in the
content of your presentations.
Are you now ready to show your presentations? Oops, before that, make a K-W-L
chart in your worksheets and fill up the What I Know and What I Want to
Know columns regarding all the intentional injuries that will be presented by
the other groups.
386
Intentional Injuries
What I Know What I Want to Know What I’ve Learned
If you are finished with your K-W-L chart, you may now proceed to the presentations.
Remember to listen and watch the presentations of the other groups carefully
because you will fill-up the What I’ve Learned part of your K-W-L as you watch
the presentations.
Rubrics for Creative Presentation:

Excellent Good Fair Poor
Criteria
(4 points) (3 points) (2 points) (1 point)
All contents were All contents Most of the Not all the
covered and were covered. contents were contents were
Content students present- covered. covered.
ed the content
creatively.
Students are com- Students seem The students Students do

pletely prepared pretty prepared are somewhat not seem at all
and have obvi- but might have prepared, but prepared to
Preparedness
ously rehearsed. needed a couple it is clear that present.
more rehearsals. rehearsal was
lacking.
Students stood up Students stood Few students Students were

straight, looked up straight. They stood up distracted, be-
relax and confi- were not dis- straight. Some ing distracting
dent. They were tracted or being were distracted and/or does
not distracted or distracting. They or being dis- not look at
Posture and being distracting. established eye tracting. Not all people during
Eye Contact They established contact with of the students the presenta-
eye contact with everyone in the established eye tion.
everyone in the room during the contact with
room during the presentation. everyone in the
presentation. room during the
presentation.
387
Volume was
Volume was Volume was
loud enough
loud enough to loud enough Volume was
to be heard by
be heard by all to be heard by often too soft
most through-
throughout the some through- to be heard by
Volume out the presen-
presentation. out the presen- all. Students
tation. Students
Students spoke tation. Students did not speak
spoke clearly
clearly all the spoke clearly clearly.
most of the
time. sometimes.
time.
Very little
Facial expres- Facial expres-
Facial expressions use of facial
sions and body sions and body
and body lan- expressions or
language some- language were
guage generated body lan-
times generated used to try to
Enthusiasm a strong interest guage. Did
a strong interest generate en-
and enthusiasm not generate
and enthusiasm thusiasm, but
about the topic in much interest
about the topic seemed some-
others. in topic being
in others. what artificial.
presented.
Students were
Students were Students were Students at-
not creative in
creative in their somewhat tempted to be
their presen-
presentation creative in their creative in their
Creativity tation and did
and were able presentation presentation but
not attempt
to engage the and engaged failed to engage
to engage the
audience. the audience. the audience.
audience.
Total Points Descriptive Rating
21 to 24 Advanced (A)
17 to 20 Proficient (P)
Approaching Proficiency
13 to 16
(AP)
9 to 12 Developing (D)
6 to 8 Beginning (B)
388
Guide Questions
1. Which group presentation did you enjoy watching? Why?
2. Which group could have done better in their presentation if given another
chance? What should they do to improve their performance?
3. Share with the class the What I’ve Learned column of your K-W-L chart.
You may now proceed to the next activity.
Activity 5: Newspaper Clipping

Look for a newspaper clipping that shows intentional injury/ies. Cut and paste
this on your worksheet. Answer the questions that follow.
389
Guide Questions
1. What is the news all about?
“Flashback”
<source: http://whatittakes2bme.files.wordpress.
com/2009/08/sexual-abuse-flashback.jpg>
“When Words Hurt More than Broken Bones”
<source: http://lifeishotblog.files.wordpress.
com/2013/07/sticks-stones-words-hurt-me.jpg>
390
Guide Questions
1. What types of intentional injuries are being portrayed in the illustrations?
2. Based on these illustrations, what are the effects of intentional injuries
on their victims?
3. What are the other impacts of intentional injuries?
Now that you know the impacts of intentional injuries, we will try to assess
what you have learned so far.
Activity 6: Agree or Disagree?

Read the following statements carefully, then write AGREE or DISAGREE for
each item in your worksheet and provide an explanation for your response.
➠
➠
1. 2. 3.
Guide Questions
1. Do these people deserve to experience the intentional injuries? Why or why
not?
2. Why do some people view intentional injuries as reasonable acts in the given
situations?
Well, did you agree or disagree with the statements? Let us continue to assess
and see if you can analyse the poem in the next activity.
391
Activity 7: Poem Analysis

Read the poem below, and then answer the questions that follow.
Speechless
© Kyra Lee
My name Is Sasha And soon enough “How dare you
My sister Is Leigh Dad then walks in Make me so mad
I am six Don’t make a sound, This is all your fault
And she is three don’t say a word Go cry be sad!”
Our dad’s always mad I pray inside, deep within My name is Sasha
He screams and he yells But Leigh, she cannot My sister is Leigh
I don’t think he likes us help herself I am six
It’s easy to tell For the pain is just too And my beautiful sister
Mum’s only kind much was only three

When dad’s not around “O-God” she yells That day my Daddy
And when he is home “Why are you so mean?” Murdered her
She hardly makes a He doesn’t like what she My best friend
sound has said She was my world
Mum’s always out, And beats her even more We stuck together
Never home And with one last hit Through thick and thin
Dad’s always drunk, Hard and strong, he pulls But now she’s gone
And always alone away and watches I’m lost within
As soon as we hear She takes one last gasp When I was six my sister
Those jingly keys of air three
We run and hide Our hands still holding My Daddy murdered
We run and plea Then falls to the ground Leigh
We find a place where I sat Since that day I have not
And curl up tight And doesn’t move a spoke
I hold her hand muscle For it’s speaking that
And she holds mine I stare at him made her die.
My eyes so blue
He looks at me
And yells “O you!”
<source: http://www.familyfriendpoems.com/poem/
child-abuse-ends-in-death-speechless#ixzz2gxK72tRz#FamilyFriendPoems>
Guide Questions
1. What is the poem all about? Summarize the story of the poem.
2. What did you feel after reading the poem? Why?
3. Could this really have happened? Why?
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4. If you were the writer, how would you end the story?
5. What would you do if you were the following and why?
a. the mother
b. Sasha
c. Leigh
d. a concerned neighbor
Have you identified intentional injuries from the poem? Now let us analyze
TV shows. What do you enjoy watching? Let us see if what you watch depicts
violent actions and behaviors that lead to intentional injuries.
Activity 8 – Rated PG
Remember a scene that shows violent actions and behaviors leading to intentional
injuries from a TV show (cartoons, sitcom, etc.) that you have recently watched.
You may narrate or draw this scene on your worksheet. Answer the questions
that follow.
Guide Questions:
1. From what type or genre of TV show did you get the scene that you have
drawn? (i.e. cartoon, sitcom, action, fantasy, soap opera, etc.) Is this suitable
or appropriate for your age? Why?
2. Do you enjoy watching this show? Why?
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3. What are the effects of watching shows that depict violent actions and be-
haviors to children like you? Why?
How does the government regulate TV shows that depict violence? Read the
additional resources below.
For Your Information

The Movie and Television Review and Classification Board (MTRCB) is the
government agency responsible for rating television and film for the Philippines.
The rating of TV shows and their descriptions are the following:
General Patronage – Suitable for all ages.
Material for television does not contain anything unsuitable for

children.
Parental guidance suggested.
Material for television may contain some adult material that may
be permissible for children to watch but only under the guidance
and supervision of a parent or adult.
Stronger and more vigilant parental guidance is suggested.
Program may contain more serious topic and theme, which may
not be advisable for children to watch except under the very
vigilant guidance and presence of a parent or an adult.
Meanwhile, the classification of movies and their descriptions are as follows.
Description
G Viewers of all ages are admitted.
Viewers below 13 years old must be accompanied by a parent or super-

PG
vising adult.
R-13 Only viewers who are 13 years old and above can be admitted.
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X “X-rated” films are not suitable for public exhibition.
<source: http://en.wikipedia.org/wiki/Movie_and_ Television_Review_and_Classification_

Board#Television>
The classification of TV shows and movies were based on the following criteria:
1. Theme – if the film contains violence, threat, abuse, horror, or other themes
that may cause fear or disturbance to a young child’s mind
2. Language – if the film contains dialogue beyond polite language. However,
disrespectful, nasty, and sexually-suggestive language or gestures are not
allowed
3. Nudity – if the film contains occasional, as well as natural non-sexual nudity
4. Sex – if the film contains and presents sexual activity
5. Violence – if there is representation of any violence that is likely to cause
undue anxiety or fear to young children
6. Horror – if there is representation of horror and frightening scenes that is
likely to cause undue anxiety or fear to young children
7. Drugs – if there is representation of, or reference to, prohibited drugs or
their use
Guide Question:
Explain briefly the importance of TV and movie censorship in the prevention of
intentional injuries in our society.
You are almost finished with the first lesson. Let us see if you have learned a
lot from our topic.
WHAT TO TRANSFER
Let us now see if you can demonstrate what you have learned through a product
or performance. First, you will write an essay regarding how you can promote
a violence-free world. Then, you will create a message of advocacy for a safer
world that is free from violent actions and behaviors and you will spread this
using the social media. Lastly, you will complete unfinished sentences to reflect
the concepts that you have learned from our first lesson.
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Activity 9 – Message for a Violence-Free World

Write an essay with the title “Promoting a Culture of Non-Violence” in your
worksheet. Afterwards, find a partner and take turns reading your essay to each
other. Then answer the questions that follow. Refer to the rubrics below for
guidance on how your output will be assessed.
Rubrics for Assessment

Excellent Good Needs Improvement
Points
(3) (2) (1)
Content addresses Content not enough Content does not
Content the essay’s topic. job of addressing address the essay’s
the essay’s topic. topic.
· All facts included · Some facts includ- · No facts included
in the essay are ed in the essay are in the essay
supported by prov- not supported by are supported
able information. provable informa- by provable
tion. information.
Supporting · All opinions in
the essay include · Some opinions in · No opinions in
Information enough related the essay do not the essay include
information for include enough enough related
the reader to un- related information information for
derstand why an for the reader to the reader to
opinion is held. understand why an understand why an
opinion is held. opinion is held.

6 Advanced (A)
5 Proficient (P)
4 Approaching Proficiency (AP)
3 Developing (D)
2 Beginning (B)
Guide Question:
1. How will your partner promote a culture of non-violence?
2. Do you think what s/he has written is effective? Why or why not?
3. Do you think what s/he has written is achievable? Why or why not?
I hope that you will apply what you have written in your essay. Now, you will
spread your message for a violence-free world using the social media.
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Activity 10 – Promotion through Social Media

Draft a short but powerful message in your worksheet regarding your
passion and promise of maintaining a culture of non-violence. Be ready to post
your message in your preferred social media (i.e. Facebook, Twitter, thru text
messages, etc.) afterwards.
<source: http://www.hallaminternet.com/
assets/Social-Media-Twitter-Pic3.jpg>
Have you seen your classmates’ posts in your social media accounts? You may
like, comment, or share/spread/retweet their messages so that they will reach
more people.
So finally, we are down to our last activity. You may continue now
Activity 11: I will do, I will change, I will not do

Complete the sentences in your worksheet regarding what you will do, what you
will change, and what you will stop doing, in relation to a violence-free world.
I will stop...
I will change...
I will do...
I hope that you were able to learn a lot from our first lesson. For the next
lesson, expect that you will learn more about our topic, particularly the
prevention and management of intentional injuries.
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Lesson 2
Now What?
In the first lesson, you learned the meaning of injuries and their two classifica-
tions: intentional and unintentional injuries. You were also able to differentiate
between these two classifications. Focusing on intentional injuries, you identi-
fied the violent actions and behaviors associated with them and described the
characteristics of each type. Finally, you demonstrated your desire to promote
a culture of non-violence through your words and actions.
For our second lesson, you will analyze the reasons why abuse and violent
acts are committed. You will also identify the protective factors that will help you
avoid becoming a victim of violent actions and behaviors leading to intentional
injuries. Finally, you should be able to put into practice what you have learned
by demonstrating the ways on how to prevent and control intentional injuries.
I hope that your learning experience will be a fruitful one. Before you pro-
ceed, take time to look at the objectives of our lesson.
Objectives
At the end of our lesson, you should be able to:
• analyze the risk factors related to intentional injuries
• identify protective factors related to intentional injuries
• demonstrate ways to prevent and control intentional injuries
WHAT TO KNOW
Activity 12 – Word Connections

Connect words related to the primary concept of intentional injuries. You may
form words vertically and horizontally. You may also use the letters from the
connected words as you go on with the activity.
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I N T E N T I O N A L
N
J
U
R
I
E
S
Guide Question
How will you relate these words to intentional injuries? Form concept statements
using one or more of the written words.
Have you warmed up already? The statements you formed may be related to
our previous lesson, while some are going to be discussed further in this lesson.
Let us continue.
Activity 13 – The Cause of Violence

Form ten groups. Each group will be assigned a topic (refer below). Your group
must copy the sample diagram in your worksheet. Indicate the risk factors or
reasons for violent actions and behaviors (cause) that lead to intentional injuries
(effect). Assign a representative afterwards to present your outputs to the class.
After the presentations, answer the guide questions that follow.
Topics per group:
1 - Self-Inflicted (Suicide and parasuicide)
2 - Domestic violence
3 - Bullying
4 - Stalking
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5 - Extortion
6 - Gang and youth violence, illegal fraternity-related violence,
7 - Kidnapping and abduction
8 - Acts of terror
9 - Verbal abuse
10 - Sexual abuse (incest, molestation and rape)
Cause Effect
Guide Question
1. What are the common reasons for the violent behavior and actions that cause
intentional injuries?
2. Based on the outputs of all the groups, summarize the risk factors using the
diagram below.
400
3. Do you think these factors are preventable? Why or why not?

Now that you have analyzed the risk factors, it is important that you know
how to protect yourselves from these intentional injuries. You will learn this in
our next activity.
Activity 14 – My Protection Rights

Read the article presented. Then answer the guide questions that follow.
Here is an excerpt from the United Nations’ The Convention on the Rights
of the Child. It focuses on articles regarding protection rights of children to
keep them safe from harm.
Article 19 (Protection from all forms of violence): Children have the right
to be protected from being hurt and mistreated, physically or mentally.
Governments should ensure that children are properly cared for and pro-
tect them from violence, abuse and neglect by their parents, or anyone
else who looks after them. In terms of discipline, the Convention does
not specify what forms of punishment parents should use. However any
form of discipline involving violence is unacceptable. There are ways to
discipline children that are effective in helping children learn about family
and social expectations for their behavior – ones that are non-violent, are
appropriate to the child’s level of development and take the best interests
of the child into consideration.
Article 34 (Sexual exploitation): Governments should protect children from
all forms of sexual exploitation and abuse.
Article 35 (Abduction, sale and trafficking): The government should take
all measures possible to make sure that children are not abducted, sold
or trafficked.
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Guide Questions
1. Explain the excerpt that you have just read.
2. Do you think the Philippine government has done its duty of protecting the
welfare of children against violent actions and behaviors resulting to inten-
tional injuries? Cite examples to support your answer.
3. If you were given the chance to talk to government officials in keeping you
safe from intentional injuries, what would you say to them?
In relation to The Convention on the Rights of the Child, let us examine the efforts
of different authorities in responding to situations or cases of violent actions and
behaviors that lead to intentional injuries in the next lesson.
WHAT TO PROCESS
Activity 15 – Ask the Authorities

Form three groups. Each group will interview one of these three authorities:
the school guidance counsellor, the barangay chairman, and a policeman. Refer
to the interview questions below. Be sure to secure an appointment with the
corresponding authorities to be sure that you will be accommodated at their
available time. You may also ask an adult to accompany your group during your
interview.
Interview Questions
1. What cases of violent actions and behaviors resulting to intentional injuries
were commonly reported to your office?
2. Who were the usual victims for each type of these acts or behaviors?
3. Who were the usual perpetrators/suspects for each type of these acts or be-
haviors?
4. How did your office resolve the issues/cases/problems?
5. What preventive measures are you doing in order to minimize or prevent
these issues/cases/problems from happening again?
402
Present the results of your group’s interview to the class. Then, consolidate
the data of all the groups on the board using the sample chart. Answer the guide
questions that follow.
Who How
How did
What are Who were were the will they
Location they resolve
the cases? the victims? predators/ minimize or
it?
suspects? prevent it?
School
Barangay
Community
Guide Questions
1. Based on the data that you have gathered, what cases were commonly hap-
pening in the school, barangay and community?
2. Who were usually victimized by violent actions and behaviors that resulted
to intentional injury?
3. Who were the usual perpetrators/suspects who committed the violent actions
and behaviors that resulted to intentional injury?
4. Were you satisfied with the way these authorities resolved the cases of inten-
tional injuries? Why or why not?
5. If you were these authorities, what would you have done to resolve these
cases?
6. Suggest ways to minimize and prevent the violent actions and behaviors that
result to intentional injury from happening again.
403
Activity 16 – In Focus
Research on the following legislations. Then answer the guide questions that
follow.
• Republic Act No. 7610 - Special Protection of Children Against Abuse, Ex-
ploitation and Discrimination Act http://www.gov.ph/1992/06/17/repub-
lic-act-no-7610/
• Republic Act No. 10627 - Anti-Bullying Act of 2013 http://www.gov.
ph/2013/09/12/republic-act-no-10627/#
Guide Questions
1. What are the highlights of the legislations?
2. What problems are being addressed by the legislations?
3. If you were to revise the laws, what provisions would you add or remove
so that they can protect you better from violent acts or behaviors that
cause intentional injuries? Why?
Do you feel safe, knowing that there are legislations that are focused on your
safety against intentional injuries? Let us see if you have experiences or have
witnessed a violent action and behavior leading to violent injuries let’s proceed
to the next activity.
Activity 17 – How Safe am I?

Copy the chart in your worksheet. Then complete this by putting a check mark
to the column that corresponds to your answer.
Have you ever witnessed
or experienced a problem Never Rarely Sometimes Often
with…?
name calling
bullying or intimidation
sexual harassment
404
gang-related violence
extortion or theft
vandalism
mistreatment or dis-
respect towards other
people
threats of weapons
physical fights
corporal punishment
Guide Questions
1. Where did you experience or witness these situations or problems? Who
were the people who committed these acts and behaviors?
2. What did you do in the situations that you have experienced?
3. What do you feel towards the people who were responsible for these acts and
behaviors?
4. Do you feel that you are safe from intentional injuries? Why or why not?
5. What could you have done to prevent these violent actions and behaviors
from happening to you?
As you may have realized, there are a lot of efforts being done to safeguard
you from intentional injury. However, these may not be enough. It is essential
that you are also aware of how you will deal with violent actions and behaviors
that lead to intentional injuries. Find out how in the next activity.
405
Activity 18: I Think, I Feel, I Do

Answer the three questions for each situation. Write your answers in your
worksheet.
What are you thinking? What are you feeling? What will you do?
406
Activity 19 – Multiple Actions for Prevention and Solution

Form ten groups. Each group will be assigned one situation from the pre-
vious activity. Each group will role play the situation assigned to them. Make
sure to provide an appropriate solution to the problem/s and ways to prevent
the violent actions and behaviors from happening again. Refer to the rubrics
for your presentation.
Group Tasks
Groups 1 and 6 – Situation 1
Guide Questions
1. What are the preventive measures and solutions or actions that were sug-
gested by each group?
2. Aside from what the groups have presented, what would be your suggestion
as an alternative to the given situations?
Excellent Good Fair Poor
Criteria
(4 points) (3 points) (2 points) (1 point)
· Indicates a
· Good un- · Fair under-
Understand- clear under- · Presentation
derstanding standing of
ing of topic standing of is off topic
of topic topic
topic
· Accepts
most ideas
· Accepts without neg- · Group does
· Unwilling to
ideas of ative com- not work
compromise
others; able ments; able together
Cooperation to negotiate to compro- · Few mem-
mise · One person
bers contrib-
· All members does all the
ute
contribute · Some mem- work
bers contrib-
ute
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· Lacks confi-
· Shows some dence
confidence · Portrayal
· Shows confi- · Somewhat stalls
dence · Presents informative
some infor- · Lacks infor-
· Informative mation · Engages au- mation
dience inter-
· Entertain- · Attract au- mittently · Audience
ing; engages dience bored
Presentation audience · Hard to
· Can be hear · Mumbles
· Speaks loud- heard
ly and clearly · Uses appro- · Never uses
· Uses appropriate body appropriate
· Uses appropriate body language body lan-
priate body language very seldom guage
language sometimes
11 – 12 Advanced (A)
9 – 10 Proficient (P)
Approaching Proficiency
7–8
(AP)
5–6 Developing (D)
3–4 Beginning (B)
In the previous activities, you were asked what you would do in hypothetical
situations. What if you experience yourself or become victims of these violent
actions and behaviors? This will be part of the next activity.
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Activity 20 – People to Trust

Draw a plant (refer to example) on your worksheet. Then, on each leaf write
the people you trust the most. You may use as many leaves as you need. Then
answer the questions that follow.
Among the people you trust, whom will you approach, inform or seek help
from if you were…
a. bullied by your classmate? Why?
b. verbally abused by a teacher? Why?
c. a victim of extortion of money by the local gang? Why?
d. sexually abused by your relative? Why?
e. being stalked by your boyfriend/girlfriend? Why?
f. thinking of committing suicide? Why?
g. physically abused by your parents? Why?
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Guide Questions
1. What were your considerations in choosing people to trust in each of the
situations?
2. Aside from the people that you trust, who are the authorities that you can
approach, inform, or seek help from in case you become a victim of violent
actions or behaviors leading to intentional injuries?
Do you feel confident now about how to prevent being a victim of intentional
injuries, or how to manage yourself when you become a victim? Of course, I
hope that you will never become a victim. Let us look at the following reminders
in order to avoid becoming a victim.
For Your Information
For self-inflicted intentional injuries

In the previous quarter, you learned about management strategies that will
help you cope with stress and depression. But what if someone you know is the
one who has suicidal tendencies? The key to suicide prevention is to act fast and
take the suicide attempt seriously. A simple yet effective way that is to speak to
the person if you’re worried that s/he will attempt suicide. It may feel awkward
and uncomfortable to talk, but anyone who shows indications and warning signs
needs immediate help and the sooner you respond, the better. In this case, you
may express concern for that person by saying “I wanted to check up on you
because you haven’t been yourself lately”. You may also ask questions, like “Did
something happen that made you start feeling this way?” You may also offer
your help by saying “I may not be able to understand exactly how you feel, but
I care about you and want to help.”
For cases of assault and abuse

In order to prevent becoming a victim of assault and abuse, one important
consideration is knowing the proper self-defense techniques which involve
physical, mental and emotional assertiveness. These are the following:
• Self-esteem – having self-confidence that will make you less likely to be
chosen as an easy target
• Assertiveness – having a bold and confident behavior, like speaking with
conviction, may prevent a physical attack. Since many attackers want easy
410
victims they can overpower quickly, saying forcefully phrases like “Leave me
alone” may surprise an attacker before s/he can make a move.
• Body language – making direct eye contact and using a strong voice are some
actions that can send off a message to the attacker that you are aware of how
to take care of your safety and that you will not be victimized easily.
• Intuition – one important rule is that if you sense danger, or if you sense that
something is wrong or about to happen, you should immediately get away.
• A self-protective attitude – most important of all, you must realize that you
are worthy and have a right to be treated with respect. Being safe is your
right, but it is also your responsibility.
Now let us try to apply what you have learned.
WHAT TO TRANSFER
In this last part of our lesson, you will demonstrate what you have learned
by creating a shield that will represent preventive measures against intentional
injuries. Afterwards, you will complete a graphic organizer to represent the
knowledge, skills and attitudes learned from our entire module. Lastly, you will
accomplish a safety pledge as your promise to put into practice what you have
learned. Any questions? You may start now!
Activity 21 – Shield of Protection

Form five groups. Each group will draw and cut
a shape of a shield in a big piece of paper (i.e.
cartolina or manila paper). Fill up your shield
with pictures and words that represent preventive
measures that will keep you safe from violent
actions and behaviors leading to intentional
injuries. After finishing your shield, display it
together with the outputs of the other groups.
Then, look at all the groups’ outputs and answer
the guide questions that follow.
You may refer to the rubrics for your guide on how you will be assessed.
411
Guide Questions
1. What preventive measures are common among all the outputs?
2. Which among the outputs do you like the most? Why?
Rubrics for Group Output

Points Excellent Good Fair Poor
Criteria (4 points) (3 points) (2 points) (1 point)
Relevance of Presents some Somewhat Lacks infor-

Informative
Content information informative mation
Graphics go Graphics go Graphics do
Graphics go well well with the well with the not go with
Graphics/ with the text text, but there text, but there the accom-
and there is a are so many are too few panying text
Pictures good mix of text that they dis- and the bro- or appear to
and graphics. tract from the chure seems be by chance
text. “text-heavy”. chosen.
The output’s
The output has
The output has formatting
remarkably
Attractiveness attractive for- attractive for- The output has and orga-
matting and well-organized nization of
& Organization matting and well-organized information. material are
well-organized
information. confusing to
information.
the reader.
The group
The group used some of
The group used used time the time well The group
time well during well during during each did not use
each class pe- each class class period. class time
Use of Class riod. Focused period. Usual- There was to focus on
Time on getting the ly focused on some focus on the project
project done. getting the getting the or often
Never distracted project done project done distracted
others. and did not but occasion- others.
distract others. ally distracted
others.
15 – 16 Advanced (A)
13 – 14 Proficient (P)
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10 – 12 Approaching Proficiency (AP)
7–9 Developing (D)
4–6 Beginning (B)
Recall all the lessons that you have learned from this module before you do
the next activity.
Activity 22 – Knowledge, Skills and Attitudes

Complete a similar graphic organizer in your worksheet. Indicate what you have
learned (knowledge), what you have discovered (skills), and what you have realized
(attitudes) in the corresponding boxes. Be prepared to share this with the class.
After you have indicated all the knowledge, skills and attitudes you have acquired
from our entire module, you will now construct a safety pledge that will serve as
your promise to always be safe and free from the dangers of intentional injuries.
What I have learned What I have discovered What I have realized

KNOWLEDGE SKILLS ATTITUDES
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Activity 23 – Pledge for Safety from Intentional Injuries

Accomplish the safety pledge in your worksheet.
My Safety Pledge
I promise to keep myself safe and ready from the dangers of intentional
injuries by practicing the following preventive measures:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
6. _______________________________________________
7. _______________________________________________
8. _______________________________________________
9. _______________________________________________
10. _______________________________________________
I am safe! I am ready!
Accomplished by: Witnessed by:

_________________________ _________________________
Signature over Printed Name Signature over Printed Name
_________________________ _________________________
Date Signed Date Signed
Summative Assessment
I. TRUE or FALSE. Write TRUE if the statement is correct and FALSE if
incorrect.
1. Bullying is common in schools.
2. Rape can only happen to females.
3. Accidents are considered intentional injuries.
4. Intentional injuries are injuries resulting from violence.
5. Nothing can stop a person if s/he is determined to commit suicide.
6. Domestic violence occurs in all cultures, communities and classes.
414
7. Alcohol and drug use are risk factors related to intentional injuries.
8. Involvement in gangs may lead a person to commit violent actions.
9. Knowing proper self-defense will not help in preventing intentional
injuries.
10. A person who failed in his/her attempt to commit suicide will never try
to do it again.
II. Multiple Choice. Choose the correct answer from the given choices.
11. You are being bullied in school. What is the best thing to do?
a. Report him/her to the school authorities.
b. Get even with him/her by asking friends for vengeance.
c. Confront the bully and tell him/her that you don’t like what s/he is
doing.
d. Do not do anything. S/he will eventually stop when s/he finds some-
one else to bully.
12. Which is a risk factor for suicide attempt?
a. Good problem-solving skills
b. History of trauma and abuse
c. Strong connections to family and community support
d. Effective clinical care for mental, physical and substance use disor-
ders
13. You noticed that you are always being followed by someone whom you
don’t know. What will you do?
a. Nothing. S/he is just a harmless admirer.
b. Run away and hide from the person who is always following you.
c. Tell your parents or other authorities that you can trust about your
stalker.
d. Make a scene to catch the attention of the public, then confront the
person following you.
14. What form of violence is used for political goals which include putting
the public or a great number of people in fear?
a. Terrorism
b. Bullying
c. Kidnapping
d. Suicide
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15. Which is not verbal abuse?

a. Words that are manipulative and controlling.
b. Words that can cause a gradual diminishing of self-confidence.
c. Words that are used to explain to a child his/her mistakes.
d. Words that are hurtful and usually attack the nature and abilities of
the person.
16. Why does domestic violence happen?
a. The abuser is trying to control the victim.
b. The abuser is in a stressful relationship.
c. The couple don’t have much money and this causes stress in the
relationship.
d. All of the above.
17. Why do some victims of sexual abuse remain quiet and don’t report the
incident?
a. The victim might not know that help is available or s/he does not
know who to talk to.
b. The victim might be told that what is happening is normal and doesn’t
realize that it is a form of abuse.
c. The victim might be afraid of what will happen to him/her if s/he
tells someone, especially if the abuser has threatened him/her.
18. You heard your friend Ricky telling your other friends to shun Aaron
because they recently had a fight. What will you do?
a. Nothing. No harm will happen from it.
b. Nothing. I do not want to get involved.
c. I will convince all of my friends to shun Ricky instead because he is
a bully.
d. I will confront Ricky and tell him to stop what he is doing because
it is bullying.
19. Which are not intentional injuries?
a. Vehicular accidents
b. Fraternity hazings
c. Suicide attempts
d. Suicide bombings
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20. Self-defense is one of the best ways to prevent intentional injuries. Which
of the following best describes it?
a. Physical strategies, such as learning self-defense skills
b. Mental preparedness, in order to be alert for the possibilities of
danger
c. Emotional preparedness and having self-confidence
III. CORRECT or INCORRECT. Answer the following questions based on
the situations given.
1. Tony, a 19-year old college student, and Veronica, a 16-year old high
school student, decided to have sex as proof of their love for each other.
When Veronica became pregnant, her parents filed a rape case complaint
against Tony. Are Veronica’s parents CORRECT or INCORRECT? Why?
2. When Peter misbehaved, his father spanked him using a small stick as
his way of disciplining his child. When Peter’s teacher discovered it, she
advised the father that what he did was corporal punishment which is
prohibited by the law. Is Peter’s teacher CORRECT or INCORRECT?
Why?
Synthesis
Injuries will always expose you to harm, especially those intentionally com-
mitted by other people. Most are violent actions and behaviors that are consid-
ered crimes because of the damage to the victims, not only to their properties
but most especially to their personal well-being. Their physical, mental, social,
emotional and moral-spiritual health are greatly affected, and these effects will
not simply go away in time. Worst of all, these might even drive the victims to
inflict harm on themselves.
As an adolescent, you are protected by the government through the different
legislations, government agencies and concerned groups against the dangers of
intentional injuries. However, it is still your responsibility to be able to protect
yourself from the violent actions and behaviors that cause intentional injuries.
You should also be aware of what to do in case you experience these. You should
know whom to trust if you are exposed to the dangers of intentional injuries,
or the authorities to report to once you are victimized. But remember, injury
prevention and safety from intentional injuries are still your priority. Further,
there is a need to emphasize the importance of promoting a culture of non-vio-
lence, so that you will not be a contributor to violence and abuse.
417
Take note that we only focused on intentional injuries. The concept of acci-
dents and unintentional injuries will be discussed in the succeeding grade levels.
Glossary of Terms
Abduction – when someone uses deceit or force in order to take a person or a
child away from his/her home or relatives
Abuse – to mistreat, to insult verbally or to attack physically
Anthrax – a contagious bacterial disease of cattle and sheep, etc. that can be
transmitted to people
Assault – a violent attack; an unlawful threat or attempt to harm another
physically
Authority – people with the power or right to command
Blackmail – to force someone from giving money or favors by threatening to
disclose facts that may disgrace or damage the reputation of a person
Botulism – the very dangerous type of food poisoning caused by the bacterium
Clostridium botulinum
Bullying – an unwanted, aggressive behavior that involves a real or perceived
power imbalance
Coitus – sexual intercourse
Corporal punishment – punishment relating to the body
Danger – exposure to injury or risk; a source of harm or risk
Discrimination – an unjust treatment of a person based on a judgment or
opinion made without enough knowledge
Domestic violence – an act that includes physical assault (hitting, pushing,
shoving, etc.), sexual abuse (unwanted or forced sexual activity), and verbal
abuse
Ebola virus - an extremely contagious virus causing an acute, usually fatal
hemorrhagic fever and spread through contact with bodily fluids of infected
persons and by airborne particles
Exploitation – to take unfair advantage of a person especially for financial
gain or for personal pleasure
Extortion – the act of using force or threats to compel or coerce people to hand
over their money or properties in exchange for favors
Favors – a privilege granted, either willingly or unwillingly
Fondling – to caress or touch with affection
418
Fraternity – a group of people joined by similar backgrounds, occupations,

interests, or tastes
Gang – defined as a relatively tough, mostly street-based group of young people
who regard themselves and may be seen by others as a noticeable group that
engages in a range of criminal activity and violence
Hazing – the practice of rituals and other activities involving harassment, abuse
or humiliation used as a way of initiating a person into a group
Incest – a sexual contact between persons who are so closely related that a
marriage between them is considered illegal
Initiation – a ceremony of admission of a new member of a group of brother-
hood and sisterhood
Injury – harm or damage; an act or event that causes someone or something
to no longer be fully healthy or in good condition
Intimidation – to frighten, discourage or silence
Kidnapping – taking away or forcefully moving a person against his/her will
and holding him/her in unjust captivity or be wrongfully confined in an
isolated, secret place
Legislation – laws or rules of a country
Marburg virus – a virus that causes an often fatal hemorrhagic fever and was
originally transmitted to humans from green monkeys
Masturbation – manual stimulation of one’s sexual organs to achieve the peak
of pleasure without intercourse
Molestation – the sexual abuse of a person (whether a child or adult) by an
adult for sexual pleasure or for profit
Neglect – disregard; lack of attention or care
Parasuicide – a suicide attempt in which a person does not intend to die
Perpetrator – suspect; criminal or someone committing evil acts
Plague – a highly contagious and deadly disease
Pornography – writings, pictures or movies that are primarily intended to
arouse sexual desire or pleasure
Prevention – methods or ways to keep something from happening
Prostitution – the act or activity of having sexual intercourse in exchange for
money or favors
Rape – forced sexual intercourse, including vaginal, anal, or oral penetration
Safety – freedom from danger; a state of being out of danger, secure or no risk
419
Smallpox – an acute contagious viral disease causing the eruption of pustules

which leave the skin scarred and pitted
Social media – forms of electronic communication (like websites for social
networking and microblogging) through which users create online commu-
nities to share information, ideas, personal messages, and other content (like
pictures and videos)
Sodomy – anal sexual intercourse
Stalking – a pattern of behavior that makes you feel afraid, nervous, harassed,
or in danger. It is when someone repeatedly contacts you, follows you, sends
you things, and talks to you, even when you don’t want him/her to
Suicide – the intentional taking of one’s own life
Terrorism – the use of terror and violence to intimidate
Theft – act or crime of stealing
Threat – a declaration of an intention to impose harm or punishment upon
another
Trafficking – doing business illegally
Trust – the firm belief, faith or confidence in a person
Tularemia – a plaguelike disease of rabbits, squirrels, etc., caused by a bacte-
rium, Francisella tularensis, transmitted to humans by insects or ticks or by
the handling of infected animals causing fever, muscle pain, and symptoms
associated with the point of entry into the body
Vandalism – the destruction of property or belongings
Victim – a person who has been killed or injured by an action beyond his or
her control
Violence – an act intended to cause injury or damage to a person
Resources
A. Print
Merki, Mary Bronson and Merki, Don. (1994).Health: a guide to wellness.
Ohio, USA, Glencoe/McGraw-Hill.
Peden, Margie et al., eds. (2008). World report on child injury prevention.
Geneva, Switzerland, World Health Organization.
Tan, Galvez, et al. (2009). The health curriculum in Philippine basic edu-
cation, Vol. 2: a resource book for teachers. QC: UNACOM, Social and
420
Human Sciences Committee.
Webster’s Universal Dictionary and Thesaurus. Scotland, Geddes & Grosset.

B. Non-Print
Bulletins for teens: stalking. The National Center for Victims of Crime. Re-
trieved October 8, 2013 from http://www.victimsofcrime.org/help-for-
crime-victims/get-help-bulletins-for-crime-victims/bulletins-for-teens/
stalking
Bullying. Stopbullying.gov, 2013. Retrieved October 6, 2013 from http://

www.stopbullying.gov/what-is-bullying/definition/index.html
Carlson, David et al., Recent trends. Hamilton County Public Health, 2012.
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loads/2011/06/Intentional-Injuries.pdf
Dafinoiu, David V. The psychology of kidnapping and abduction. Security News

Center. Retrieved October 10, 2013 from http://securityandintelligence.
wordpress.com/2011/07/15/the-psychology-of-kidnapping-and-abduc-
tion/
Definition (domestic violence). Creative Communications Group, 2009. Re-

trieved October 5, 2013, from http://www.domesticviolence.org/definition/
Difference between abduction and kidnapping. DifferentBetween.info, 2012.

Retrieved October 10, 2013 from http://www.differencebetween.info/
difference-between-abduction-and-kidnapping
Fraternity. The Free Dictionary. Retrieved October 9, 2013 from http://www.

thefreedictionary.com/fraternity
Gang and youth violence. Kern Cares. Retrieved October 9, 2013 from http://
kerncares.org/monthly-themes/gang-youth-violence/
Gangs and serious youth violence. Local safeguarding children board. Re-
trieved October 9, 2013 from http://www.haringeylscb.org/index/specific/
gangs.htm
Incest. Rape, Abuse and Incest National Network. Retrieved October 10, 2013
from http://www.rainn.org/get-information/types-of-sexual-assault/
incest
Injury. (n.d.). Merriam-Webster.com. Retrieved October 4, 2013, from http://

www.merriam-webster.com/dictionary/injury
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Kid’s safety tips: extortion. Abey World Press. Retrieved October 9, 2013
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Logarta, Sofia. Trying to understand fraternity violence. Inquirer News.

Retrieved October 9, 2013 from http://newsinfo.inquirer.net/248163/
trying-to-understand-fraternity-violence
Mella, Alfie V. The Blame Lies Not Only on the Fraternity Leaders. the Re-
turn of Elf Ideas, 2012. Retrieved October 9, 2013 from http://elf-ideas.
blogspot.com/2012/08/the-blame-lies-not-only-on-fraternity.html
Molestation. Molestation: A Platform for People Who Share Your Concern.

Retrieved October 10, 2013 from http://www.molestation.in/
Movie and television review and classification board. Wikipedia: The Free
Encyclopedia, 2013. Retrieved October 7, 2013, from http://en.wiki-
pedia.org/wiki/Movie_and_Television_Review_and_Classification_
Board#Television
Suicide prevention. HelpGuide.org. Retrieved October 15, 2013 from http://

www.helpguide.org/mental/suicide_prevention.htm
The convention on the rights of the child: protection rights. UNICEF. Retrieved
October 4, 2013 from http://www.unicef.org/crc/files/Protection_list.pdf
Uy, Jocelyn R. Suicides up in last 20 years in PH, mostly among young –

NSO. Inquirer News. Retrieved November 8, 2013 from http://newsinfo.
inquirer.net/229227/suicides-up-in-last-20-years-in-ph-mostly-among-
young-nso
Was I raped? Rape, Abuse and Incest National Network. Retrieved October
10, 2013 from http://www.rainn.org/get-information /types-of-sexu-
al-assault/was-it-rape
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wisegeek.org/what-is-extortion.htm
What is terrorism? Terrorism Research. Retrieved October 10, 2013 from

http://www.terrorism-research.com/
What is verbal abuse? Wisegeek. Retrieved October 10, 2013 from http://
www.wisegeek.org/what-is-verbal-abuse.htm
Zalman, Amy. Types of terrorism: a guide to different types of terrorism.

About.com, 2013. Retrieved October 10, 2013 from http://terrorism.
about.com/od/whatisterroris1/tp/DefiningTerrorism.htm
422

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This instructional material was collaboratively developed and reviewed

We value your feedback and recommendations.

Development Team of the Learner’s Material

Authors: Jose P. Doria, Madonna C. Gonzales, Lawrence Jay Sedilla, Janeth

Printed in the Philippines by Vibal Group, Inc

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Unit I – Community and Environmental Health 217

Community and EnvironmentaL

6. Apply community development and program planning skills to create effec-

_______1. Which best describes a community health program?

______2. Which does not describe a healthy community?

______3. Which best describes the benefits of a healthy environment?

________4.Which of the following problems is a leading cause of environmental

________5. What environmental problem reduces the ability of soil to store

________7. Which is not an effect of Climate Change?

________8. Which of the following environmental problems causes Climate

________9.Which of the following programs of the Department of Health

________10.Why do we need to ensure community health in planning for

THE CONCEPTS OF COMMUNITY AND ENVI

Activity 1: VENN DIAGRAM

DREAM COMMUNITY EXISTING COMMUNITY

Activity 2. WORD REMOVAL

OIL DOESN’T CORALS

The message reads: _____________

This is what you need to know:

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

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

You have now encountered concepts of community and environmental

And read more!

Primary Health Care Programs in the Community

Maternal Health Care Pre-natal, Natal, Post-natal

Environmental Sanitation program Inspection of food establishments

Reproductive Health Care Counseling on family planning and RH

Medical Morbidity clinic Provision of free medicines

National Voluntary Blood Services Blood-letting activities at barangay level

Activity 3: THE HEALTH EXPERT

Activity 4: PRIORITY EXPRESS

Parks/open spaces/town plaza

4. I want to have more chances to get to know my neighbors through:

Active membership in youth organization

Reducing the amount of refuse

Campaigning for a clean and green community

Activity 5. WHAT MATTERS TO YOU?

Examples of Community Issues and Concerns

Adult and childhood obesity

Activity 6: Inspect – Retrospect

A community whose members have

Accessible and appropriate health

Activity 7: Community Health Team Profile

Activity 8: Miting de Avance (Group Activity)

Rubrics: Relevance of the Message 1 2 3 4