2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

HEALTH - II

General Standard: The learner demonstrates understanding of family health and fitness in developing and promoting family wellness for quality life.

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2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

Time Frame: 8-10 hours Topics: • Importance of HS and its dimensions • Fertility and infertility • HS Care • Issues and problems Stage 1 Performance Standard: Content Standard: The learner shares responsibility with family members through The learner demonstrates understanding of human sexuality (HS) for a healthy family life. family action in addressing human sexuality issues and challenges. Essential Understanding(s): Essential Question(s): Addressing human sexuality issues is a shared responsibility Why is human sexuality important? among family members to promote healthy family life. How should one deal with human sexuality issues to promote healthy family life? Learners will know: Learners will be able to: Quarter I: Human Sexuality (HS) The importance of human sexuality and its dimensions Fertility and infertility Human sexuality health care Issues and problems related to HS (e.g., STI, HIV-AIDS, etc.) • • • Relate the importance of human sexuality and its dimensions to one’s family life. Analyze the different factors that affect one’s fertility and infertility. Critique the human sexuality care provided by GOs and NGOs to different types of people (e.g., Elders, youth, people with special needs, etc.). Assess health attitudes that may influence their human sexuality practices. Recommend solutions and alternatives to address the different issues and problems related to human sexuality.

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2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

Product or Performance Task: Sharing of responsibility with family members in addressing human sexuality issues and challenges.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: Explanation Express the importance of human sexuality in promoting a healthy family life. - Criteria for Assessment • Clarity • Relevance Interpretation Show the significance of HS care to one’s family life - Criteria for Assessment • Relevance • Comprehensiveness Application Propose solutions that will address issues and problems related to HS. - Criteria for Assessment • Appropriateness • Relevance Perspective Analyze the different factors that influence fertility and infertility. Compare and contrast the
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Evidence at the level of performance Assessment of the shared responsibility towards HS issues and challenges using the following criteria: Values-based Acceptability Desirability

.Criteria for Assessment • Sensitivity • Openness Self-knowledge Reflect on one’s health practices that might pose risks to one’s HS. .Criteria for Assessment • Openness • Integrity 4 .Criteria for Assessment • Relevance • Comprehensiveness Empathy Consider the feelings of a person incapable of bearing children.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II adolescents of today and in the past in relation to HS. .

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Stage 3 Teaching-Learning Sequence: A. EXPLORE In this phase. and introduce them to the essential questions on human sexuality. take note of those areas that you need to clarify during the firm-up phase. learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed. 1. Unfinished statements This activity allows learners to complete the given unfinished statements based on their background knowledge on human sexuality. learners are provided with structured learning experiences that will diagnose their level of understanding. activate their prior knowledge. • Fertility is different from infertility because ____________________________________________________________ _______________________________________________________________________________________________. • The available human sexuality care services in my community are ______________________________________ 5 . Reminder: In this first phase. However. clarify their understanding. accept all answers of students. Ask learners to complete the following unfinished statements: • Human sexuality is ___________________________________________________________________________ ________________________________________________________________________________________________. Activity 1. Make sure that in this phase.

1. Building Vocabulary This activity provides learners with the opportunity to make association of some words to human sexuality. Ask learners to give as many words as they can. 2. Tell them to write the words in the smaller circles of the concept map below: Human sexuality 6 . Activity 2. 2.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • The issues and problems related to HS are __________________________________________________________. These words can be associated with “human sexuality”. This activity contributes to building their vocabulary skills. 3. 4. Encourage them to ask questions and clarifications about the ideas of their classmates. Ask them to go around and compare their ideas with their classmates for at least 7-10 minutes. Ask some students to share points of agreements and disagreements with the class.

4. Divide the class into 5 groups. 3. 1. agree. 4. Respecting YOU and ME This activity allows learners to become open minded while developing their understanding of human sexuality. Ask both groups to post their output on the wall and allow them to raise questions or comments on the different ideas presented by each group. Tell the group of boys to write their paper “Why I like being a boy” and the group of girls with “why I like being a girl”. 7 . Mental and Social well-being). Give each group one (1) large Manila paper and two markers. 6. Remind learners that they should demonstrate high level of maturity in doing this activity. 6. 5. and write down the advantages of being a boy/girl considering the three dimensions of HS (Physical. 2. Activity 3. Tell them that this is the opportune time for them to model mature behavior and make constructive criticisms. They can formulate their own definition of human sexuality. Divide the class into two (2) groups according to gender (Boys and Girls). Ask each group to share its output with the class. Have the boys sit on one side of the room and the girls on the other side. They should also respect each other’s ideas.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 3. The students should be able to support their ideas with facts and data. Tell each group to discuss among themselves the meaning of the words and how these words are related to human sexuality. Ask each group to discuss. particularly the characteristics of its dimensions. This will test their limits of acceptable behavior. 5. Ask each group to consolidate the words given by each member of the group. This activity promotes critical thinking skills.

HIV-AIDS. ________ Smoke cigarettes. Ask students to assess themselves using the checklist below. ________ Befriend members of the same and opposite sex. ________ Respect members of the opposite sex. Self-check This activity provides learners with the opportunity to assess/check their health behaviors/practices that may influence human sexuality. etc. 8 . ________ Engage in appropriate physical activities. Checklist on Human Sexuality (List of behaviors/practices that may influence one’s human sexuality) ________ Proud of one’s gender ________ Drink liquor or alcoholic drinks. Tell them to check the behavior/practice that are applicable to them and mark X that are not applicable to them. ________ Has genetic history of infertility.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 4. ________ Respect the rights of others. 1. ________ Experience diseases such STI.

3 1. Introducing the essential questions This activity encourages learners to think critically and share their views/ideas on the essential questions of this grading period. Ask them to brainstorm on the following essential questions: 2.1 Why is human sexuality important to oneself? 2.2 1. Divide the class into 5-6 groups. particularly as adolescents.1 1. Tell them to write one question per Meta card. The learner who draws similar questions can add to the answers. This will continue until all learners have been called. 1. Ask each learner to draw one Meta card from the box. Activity 6. Ask them not to identify themselves in the questions or topics. call on each learner to answer the question she/he got. Everything YOU Want to Know This activity helps learners gain knowledge and appreciation about topics that concern their human sexuality.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. 2. 9 . Student-Teacher and Teacher-Student interactions are encouraged in this activity.4 Which behavior/practice do you need to improve on? What do you do to improve this behavior/practice? Which behavior/practice do you need to continue doing? Why? Why do you need to keep a healthy human sexuality? Activity 5. 2. Ask them the following questions: 1. 1. Ask learners to write all questions or topics that they want to learn more in the Meta cards provided concerning human sexuality. When everyone has drawn a card. Ask them to drop their questions in the box provided for the purpose.2 How can one attain and sustain a healthy family life? 3 Ask each group to share their output with the class. 3.

Lecture on human sexuality This lecture presentation provides learners the opportunity to clarify their understanding on the different topics of human sexuality particularly its issues and problems. stories from TV programs etc…). Ask learners the following questions: 2. use other source of materials like news papers.1 What can you say about the testimonies? What do you feel about the person with HIV-AIDS or STIs? 2. 2. FIRM UP In this phase. Make a power point presentation on the following topics: Importance of HS and its dimensions Fertility and infertility HS care services Issues and problems related to HS 10 . learners are exposed to various learning resources and experiences for them to reflect. revise and validate their understanding about human sexuality.2 How can you help address the problem of HIV-AIDS and other STIs? How can we prevent the spread of HIV-AIDS or other STIs? 2. 1. Watching Video This activity allows learners to express their ideas and consider the feelings of people with issues on HIV-AIDS and other sexually transmitted infections (STIs).2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II B.3 What message (lesson) you can draw from the testimonies? Activity 2. (Note: If the material can not be accessed. Show a UNICEF video presentation of testimonies of people with HIV-AIDS or other sexually transmitted infections. Activity 1. 1. rethink.

1. song. clarifications or comments after the presentation. This is a formative assessment hence. 11 . Activity 3. poem. Encourage learners to ask questions. 4. 2. Invite resource speaker during the symposium. Ask learners to organize a symposium at the school level. poster or slogan.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. Ask learners to share their reflections on the topics presented. 5. Symposium on human sexuality 1. DIFFERENTIATED Activity. Encourage learners to ask questions. Checking for understanding This activity gives an initial check of students’ understanding of human sexuality. poster-slogan. Ask them to organize different committees who will handle specific tasks in the conduct of the symposium. • The HS care services are important because _________________________________________________________ _____________________________________________________________________________________________. The reflection can be in a form of essay. 3. Ask learners to complete the unfinished statements below: • I learned that human sexuality is _________________________________________________________________ _____________________________________________________________________________________________. clarifications or comments during the symposium Ask learners to make a reflections on the topics presented. this will not be used for grading the learners. 3. • HIV-AIDS and other STI can be prevented through _________________________________________________ _____________________________________________________________________________________________.

The discussion should focus on the following based on the materials assigned to the group: • • • Description of RH Dimensions of RH and their descriptions RH care services 6.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. 7. Video presentation. Ask learners the following questions: • • • • Why is human sexuality important to oneself? How can you protect your sexuality? How do you relate human sexuality to family life? How can you attain and sustain a healthy family life? C. 4.. power point presentation. Ask the two groups to read the proposed RH Bill at the Senate and Congress. while the other two groups will read the RH program as espoused by the World Health Organization (WHO). DEEPEN In this phase. Ask learners the following questions: What common observation can be drawn from the proposed Senate Bill and House Bill and WHO? 12 • .g. Group research and discussion This activity allows learners to use different ICT resources to analyze issues on reproductive health in different perspectives. CDs. Ask each group to share their output using blended technology resources with the class (e. Divide the class into four (4) groups. Activity 1. learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on human sexuality. 5. etc…). These materials can be downloaded from the internet.

Ask learners to find their partner and share their answers.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • • • What area of the RH bills needs to be reconciled? What do you recommend to improve the proposed Bill for both the Senate and the House? Is the RH care provided to the different types of people sufficient for their needs? Activity 2. 3. 5. Have learners mark the activities that they would not be able to do if they had a baby. 7. Assuming parents’ roles This activity provides learners opportunity to analyze the responsibilities associated with having a child and to assess their ability to accept these responsibilities. Ask learners to bring out one whole sheet of white paper and have them fold it in haft length-wise to make two columns. 18. Ask them the following questions: • • • • • • • • What kind of activities would you be unable to pursue if you had a baby? What does this tell you about the responsibilities associated with parenthood? How do the responsibilities of parents change a growing-up child? What are the different responsibilities of parenthood when children are at different ages? What are the needs of parents? How do this complement/conflict with the needs of the children? At what age do you think should young people become parents? Why? When and how do you want children to fit into your life? If you were to become a parent now. Ask them to share their list with the class. 8. 6. 9. Ask them to work in pairs again and make a list of the responsibilities parents have for children at the following ages: 5. 4. Ask them to complete the phrase “a parent is …… Discuss the responses. do you think that you would be able to take on the responsibilities of parenthood? Why? Why not? When should young people think about the consequences of having a child? 13 . or would like to do in the future (within the next 10 years). 1. Compile the list on the flipchart paper. Ask them to list the activities that they would not be able to do if they had a baby and how or why the baby would keep them from doing these activities. 15. have learners write 10 things they really enjoy doing. On the first column on the left hand side of the page. 10. 2. They should include both leisure time and work activities.

Sharing of experiences • The teacher may invite two or three young people from the community to share their real life experiences of getting into early marriage. Ask them to share how their lives changed when they had children and the responsibilities of having children. The statement should be relatively brief. Each team has an opportunity to speak one after the other. Begin the debate with a speaker from each side making an opening argument. Each team has an equal number of turns to speak. 2. 5. This is merely a statement of their side of the question to be argued and gains no point.3 3. It also develops public speaking skills while giving students the opportunity to share their ideas and opinions on controversial topics.2 3. The team who wins a toss coin has the opportunity to decide who will speak first or second. Decide the team who will speak first or second through a toss coin. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. 1. 3. Divide the class into two to represent the affirmative side and the negative side of the question. Proceed with the debate. Explain the mechanics of the debate below: 3. The possible topics for debate are the following: 14 .4 There are two teams of the debate to represent each side of the question in debate. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in but are trying to help their team gain points to win the debate. 4. 6. Activity 3. The Team Captain should also control the noise of the team members in order to maintain decorum during the arguments.1 3. The team will earn points for each new fact or idea presented. Each group should have a team captain to decide who will speak on that team. Explain that it is important to have learners with opposing views on your team because they can often anticipate the arguments to be presented and develop a defense ahead of time.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II DIFFERENTIATED Activity. Debate on RH issues This activity provides learners with opportunity to develop critical thinking skills to integrate factual information with opinion in developing arguments supporting their side of the question in a debate.

9. Allow time for a closing argument for each team to sum up its thoughts and arguments presented during the debate. Activity 3. The learners can then decide which statement is untrue or incorrect and give their suggestions. Ask each group to make a poster-slogan that reflects the essential message that can be drawn from the following topics: • • • Pre-marital sex Early marriage Family planning 3. a man explained that he thought all AIDS victims should live in isolation for the safety of the rest of society. On one local talk show. 2. Making a poster-slogan 1. Make a conclusion and a generalization on the different views and arguments presented by both sides DIFFERENTIATED Activity. Many people are worried that if they swim in a swimming pool where an AIDS victim had swam. Divide the class into small groups 2. 8. Exhibit the poster-slogans in a strategic place for all students to read. Statements: 1. Attitude about HIV-AIDS This activity provides learners with the opportunity to analyze the different perceptions of people about HIV-AIDS.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • • • • Should sex education be thought at school or at home? Should married couples be allowed to use artificial contraceptive methods for family planning? Are you in favor of pre-marital sex? Are you in favor of early marriage? 7. Announce the team that has the highest points. they might be infected with 15 .

Analyze the different factors that influence fertility and infertility. Consider the feelings of a person with infertility. 1. Check learners’ understanding against the content standard. Show the significance of HS care to one’s life. Draw the essential understanding of the learners using the essential questions below: Why is reproductive health important? How can one attain and sustain a healthy family life? 16 . Compare and contrast the adolescents of today and in the past in relation to HS. Reflect on one’s health practices that might pose risks to one’s reproductive health. Drawing of essential understanding 1. write how misinformation about AIDS can hurt AIDS patients. Some people expressed the same thought/belief about toilet use. This activity may serve as one of the bases for giving grades to learners. What can you do to make sure that people will learn the facts about HIV-AIDS and how it is spread? Activity 4. 3. 2. Ask learners to do the following tasks: Express the importance of human sexuality in promoting a healthy life style. Activity 5. Checking for understanding This activity provides the teacher with information regarding the students’ understanding on reproductive health for appropriate action.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II the AIDS virus. Propose solutions to address issues and problems related to HS. On a piece of paper.

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

D. TRANSFER In this phase, learners are expected to demonstrate or perform the product or performance required by the lesson. Product/Performance. Sharing of responsibility with family members in addressing human sexuality issues and challenges Task: Ask learners to discuss the following issues with their family and develop a plan to address them. Define the responsibility of each family member: Proliferation of HIV-AIDS Reproductive health Gender bias The product/performance will be assessed using the following suggested criteria: Values-based Desirability Accuracy

Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD, Computer unit

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2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

Quarter II: Family Life

Topics: Time Frame: 8-10 hours • nature of a family • characteristics of a healthy family • importance of having good family relationships • roles and responsibilities of family members • needs of the family Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of healthy family life. The learner demonstrates consistently with family members a sense of responsibility in attaining a healthy family life by adhering to family health rules Essential Understanding(s): Essential Question(s): A healthy family life can be achieved through consistent Why is healthy family life important? demonstration of sense of responsibility among family members. How can one attain a healthy family life? Learners will know: Learners will be able to: • • • • • • nature of a family characteristics of a healthy family importance of having good family relationships roles and responsibilities of family members needs of the family healthy ways of dealing with family challenges society’s support to the families • • • • • • •
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Express the need for having a family. Appreciate the benefits of having a family. Describe a healthy family life. Show the importance of harmonious relationship in a family. Propose activities for family members that they can enjoy doing together. Analyze the importance of shared responsibility in accomplishing family goals. Tell a story about how family members help meet the needs of the family.

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II

• • • • Product or Performance Task: Consistent demonstration of sense of responsibility by adhering to family health rules.

Illustrate how each family members help solve family problems. Propose healthful solutions to challenges faced by family members. Reflect how one prepare for future happy family life. Describe how society can help meet the changing needs of today’s families. Evidence at the level of performance Assessment of the demonstrations of sense of responsibility by adhering to family health rules using the following criteria: Consistency Appropriateness

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION Express how one can achieve a healthy family life - Criteria for assessment • Clarity • Creativity INTERPRETATION Document the challenges of family life brought about by societal and other factors - Criteria for assessment • Accuracy • Importance APPLICATION Recommend proposals and actions to attain healthy family relationships - Criteria for assessment • Relevance • Practicality
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Criteria for assessment • Practicality • Sustainability EMPATHY Assume the role of a parent in addressing the needs of a family .2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II PERSPECTIVE Analyze the different supports of society provided to families .Criteria for assessment • Acceptability • Truthfulness 20 .Criteria for assessment • Openness • Sensitivity SELF-KNOWLEDGE Reflect on ones duties and responsibility as a member of the family .

Ask students to prepare a creative presentation of their ideas about a family. 3. 2. Activity 1. Their output should cover the composition and characteristics of a family and the roles of 21 . Tell them to create a caption or story for each picture. Let them determine their commonalities and uniqueness. 1. clarify their understanding. Concept of family This activity provides students with the opportunity to share freely their ideas about family life. jingle/song. Ask students to bring pictures of their families and use these to create a booklet of their life. Ask each group to share its commonalities and uniqueness with the class. EXPLORE In this phase. accept all answers of students. Their ideas can be expressed through poem.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Stage 3 Teaching-Learning Sequence: A. or concept mapping. and introduce them to the essential questions on family life. Reminder: In this first phase. take note of those areas that you need to clarify during the firm-up phase. 1. Group the students by five and ask them to share the stories of their pictures. Make sure that in this phase. Activity 2. learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed. activate their prior knowledge. However. learners are provided with structured learning experiences that will diagnose their level of understanding. Recollect my memories This activity allows students to reflect on the best things about their family.

1. What I know about a family This activity determines the background knowledge of students about family. Activity 3. My Family Tree This activity provides students the opportunity to trace the roots of their family using the family tree model. Ask them to write their output in a one-fourth (1/4) illustration board to be subjected for judging and exhibition. Mothers and fathers always live together. 2. All families have children. All families live a house. Ask students to draw a family tree of their own in a one-fourth (1/4) illustration board and describe it. Tell students to analyze carefully the following statements and ask them to write true or false. Ask them to justify their answer. All families celebrate birthdays in the same way. mothers and fathers work together. Ask few students to share their answers with their classmates including their justification. 2. Activity 4. The description of the family should include the following: • Name of members and their positions in the family • Characteristics/qualities of the family 22 . In all families. Different families have different rules.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II each family member. 1. All families celebrate different holidays. Family members may fight with each other but still love each other. All families change all the time. • • • • • • • • • • All families have the same number of legitimate members.

Divide the class into small groups and assign each group a family structure.). traditions. Activity 1. 23 . tips to maintain a healthy family. Use student volunteers to organize examples of family units as you describe them (e. and others. FIRM UP In this phase. Provide students with enough background information to start the skit. Students should compare and contrast the various family structures. rethink. etc.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • Challenges that the family have experienced and how these were addressed by the members. Family structure Ask students for a definition of family and write the responses on the board. 2. revise and validate their understanding about family life. learners are exposed to various learning resources and experiences for them to reflect. Explain that there are many different kinds of families. Introducing essential question This activity will allow students to express freely their ideas or opinion regarding the questions below: • • Why is healthy family life important? How can you attain a healthy family life? B. roles. Activity 5. Ask few students to share their output with the class. Each group develops a skit involving their assigned family.. parents. Invite family members representing various cultural backgrounds to discuss family life. students’ role play grandparents. siblings. Ask students to conduct research about family and present their findings to the class. structures. 3. Encourage them to use props to make the simulations more vivid. Variations: 1.g. 2.

Share their analysis with the class. Divide the class into small groups. 4. Activity 3. Ask them to write their reflections in a sheet of paper and later ask them to share it with the class. The role play should demonstrate the following: • Roles of each member in providing the needs of the family • Ways of addressing the challenges of a family 3.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 2. Tell students to draw lessons from the role play of each group. Understanding one’s content Make a presentation or lecture of the following topics: • • • • • • • nature of a family characteristics of a healthy family importance of having good family relationships roles and responsibilities of family members needs of the family healthy ways of dealing with family challenges society’s support to the families Activity 4. Ask students to answer the following questions: • • • • What is family life? What are the indicators of a healthy family? Why is good relationship important to family life? What are the roles and responsibilities of each member in the family? 24 . Ask them to compare and contrast the ideal family with their real life situation. Families in action 1. Ask each group to role play an ideal family. Checking understanding 1. 2.

Tell them to answer the following questions: • What can you say about the movie? • What character in the movie that you can identify yourself with? Why? • If you are given the chance to change a part of the story. 2. learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on family life. Use the 6 facets of understanding below: • • • • • • Express how one can achieve a healthy family life Document the challenges of family life brought about by societal and other factors Recommend proposals and actions to attain healthy family relationships Analyze the different supports of society provided to families Assume the role of a parent in addressing the needs of a family Reflect on ones duties and responsibilities as a member of the family C. Film showing The students in this activity will analyze and draw lessons from the film “Filipinas” or other similar materials. Activity 1. 25 . which part and why? • What insights/ lessons you can draw from the story? or • How can you connect the story with your real life situation? 3. Tell students to group themselves by 5 and share their outputs with the group members. Ask students to watch the movie entitled “Filipinas” or other similar materials. DEEPEN In this phase.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • • What are the needs of a family? How do you deal with family challenges? 3. 1. Check students’ understanding vis-à-vis the content standard.

26 . Activity 2. Tell them to focus on the following questions: • What is the perception of the family regarding healthy relationship? • How does the family distribute roles and responsibilities to its members? • How does the family establish a healthy relationship among the members? • What are the secrets of the family in improving and maintaining a healthy family life? 4. Ask them to interview one family who has been demonstrating a healthy family life. Dealing with family challenges This activity provides students the opportunity to solve/address family challenges at their own level.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 4. 5. Tell each group to interview one family of its choice and fill-up the table below: Problems experienced by the family Group’s comments/ reactions on the action made by the family Action taken by the family to address the problem Group’s Suggestion or recommendation to address the problem 1. Ask students to make a reflection paper on the outputs shared by each group. 1. Knowing the secret This activity provides students the opportunity to develop the skills in probing questions and communications. Ask each group to consolidate its common observation and share it with the class. 2. Group students by three’s. Divide the class into small groups. The presenter is encouraged to prepare a slides presentation. 2. Each group should prepare a comprehensive report of its output. 3. 2. 1. Activity 3.

Recommend proposals and actions to attain healthy family relationships. Ask each group to analyze the problems: its causes and how to prevent those problems to happen again.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 3. 4. 4. Reflect on ones duties and responsibilities as a member of the family. Document the challenges of family life brought about by societal and other factors. Checking for understanding Check the understanding of students using the 6 facets of understanding and the essential questions: 1. 3. Activity 4. 2. Assume the role of a parent in addressing the needs of a family. 5. Analyze the different supports of society provided to families. Tell students to do the following tasks: Express how one can achieve a healthy family life. Ask students to answer the following questions: o Why is healthy family life important? o How can you attain a healthy family life? 27 . Tell each group to share its output with the class.

certification. video. Computer unit cardboard checklist on health practices 28 .g. Ask them to present evidence (e. learners are expected to demonstrate or perform the product or performance required by the lesson. These family health rules should be certified and signed by parents/guardian. :. Consistent demonstration of sense of responsibility with the family members by adhering to family health rules. Task: Ask learners to identify the family health rules that family members are following to achieve a healthy family life. pictures. logbook.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II D. etc…) that family members are consistently adhering to these health rules. Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD. Product/Performance. TRANSFER In this phase.

Describe the factors that contribute to a successful marriage. Discover the responsibilities of parents in child rearing and child care. Propose ways on how to plan an ideal family size Examine the important roles played by parents in child rearing and care.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Quarter III: Responsible Parenthood Topics: Time Frame: 8-10 hours • Adulthood • Marriage • Parenting • Planning for an ideal family size • Child care / rearing • Children’s right Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of responsible The learner makes informed and values-based decision with parenthood for a healthy family life. Make a plan to develop into a responsible adult. his/her family on matters concerning responsible parenthood Essential Understanding(s): Essential Question(s): A healthy family life can be achieved through informed and Why is responsible parenthood important? values-based decision shared with family members on matters concerning responsible parenthood How can one achieve responsible parenthood? Learners will know: Learners will be able to: • • • • • • understanding adulthood marriage parenting planning for an ideal family size child care / rearing children’s rights Analyze the characteristics of a responsible adult. Analyze children’s rights in relation to responsible parenthood. 29 . Identify behaviors that promote healthful relationship in marriage. Identify the skills needed for responsible parenthood. Illustrate the benefits of planning an ideal family size.

Criteria for assessment • Accuracy • Clarity INTERPRETATION: Show significance of the rights of children in relation to health. . .Criteria for Assessment • Appropriateness • Comprehensiveness PERSPECTIVE: Analyze the responsibilities accompanying parenting.Criteria for assessment • Accuracy • Clarity APPLICATION: Propose a sound set of criteria in determining the size of a family.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Product or Performance Task: Informed and values-based decision on matters concerning responsible parenthood Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION: Justify the need to understand adulthood and marriage for a healthy family life. . .Criteria for Assessment 30 Evidence at the level of performance Assessment of the decision on matters concerning family using the following criteria: Soundness (values-based) Appropriateness Relevance .

learners are provided with structured learning experiences that will diagnose their level of understanding. .Criteria for Assessment • Reflective • Critical Stage 3 Teaching-Learning Sequence: A. Reminder: In this first phase. and introduce them to the essential questions on responsible parenthood. However. clarify their understanding. take note of those areas that you need to clarify during the firm-up phase. .Criteria for Assessment • Sensitiveness • Openness SELF-KNOWLEDGE: Reflect on the value of one’s rights as a youth. EXPLORE In this phase. Make sure that in this phase. accept all answers of students. activate their prior knowledge.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II • • Critical Comprehensiveness EMPATHY: Assume the role of a parent in caring/rearing a child. learners are clarified on their expectations such as their product and performance at the end of the grading period and how these product and performance shall be assessed. 31 .

ideal or big family. Before they classify. tell them to define or quantify the different sizes. Ask them to describe or illustrate the relationship through diagram or concept mapping: • Adulthood • Marriage • Parenting • Planning for an ideal family size • Child care/rearing • Children’s right 5. Ask each group to illustrate/demonstrate creatively (role play. poster. 2.) its understanding on responsible parenthood. Sharing of knowledge 1. Ask them to share their output with the class. Introducing different families 1. Activity 3: Planning ahead (Partner Interview) 32 . 4. Ask them to classify these pictures into small. 3. 3. etc. After the demonstration.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 1. Ask students to answer the following questions (based on the parameter that if the right time comes and they want to form their own family): • What family size you would want to have? Why? • What kind of family you envision to have in the future? Why? • What strategies you will employ to achieve your desired family? Activity 2. Ask them to associate or relate “responsible parenthood” with the following concepts. 2. ask them to describe or define “responsible parenthood”. Ask students to bring one picture of their family with complete members. Divide the class into 6 groups. song. collage.

Write the common responses on the board and ask learners to reflect on them. Let them rank the qualifications/criteria they have listed according to priorities. 2. Ask them to discuss or brainstorm on their output. Ask few learners to share their insights or reflections. Ask learners to find a partner. Example of an advertisement: For Immediate Hiring: Experts who teach responsible parenthood are looking for a responsible parent with the following qualification (let them give the qualifications required to become responsible parents): 1. 4. Ask them to identify the characteristics of responsible parents and prepare a job advertisement about ideal parents. Group students into five. Ask learners the following questions: o What kind of parents do you want to be several years form now? o How can you achieve your goal? Activity 5. When is the best age do you plan to get married? Why? How many children do you want to have? Why? What qualities do you need to become responsible parent? 3.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 1. 2. 5. 5. Introducing essential questions Explain that the purpose of this exercise is to determine student’s thinking about the issues and attitude that affect sound decisions on matters about responsible parenthood. 2. Interview each other using the following guide questions. 4. 3. Share the results of the interview with the class. Activity 4: Help Wanted: Ideal Parents! 1. 33 . Let them write the group final advertisement on Manila paper for posting. Tell them to focus on the qualities/responsibilities of parents they are looking for.

Why is responsible parenthood important? 2. How can one achieve responsible parenthood? B. FIRM UP In this phase. revise and validate their understanding about responsible parenthood. rethink.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Divide the class into groups composed of four members. Ask each group to research or brainstorm among themselves and present a group report on the following questions: 1. Use the graphic organizer below. Ask learners to identify the roles and responsibilities of family members. Activity 1. Roles and responsibilities of family members 1. My Family Mother Father Generalizations about the roles / responsibilities of each 34 . learners are exposed to various learning resources and experiences for them to reflect.

activity no. books. Activity 3. 5. 3. Ask students to make a plan of actions on how to improve parenting skills they want to be 10 to 15 years from now. 4. • What qualifications of an ideal parent do you want to possess? Why? 4. Tell them to write these identified skills in a cartolina or Manila paper to be posted in the bulletin board of the school. Ask them to read magazines. Ask few students to share their output with the class. Lead students to analyze their own families.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. 35 . Understanding one’s content Make a slide presentation or lecture on the following lessons: • • • • • • Adulthood Marriage Parenting Planning for an ideal family size Child care/rearing Children’s right Variation: You can invite a resource person to talk about responsible parenthood particularly the abovementioned topics. 2. surf from the internet or other reliable source of information like interview successful parents or experts on responsible parenthood. Ask them to summarize their output by making a list of skills on parenting that students want to possess. Ask them to analyze what their parents are doing to improve their family life. Activity 2: Parenting skills 1.3) that can help in this task. 3. Ask them to revisit the qualifications of ideal parents that they have identified earlier (under explore.

Checking for understanding 1. Activity 1. 2. learners are provided with structured learning activities that will provide them opportunities to enrich their understanding on responsible parenthood. You can use the 6 facets of understanding below: • • • • • • Justify the need to understand marriage and adulthood for a healthy family life. Ask students to answer the following questions: • • • • • • What is responsible parenthood? What are the characteristics of an ideal family? What are the indicators of a healthy marriage? What are the rights of children in a family? What are the roles of parents in rearing their children? Why is parenting skills important? 1. DEEPEN In this phase. Reflect on the value of one’s rights as a youth. Propose a sound set of criteria in determining the size of a family Analyze the responsibilities accompanying parenting Assume the role of a parent in caring and rearing a child. Show the significance of the rights of children to health. Divide the class into two to represent the affirmative side and the negative side of the question. Debate on issues related to family planning 1. Check students’ understanding vis-à-vis the content standard. C. Explain that it is important to have learners with opposing views on your team because they can often anticipate the 36 .2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 4.

The team will earn points for each new fact or idea presented. 8. Decide the team who will speak first or second through a toss coin.” 2.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II arguments to be presented and develop a defense ahead of time. Begin the debate with a speaker from each side making an opening argument. 9. Ask students to “Look at the mirror of their life and get a clear picture of themselves 10 years from now. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. The statement should be relatively brief. Make a conclusion and a generalization on the different views and arguments presented by both sides Activity 2. Each team has an equal number of turns to speak. 4. Let them answer the following questions from the point of view of an adult. Proceed with the debate. Ask them to imagine themselves as adults. The team who wins a toss coin has the opportunity to decide who will speak first or second. This is merely a statement of their side of the question to be argued and gains no point. Explain the mechanics of the debate below: • • • • There are two teams of the debate to represent each side of the question in debate. 5. The possible topics for debate are the following: • • Should you advocate for a big family size? Should married couples be allowed to use artificial contraceptive methods for family planning? 7. Allow time for a closing argument for each team to sum up its thoughts and arguments presented during the debate. 3. 3. Announce the team that has the highest points. Looking at a CRYSTAL BALL 1. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in but are trying to help their team gain points to win the debate. Each group should have a team captain to decide who will speak on that team. The Team Captain should also control the noise of the team members in order to maintain decorum during the arguments. Each team has an opportunity to speak one after the other. What challenges do you expect as an adult? What job are you in now? 37 . 6.

Note their responses on the board using the following headings and make a summary of their responses. • • • • • What skills are needed to be independent adults? How can I become a responsible adult? What is the relationship between attaining high education and becoming financially independent? Why is it important to be a responsible adult before getting married? Do you believe that happy parents raise happy families? Why do you think so? Activity 4.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II How do you engage in a healthful and responsible relationship? Will there be someone special in your life? An ideal man / woman? At what age do you plan to marry? Do you propose to have a small / big family? Why? 4. What major decisions in life does a responsible adult have to make? 38 . Activity 3. Think about this: 1. Ask what insights they learned from the activity. • • • • • Challenges faced by an adult Careers: first job Relationships: Marriage Family size 5. A mature adult makes responsible decisions. PEP TALKS Are you too young to talk about marriage? Knowing about marriage will help increase your awareness of about having a successful marriage. Review and Reflect Ask students to answer the following questions.

and details • Conclusion: Summary of main points and/or call to action A speech outlines should use all these three parts: • • • “Tell them what you’re going to tell them” is your introduction “Tell them” forms the body of your speech. Tell the class to make personal interviews of married couples who have a long lasting and satisfying marriage.com 5. Assess the Pep talk in front of the class using set of criteria. Give students time to prepare a three paragraph. “Tell them what you told them” is your conclusion. What is the relationship of completing higher education to marriage and a healthy family life? 3. 39 . Ask students to share their findings with the class. main ideas with supporting facts.” 4. • Introduction: Opening greeting and attention getter. Reference: www. Explain to students the guidelines in preparing a speech. Consolidate and report the results of the interview with the class.write-out-loud. Ask students to suggest criteria in assessing their performance. an overview and the benefit of your topic to the audience or listeners. define your statement (a summary of what your speech is about). examples. three minute speech on the topic “Planning an Ideal Family Life.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. Let’s Investigate 1. • Body: The link between introduction and body. 3. Activity 5. Use the following as guide questions: • • • • How did they plan their family size? What guidelines did they follow in planning their family size? What parenting style did they do in rearing their children? What factors help to make their marriage long lasting? 2.

They will choose what topic they want their fingers to talk about. One finger of their right hand will carry on a conversation with another finger of their left hand about the topic of their choice: • • • • • • Being a Responsible Adolescent Getting Married Planning for a Desired Family Size Being Responsible Parents Bringing up Children Children’s Rights Activity 7. Checking for understanding A. Planning an ideal family size consider the following… 5. Differentiated Activities: Finger Talk 1. Parenting skills include… 40 . Responsible parenthood is important because … 2. Check the understanding of students using the unfinished statements below: 1. 2. Matured adult get into marriage because … 3. The rights of children in the family are the following… 4. Tell students that they will do “Finger Talk”.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 6.

your partner wanted you to have a pre-marital sex? What will you do? • Materials/Equipment Needed: Reading materials Pile of books Magazines Reference materials LCD. Your partner works hard to earn a living. Computer unit 41 . 1. How can one achieve responsible parenthood? D. Your partner wants a big family with 8-9 children. Why is responsible parenthood important? 2. You really love each other. What will you do? You have been into a long love affair with your partner because you really love each other.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 8. Product/Performance. however. Informed and values-based decision on matters concerning responsible parenthood Task: Ask students to make their own personal decision on the following situations: • You and your partner are newly wed. :. One time. learners are expected to demonstrate or perform the product or performance required by the lesson. you really want a small family with 2-3 children. TRANSFER In this phase. kind and fun-loving. Drawing essential understanding Use the essential questions below to draw their essential understanding.

A. 9211 or known as the Tobacco Regulation Act of 2003. of substance use and abuse for a healthy family life. Evaluate reasons given by people for engaging in substance use and abuse. Analyze the effects of smoking cigarettes and drinking alcoholic beverages to one’s health. Critique the provisions of R. Assess their attitudes and practices related to substance • • 42 . Apply refusal and decision-making skills in situations related to substance use and abuse. Essential Understanding(s): Essential Question(s): Prevention of substance use and abuse is a shared Why is substance abuse prevention important? responsibility of family members in order to achieve a healthy family life.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Quarter IV: Substance abuse prevention Topics: Time Frame: 8-10 hours • Chemical inhalants • Drinking alcoholic beverage • Smoking cigarettes • O-T-C drugs • Related laws Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of substance use and The learner shares responsibility with the family in the prevention abuse prevention for a healthy life. Recognize the dangers of OTC drugs Recommend alternatives and solutions to prevent the desire and willingness to obtain and use cigarettes and alcoholic beverages. How can the practice of life skills prevent substance abuse? Learners will know the: Importance of substance abuse prevention Reasons why people engage in substance use and abuse Effects of smoking cigarettes and drinking alcoholic beverages Use of over-the-counter (OTC) drugs Interventions for substance abuse prevention Laws that govern the use and abuse of substances Learners will be able to: • • • • • • Express their ideas on the importance of substance abuse prevention for a healthy life.

Evidence at the level of performance Assessment of the shared responsibility using the following criteria: Appropriateness Relevance Accuracy 43 .Criteria for Assessment • Comprehensiveness • Accuracy INTERPRETATION Make sense of the statistical data of adolescents engaged in substance use and abuse and their reasons for doing so. . .Criteria for Assessment • Accuracy • Significance APPLICATION Propose appropriate interventions for the prevention of substance use and abuse.Criteria for Assessment • Appropriateness • Effectiveness Product or Performance Task: Sharing sense of responsibility with family members. .2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II abuse that may influence their health. Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding using the six (6) facets: EXPLANATION Explain the importance of preventing substance abuse to one’s health.

.Criteria for Assessment • Sensitivity • Openness SELF-KNOWLEDGE Assess one’s practice of life skills in the prevention of substance use and abuse.Criteria for Assessment • Credibility • Plausibility EMPATHY Relate with the feelings of family members of people engaged in substance use and abuse.Criteria for Assessment • Appropriateness • Self-awareness 44 . 9211 and other local ordinances related to substance use and abuse.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II PERSPECTIVE Share ideas/insights/comments about R. .A. .

alcoholic beverages. and introduce them with the essential questions on substance use and abuse. cigarettes. However. Activity 1. 1. activate their prior knowledge. clarify their expectations. 4. learners are clarified on their expectations such as their product and performance and how these product and performance shall be assessed. take note of those areas that you need to firm-up in the next phase. The group members can formulate their own definition of the substance. Divide the class into 4 and assign each group the following substances: • • • • OTC drugs – Group 1 Cigarettes – Group 2 Alcoholic beverages – Group 3 Chemical inhalants – Group 4 2. learners are provided with structured learning experiences that will diagnose their level of understanding. Moreover. etc. make sure that in this phase. Tell each group to discuss among themselves the meaning of the words and how these words are related to the substance. accept all answers of students. Ask each group to use a concept map to describe the assigned substance. EXPLORE In this phase. Reminder: In this phase. 45 . chemical inhalants.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Stage 3 Teaching/Learning Sequence: A. Tell each group to consolidate the words given by each member of the group. 3. Word Association This activity allows learners to express their understanding of the concepts related to the use and abuse of substances such as OTC drugs.

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 5. 1.1 Some call me weed.2 Even though teens drink me They should be twenty-one If they want me legally for their parties and their fun. Ask learners to read carefully each of the riddles below and name the drug or substance being describe by the riddle: 1. Ask each group to share their output with the class. Some call me pot. What drug/substance I am? ________________________________________ 1. Some smoke me in a joint and think they’re really hot. Cigarettes DIFFERENTIATED Activity. 46 . What Drug/Substance Am I? This activity allows learners to remember the meaning of some concepts related to substance/drug use and abuse.

Start the activity when everybody is ready. Life skills 225 ready-to-use health activities for success and well-being. B. Assign each corner of the room as A. but they just can’t quit. _________________.3 There’s no penalty to smoke me. Below are the knockout questions: 2. don’t try me if you want good advice. Alcohol B.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II What drug/substance I am? ______________________________________ 1. learners will move to the corner for the answer they think is correct.1 Which of the following is NOT a drug? A. Those learners who get the correct answer will remain in the corner while those learners with wrong answers will return to their proper seats. They try to stop this addiction.4 People snort me up their nose And call me coke or snow or ice. I’m highly addictive. Amphetamine D. S. John Wiley & Sons Activity 2. 1. C. What drug/substance I am? ______________________________________ Source: McTavish. Who has a full bottle? This activity provides learners the opportunity to assess their prior background about alcohol. For each question. Caffeine 47 . What drug/substance I am? ______________________________________ 1. (2004). Grape Juice 2. C and D for a knockout quiz. Some people have a fit.

18 B. Alcohol 2. The following discussion points should be considered: What substances cause the most deaths in the country? Why? What type of alcohol-related deaths do you think would be most common for young people like you? (car accidents. 21 2. Heroin C. Vomiting 3.5 Alcohol affects the brain in what way? A. Slows it down D. None of the above C. which substance causes the most deaths in the country? A. Alcohol D. Ask learners to get their partners and discuss how one could avoid or limit drinking alcoholic beverages. 20 D. injuries.3 How old does a person need to be to buy alcohol legally? A. Alcohol overdose B. drowning. Tobacco B.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 2. Ecstacy 2.4 In people aged between 15 and 35 years. Both a and b 2. What strategies are useful for avoiding drinking alcoholic beverages? 5. 4. Marijuana C. C.6 Drinking too much alcohol can result in A. Amphetamine D. 16 C. Tobacco B. All of the above Declare the remaining learners as winners in this activity.2 Which of the following is commonly used or abused by Filipinos? A. etc…) (Teacher can provide statistics). Ask some learners to share their ideas about the discussion. Fighting D. 48 . Speeds it up B.

.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 3.2 2. Ask learners to answer the following questions: 2. 2. The groups will focus on the following: • • • The medicines or drugs that do not require a doctor’s prescription Advantages and disadvantages of using over-the-counter drugs/medicines Prevention of misuse and abused 3. Ask the same groups to do research on enabling policies (e.1 2.4 2. 49 . Ask each group to share their output with the class. Ask them to share their output.g. Interviewing Experts 1. Picture analysis This activity allows learners to express their ideas/views and consider the feelings of people with problems on smoking. Laws and Ordinances) regarding drinking alcoholic beverages. Show different pictures of parts of a smoker’s body.5 What can you say about the pictures? How are body parts damaged by smoking? If you are that person. smoking. and abusing over-the-counter drugs. 2. 4.3 2. 1. 5. Ask learners to interview physicians or medical experts about medicines that can be bought over-the-counter. Divide the class into four (4) groups. how would you feel? Why? What message (lesson) can you draw from the pictures? How can you address this problem? DIFFERENTIATED Activity.

Tell them to write one question per Meta card. Divide the class into 5-6 groups. Activity 5. 4. Ask learners to write in the Meta cards provided all questions or topics that they want to learn regarding substance abuse prevention.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 4.2 How can the practice of life skills prevent substance abuse? 3. Ask them to discuss the following essential questions: 2. 50 . 3. Ask them to drop all their questions in the box provided for the purpose. particularly as adolescents. 4.1 Why is substance abuse prevention important for a healthy life? 2. Everything I Want to Know This activity helps learners gain knowledge and appreciation about substance abuse prevention. Ask each group to share their output with the class. You may ask learners to share their ideas on the question raised. 6. Students-Teacher and Teacher-Students interactions are encouraged in this activity. Draw one Meta card from the box and address the question one at a time. Introducing the essential questions This activity encourages learners to think critically and share their views/ideas on the essential questions about substance use and abuse prevention. 5.

rethink. listen to radio. revise and validate their understanding of substance abuse prevention. watch television. FIRM UP In this phase. Divide the class into five (5) groups. Ask each group to share its output with the class. Each group should focus on its assigned topic. 2. magazines and books. • • • • • Group 1: Smoking Group 2: Alcoholic beverages Group 3: Over-the-counter drugs Group 4: Chemical inhalants (volatile substances) Group 5: Related Laws and Ordinances 8. Activity 1. 1. Ask learners to read daily newspaper. or surf the internet about problems and interventions related to drugs or substance abuse. Activity 2. Lecture on substance use and abuse This lecture provides learners the opportunity to clarify their understanding on the different topics about substance use and abuse particularly the issues and problems.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II B. Make a power point presentation or discussion on the following topics: 51 . learners are exposed to various learning resources and experiences for them to reflect. 1. Group research and discussion This activity allows learners to use different learning resources and to analyze the different perspectives of people about substance use and abuse.

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Smoking Alcoholic beverages Over-the-counter drugs Chemical inhalants Laws and Ordinances related to smoking and drinking alcohol 2. 5. Invite resource speakers during the symposium to talk about the causes and effects of substance use and abuse. posterslogan. Encourage learners to ask questions. Problem-solving 1. clarifications or comments during or after the presentation. 4. Activity 3. song. Symposium 1. The reflection can be in a form of an essay. Assign each group a problem to investigate. 3. 2. Ask learners to share their reflections on the topics presented. Divide the class into 3 groups. 2. Ask learners to make a reflection paper on the topics discussed. poem. poster or slogan. The assignment of each group is as follows: Group 1: Smoking cigarette Group 2: Using and misusing OTC 52 . Ask them to organize different committees who will handle specific tasks in the conduct of the symposium. DIFFERENTIATED Activity. 3. Ask learners to organize a symposium at the school level. Encourage learners to ask questions. clarifications or comments during the symposium.

com www. DIFFERENTIATED Activity. 5. Synthesize the report/presentation of each group. Tell the groups to focus their investigation on the short and long term effects of the drug/substance.dare-america. 53 .2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Group 3: Drinking alcoholic beverages 3.drugfreeamerica. One encyclopedia article.co www.health.org www. Ask each group to interview experts or concerned people on how to prevent or mitigate the impact of substance abuse to social and health aspects. One internet site.ideaweb. and One magazine or periodical article Suggested sites: www.org www.saynotodrugs. 6. Role play Present a skit that will demonstrate the short and long term effect of the drug/substance assigned to the group. Ask each group to prepare a written report and power point presentation about the topic and share them with the class.raceagainstdrugs.org 4. Encourage each group to use the following sources: One book.org www.

This is a formative assessment. 2. hence. Ask learners to agree or disagree on the following statements and justify their answers: Not all drugs are harmful. • Substance misuse and abuse can be prevented through _____________________________________________ _____________________________________________________________________________________________. Ask learners to complete the unfinished statements below: • I learned that drinking alcoholic beverages is _________________________________________________________ _____________________________________________________________________________________________. Checking for understanding This activity provides an initial check of students’ understanding on substance use and abuse. One drink of alcohol will not affect a person’s driving. People can become addicted to prescription drugs. Smoking cigarettes is more addictive than chewing tobacco. • The prevention of substance misuse and abuse is important because ______________________________________ _____________________________________________________________________________________________. 54 . 1. Cigarettes are just as harmful as marijuana. this will not be used for grading the learners.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 4. People who use drugs regularly might suffer from depression. Over-the-counter drugs need prescription from physician. Secondhand smoke from the mother can harm her unborn baby.

C. Agree Disagree Undecided Comment 4. learners are provided with structured learning activities that provide them with opportunities to enrich their understanding on substance abuse prevention. My thoughts about secondhand smoke This activity provides learners the opportunity to analyze the responsibilities associated with having a child and to assess their ability to accept these responsibilities. 1. 9211 is only good for smokers. etc. DEEPEN In this phase. Ask them to share their personal thoughts and feelings on the following statements: Statement 1. 3. malls. The production of tobacco is a good source of income for the country.A. 55 . such as restaurants. Smokers should not be allowed to smoke in public places. Ask learners to gather information about secondhand smoke. Conduct formative assessment using the facets of understanding to gauge students’ understanding. Activity 1. R. 3. What is secondhand smoke? Why is secondhand smoke dangerous? 2.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Brain damage can occur if a person drinks heavily over a long period of time. bars. Smokers who have children should not be allowed to smoke at home or near their children. 2. Inhaling chemicals such as rugby and other solvents is not harmful to one’s health.

The team who wins the toss coin has the opportunity to decide who will speak first or second. Divide the class into two to represent the affirmative side and the negative side of the question.2 3. 4. The team will earn points for each new fact or idea presented. 3. Debate on drug issues This activity provides learners with the opportunity to develop critical thinking skills to integrate factual information with opinion in developing arguments supporting their side of the question in a debate.4 There are two teams in the debate representing each side of the question. Each team has an opportunity to speak one after the other. 5. 1. Explain that it is important to have learners with opposing views on the team because they can often anticipate the arguments to be presented and develop a defense ahead of time. The Team Captain should also control the behavior of the team members in order to maintain decorum during the arguments.3 3. 56 . 2. The statement should be relatively brief. Ask them to list 10 things that they should do in the campaign to persuade adolescents not to smoke. It also develops public speaking skills while giving students the opportunity to share their ideas and opinions on controversial topics. Decide the team who will speak first or second through a toss coin. Each group should have a Team Captain to decide who will speak for that team. Each team has an equal number of turns.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II DIFFERENTIATED Activity.1 3. Explain the mechanics of the debate: 3. The Team Captain makes sure that all members of the team are given the opportunity to share their ideas on the topic. Activity 2. Begin the debate with a speaker from each side making an opening argument. This is merely a statement of their side of the question to be argued and gains no points. Sharing of thoughts • Ask learners to imagine that they will be hired in the Lung Center of the Philippines to encourage young smokers to stop smoking or to avoid trying smoking in the first place. but are trying to help their team gain points to win the debate. Remind learners not to hold individuals responsible for their statements during the debate because they might actually be arguing a point they do not personally believe in.

Ask each group to make poster-slogans that reflect the essential message that can be drawn from the following topics: • • • • Smoking Drinking alcoholic beverages Using over-the-counter drugs Chemical inhalants 3. 2.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 6. Divide the class into small groups 2. Allow time for a closing argument for each team to sum up the thoughts and arguments presented during the debate. The use of solvent such as rugby should be regulated. 9. Ask learners to read at least three editorials on issues related to drugs from three different daily broadsheets. 3. Make a conclusion and a generalization on the different views and arguments presented by both sides DIFFERENTIATED Activity. Activity 3. Making anti-drug abuse poster-slogan 1. The possible topics for the debate are the following: • • • • Should smoking be prohibited in all places and at all times? Should drinking alcoholic beverages be prohibited in all places and at all times? All over-the-counter drugs should be regulated. 1. Proceed with the debate. Getting Tough on Drugs: An Editorial This activity provides learners with the opportunity to read different views/perspectives on the different issues of substance abuse. Paste the editorials on a clean sheet of bond paper. 7. Announce the team with the highest points. Exhibit the poster-slogans in a strategic place that all students can see and read. Decide whether they agree or disagree with the writers’ ideas and justify their answer. 57 . 8.

2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II 4. Ask some pairs to share their answers with the class. A teenage girl uses a fake ID to get into the bar. A 15-year old boy takes a few sips of his father’s champagne during a Christmas party. Ask them to justify their answers. While inside the bar. A father asks his 6-year old son to buy cigarettes for him everyday. 3. A group of young kids is sniffing rugby under the footbridge every day. A pregnant mother who was left by her partner became a drug and alcohol user. A 12-year old boy smokes one (1) pack of cigarettes a day. Decision-making This activity provides learners with the opportunity to make appropriate decisions regarding different scenarios related to drug/substance abuse. Share their output with the class. The pair should identify the most acceptable and the least acceptable scenarios with justification. His father encouraged him to drink. Ask learners to decide which of the following scenarios is the most and the least acceptable. A 24-year old man makes drinking alcoholic beverages and smoking cigarettes his past-time activities. 2. Ask them to write their own editorial on issues related to drugs. 58 . she got drunk and demonstrated undesirable behavior. Ask learners to get a partner and discuss their answers with one another. Activity 4. 1. A group of high school students went to an excursion and brought with them liquor and had a pot session.

Checking for understanding This activity provides the teacher with information regarding the students’ understanding of substance abuse prevention for appropriate action. Check learners’ understanding against content standard.A. Propose appropriate solutions for the prevention of substance use and abuse. Analyze the statistical data of adolescents engaged in substance use and abuse. Activity 5.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II Activity 5. 1. Share ideas/insights/comments about R. Draw the essential understanding of the learners using the essential questions below: Why is substance abuse prevention important for a healthy life? How can the practice of life skills prevent substance abuse? 59 . This activity may serve as one of the bases for their grades. Relate with the feelings of people engaged in substance use and abuse. 9211 and other local ordinances. Drawing of essential understanding 1. Ask learners to do the following tasks: Explain the value of preventing substance abuse to one’s life. Assess one’s practice of life skills in the prevention of substance abuse. 2.

At a party. TRANSFER In this phase. Materials/Equipment Needed: Reading materials Books Magazines Reference materials LCD. Janet is talking to a boy she really likes and they are getting on well. learners are expected to demonstrate performance required by the lesson. Product/Performance. Ask learners to discuss the following scenarios with their family members and develop a plan to prevent the scenario to happen in real life situation. Alfred doesn’t like smoking as it makes his clothes smell but wants to be part of the group. Janet doesn’t really drink.2010 SECONDARY EDUCATION CURRICULUM MAPEH – Health II D. Suddenly. What should he do when the cigarette is passed on to him? 2. Some of the friends take a few puffs then pass the cigarette on to the next person. opens it and asks her to drink with him. Define the responsibility of each family member: 1. One of the girls gets some cigarettes out of her bag. After school. Alfred is wandering home with a group of friends. Sharing sense of responsibility with family members in preventing substance use and abuse. the boy takes out a bottle of liquor from his bag. lights one and passes it to another friend. Computer unit 60 . What should she do? or • Ask learners to make their own stories (real-life situations) and how they can solve them using appropriate life skills.

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