Health Grade 10

DEPED COPYIII. Reproductive Health Another pressing health issue that concerns you as an adolescent isreproductive health. “Reproductive health is defined as a state of physical, mental,and social well-being in all matters relating to the reproductive system, at all stagesof life” (Galvez Tan, et al., 2009). With the sudden physical and emotional changes inyour body, more and more questions are starting to surface. Reproductive health iscrucial for it paves the way for your social and economic development. Furthermore, ithas also a great influence in the health of the next generation. The health of newbornchildren will be dependent on the health of the parents, particularly the mother. To aid the reproductive health needs of the citizens, the government mandatedthe RA 10354 or most commonly known as the Responsible Parenthood andReproductive Health Act. Get to know more about the Act by answering the activity.Activity 4: PILLARS OF FOUNDATION The Responsible Parenthood and Reproductive Health Act builds it foundationon four pillars. 1. Identify these pillars below by unscrambling the letters. 2. Read the provisions beside each pillar. Pillar 1: N F D E O R M I C O H I C E _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ As stated in the Act, effective and quality reproductive healthcare services, which are ethically and medically safe, legal, accessible, and affordable, shall be given primacy to ensure the health of the mother and child. Also, the government shall promote and provide unbiased information and access to these services. This pillar also covers the provision for the integration of reproductive health and sexuality education in schools, and other educational settings. Pillar 2: T E S P C E R O F R F I E L _ _ _ _ _ _ _ _ _ _ _ _ _ _ The Act recognizes that abortion is illegal and punishable by law. However, mothers will be identified to have aborted an unborn child will be served with post-abortive treatment and counseling in a humane, nonjudgmental, and compassionate manner. 238 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Pillar 3: LOTRONC TIRHB _______ _____Reproductive healthcare, information, and supplies shallbe made available most especially to poor beneficiaries.However, the Act provisions also that the governmentmust respect the citizen’s individual preferences andchoices of family planning method.DEPED COPY Pillar 4: LEBOSRPNISE HONTPERAOD _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Couples determine their ideal family size. In addition, the government shall equip each parent with needed information in all aspects of family life, reproductive health, and this pillar.Let’s Reflect!Find a partner and discuss these questions. 1. As adolescents, what benefits do we get from the Responsible Parenthood and Reproductive Health Act? 2. What do different groups predict? What are the positive and negative impacts of the law?Beyond the Classroom 1. Read about HIV and AIDS. 2. Prepare for sharing in the next meeting. 239 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYReadings: Reproductive health also concerns problems such as sexually-transmittedinfections. According to Dr. Natividad (2013), in the Young Adult Fertility and SexualityStudy of 2013 (YAFS-4), a survey of Filipino college and high school graduates, 36.2percent and 43.5 percent respectively admitted to having engaged in premarital sex.In addition 66.7 percent and 79.6 percent did not use any protection at first premaritalsex. These scenarios are most often the causes of infections. Acquired Immunodeficiency Syndrome or AIDS is caused by humanimmunodeficiency virus (HIV) which usually does not have symptoms in its earlystages. “Initially, people with HIV were diagnosed as having AIDS only when theydeveloped blood infections, the cancer known as Kaposi’s sarcoma, or any of the 21other indicator diseases” (Donatelle, 2006). In addition, HIV is highly infectious throughunprotected sexual intercourse, breastfeeding (of an infected mother to infant), andblood transfusion/injecting drugs (needles used for infected patients). Currently, thereare several treatment options for HIV and AIDS, but no known cure yet.Activity 5: YOUR AID TO AIDSWrite a short reflection on how HIV affect a person’s life and others. In this light, the government also puts its efforts to eradicate these sex-relateddiseases, most especially AIDS. The Republic Act No. 8504 or the Philippine AIDS Prevention and Control Actof 1998 was passed by the Congress on July 28, 1997. The Act promulgates “policiesand prescribing measures for the prevention and control of HIV/AIDS in the Philippines,instituting a nationwide HIV/AIDS information and educational program, establishinga comprehensive HIV/AIDS monitoring system, strengthening the Philippine NationalAIDS Council, and for other purposes” (PNAC). The Act also provides for education and information dissemination in variousinstitutions and agencies, safe practice and procedures (testing, screening, andcounseling) in health organizations and associations, monitoring of cases withconfidentiality, and programs for anti-discriminatory acts (in the workplace, hospitals,and other public institutions). 240 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 6: TRUE OR FALSE Write True if it is according to the policy, and False if it is not. __________ 1. A person with HIV/AIDS is allowed to donate blood, tissues, or organs. __________ 2. HIV testing is not compulsory and required. __________ 3. Pre- and post-test counseling sessions are given to those who undergo HIV testing in accredited centers. __________ 4. People with HIV/AIDS are not allowed to avail services provided by public hospitals because infection might spread. __________ 5. AIDSWATCH monitors the incidences of HIV infection in the country and writes reports about it. __________ 6. A person with HIV/AIDS is treated with utmost confidentiality by medical personnel. __________ 7. A patient’s case is still confidential even if there is an interference by a court. __________ 8. The AIDS Prevention and Control Act of 1998 promotes discrimination against people with HIV/AIDS. __________ 9. The Philippine National AIDS Council manages the HIV testing in various accredited centers. __________ 10. A person with HIV/AIDS is not allowed to travel abroad. 241 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 7: BECAUSE!Why do people engage in unsafe and unprotected premarital sex? 1. Form a group with 5 members. Assign each member numbers 1-5. 2. Each member will be given 20 counts to write his/her response to the question above. 3. When the time is up, he/she will pass the paper to the next member.IV. Substance Use and Abuse Gateway drugs may be considered as windows to unprotected sex. These aredrugs “that people use initially that may eventually lead to the abuse of illegal drugs”(Galvez Tan, et al., 2009). Alcohol and tobacco are gateway drugs. When alcohol isconsumed, the central nervous system is affected. Thus, a person is more vulnerableto doing dangerous acts because of depressed decision-making skills. 242 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 8: GATEWAY OR GET-AWAY What are some examples of gateway drugs? List them on the table below.Kinds of Alcohol Kinds of TobaccoDEPED COPY How can you avoid using them? Give examples. Getaway 1: __________________________________________________ Getaway 2: __________________________________________________ Getaway 3: __________________________________________________ On the other hand, the government also provides protection from these gateway drugs through the Comprehensive Dangerous Drugs Act and the Tobacco Regulation Act. Republic Act No. 9165 or the Comprehensive Dangerous Drugs Act of 2002 protects citizens from the harmful effects of dangerous drugs to their physical and mental well-being. According to the policy, here are some which are considered as unlawful acts and are subject to penalties and fines. a. Importing of dangerous drugs and/or controlled precursors and essential chemicals (narcotic drugs and psychotropic substances) b. Selling, trading, administering, dispensing, delivering, distributing, and transporting dangerous drugs and/or controlled precursors and essential chemicals c. Maintaining a drug den, drive, or resort d. Manufacturing of dangerous drugs and/or controlled precursors and essential chemicals e. Manufacturing or delivery of equipment, instrument, apparatus, or other paraphernalia for dangerous drugs and/or controlled precursors and essential chemicals f. Possessing dangerous drugs, equipment, instrument, apparatus, or other paraphernalia g. Possessing dangerous drugs during parties, social gatherings or meetings h. Cultivating or culturing plants classified as dangerous drugs or sources of such i. Unnecessary prescribing dangerous drugs 243 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYOn the other hand, Republic Act No. 9211 or the Tobacco Regulation Act of2003 protects people from the sale, use, and advertisements of hazardous tobaccoproducts. In order to promote a healthful environment, the Act absolutely bans smokingin public places, most especially in centers of youth activities, elevators and stairwells,fire-hazardous places, within public and private hospitals and medical clinics, airportand other terminals, and food preparation areas. In this light, a designated smokingand non-smoking area should be utilized. The Act also restricts access to sale of tobacco products to minors. Tobaccomay not be put in a vending machine, unless it verifies age, and may not be sold within100 meters of a school. Should tobacco be sold, there should be proper signage thatindicates target consumers. When it comes to advertising and promotions, the Act provisions the printing ofwarnings on cigarette packs in either Filipino or English. In addition, health warningsshould also be included. Lastly, the government should provide programs and projects for those whoshall be affected by the passing of the Act. One example of which are the tobaccogrowers. The Act provisions the establishment of a cooperative and assistanceprogram for the said people.Activity 9: CIGARETTE PACKS The Tobacco Regulation Act of 2003 requires the printing of warnings oncigarette packs. 1. What are some examples of these warnings? 2. Design the packs of cigarettes. Reflection Questions: 1. How did you feel upon writing the warnings? 2. What are the psychological effects to a person who reads the cigarette warning labels? 244 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYV. Social Health Peer influence also concerns you as adolescents. You are in the developmental stage wherein you build lasting relationships with peers. Here are some issues that you may encounter: 1. Cybercrime With the advancement of technology, there are various platforms where you may express yourself. This diversity may do both good and harm to you. “Cyber refers to a computer or a computer network, the electronic medium in which online communication takes place”. Thus, cybercrime is simply any crime committed in cyberspace. To protect the citizens from this concern, the government mandated Republic Act No. 10175 or the Cybercrime Prevention Act of 2012. The law mandates the prohibition of cybersex, child pornography, unsolicited commercial communications, and computer-related identity theft. 2. Child Pornography In relation to cybercrime, child pornography has become a pressing concern of this generation. Republic Act No. 9775 or the Anti- Child Pornography Act of 2009 defines the crime of child pornography. As defined, “Child pornography” refers to any representation, whether visual, audio, or written combination thereof, by electronic, mechanical, digital, optical, magnetic or any other means, of child engaged or involved in real or simulated explicit sexual activities” (Official Gazette, 2009). In addition, it is also important to note how the Act defines a “child”. “Child” refers to a person below eighteen (18) years of age or over, but is unable to fully take care of himself/herself from abuse, neglect, cruelty, exploitation or discrimination because of a physical or mental disability or condition. For the purpose of this Act, a child shall also refer to: (1) a person regardless of age who is presented, depicted or portrayed as a child as defined herein; and (2) computer-generated, digitally or manually crafted images or graphics of a person who is represented or who is made to appear to be a child as defined herein. Child pornography may also be syndicated if there are three (3) or more persons confederating with one another. In this light, it is not only the victim who can file a complaint, but the parents or guardians, relative within the third degree, officer or social worker of a licensed child-caring institution or DSWD, barangay chairman, law enforcement officer, at least three concerned responsible citizens in the same place where the pornography occurs, and a person who is knowledgeable of the law may do so. 245 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Once the victim is identified, he/she is subject to care, custody and treatment from the Department of Social Welfare and Development. In addition, an inter-agency program shall also be established to prevent child pornography.Activity 10: RESCUE THE CHILD When a child is subject under pornography, who may file a complaint for thevictim? List them below. 3. Hazing Fraternities and sororities, gangs, and social groups are starting to become more and more identified and publicized. Because of their “alleged” prestige and prime, more teens are encouraged to be a part of them. For some of these groups, hazing may be an option to test an “applicant’s” willingness and commitment. On the other hand, hazing is very dangerous, and proven to have killed many lives. The government protects the youth through the Republic Act No. 8949 or the Anti-Hazing Law. The Act penalizes those who will go too far during initiation rites wherein the “applicant” is subjected to severe physical and emotional pain and suffering 4. Blood Donation Being proactive citizens of the country, you must willingly help others in ways that will not harm you. One of the emerging forms of voluntary service is blood donation. Republic Act No. 7719 or the National Blood Services Act of 1994 aims to promote and encourage 246 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY voluntary blood donation by the citizenry, provide for adequate, safe and affordable and equitable distribution of blood and blood products. In order to attain these aims, the Act provisions the establishment of a Blood Services Network which consists of the following: a. National Council for Blood Services and its various committees It serves as the governing body of the network and is responsible for the approval of various policies on blood services. b. Philippine National Blood Services Under its Blood Centers, it works on the recruitment, retention, and care of voluntary blood donors, collection of blood from qualified donors, testing of units of blood for infectious diseases, and the like. c. Authorized Blood Collection Units and Facilities d. Private and Public Hospital Blood Banks and Blood Stations e. Non-Hospital Health Facilities f. National Reference Laboratories for Immunology and Immunohematology VI. Safety in the Environment Pollution and road safety are two of the most usual issues that concern you as a member of your community. Here are some policies most appropriate to address these concerns. 1. Pollution With the exponential growth in population, more resources are being demanded and supplied to the people. However, people do not manage these resources properly. Thus, pollution arises. That is why the government mandated the Republic Act No. 9512 or the National Environmental Awareness and Education Act of 2008. This Act promotes environmental awareness through environmental education. Various educational agencies, DSWD, DOST, and DENR shall integrate environmental education in their curricula. It shall encompass the concepts and principles, laws, international and national best practices, threats of degradation and its impacts to human well-being, responsibilities of humans in conservation, protection and rehabilitation of resources, and sustainable development through the environment. In addition, environmental education shall also be part of the National Service Training Program (NSTP). 247 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY2. Road Safety Road accidents are one of the most frequent causes of death among Filipinos. To respond to this alarming situation, citizens are protected by law through these Republic Acts. Republic Act No 8750 or the Seat Belts Use Act of 1999 aims to secure and safeguard passengers and drivers of motor vehicles from injuries and other effects of vehicular accidents. The policy includes the mandatory wearing of seatbelts by the driver and front seat passengers of any running motor vehicle. The Act also prohibits children from sitting in the front seat of any motor vehicle. In addition, Republic Act No. 10586 or the Anti-Drunk and Drugged Driving Law also penalizes those who will be caught driving under the influence of alcohol, drugs, and other similar substances.Activity 11: GROUP RESEARCH 1. Form groups of five (5) members each. 2. Research the penalties and fines that are given to those who will violate the policy assigned to your group. 3. Prepare for reporting. TEST YOUR KNOWLEDGE The following activity will be recorded under Knowledge. Read the directions carefully and give the best answers.Activity 12: HOUSE SPEECH 1. Pretend that you are a House Representative. 2. You authored a law that you will be presenting to the general public. 3. Select one act/law that was previously discussed. 4. Write a speech that includes the title of the act, its descriptions, provisions, and penalties. 248 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Part III: WHAT TO PROCESS No. of Sessions: 1 In the WHAT TO PROCESS phase, you will answer and perform activities which will help you process and improve your understanding. At the end of the phase, you will be assessed again to check your processing skills about the concepts and information learned.Activity 13: JIGSAW1. Divide the class into groups of four (4) students.DEPED COPY2. For each group, assign Students A, B, C, and D. 3. Each group shall reflect on the question: How do health policies affect and protect the citizenry?4. Each member of the group is assigned to focus on one concept. Student A: Impact to students Student B: Impact to parents Student C: Impact to businessmen Student D: Impact to the government5. All Students A should sit together and discuss the concept assigned to them. Students B, C, and D will do the same.6. You will be given 10 minutes to discuss.7. When the bell rings, all students should go back to their original groups (with Students A, B, C, and D in each).8. Each group will then be given another 10 minutes to share what the members learned from their fellow Student A/B/C/D.9. Assign a speaker for each group to report the reflection in class. TEST YOUR PROCESSING SKILLS The activity below will be recorded under Process. Read the procedures carefully and use the rubric to improve your output. Activity 14: I AM AWARE Having discussed the impact of the national issues, trends, concerns, and the laws that apply to them, what is their impact to you as an adolescent? 1. Select 3-4 acts or laws that best apply to you as a teenager. 2. Write a personal essay about them. 249 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYPart III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 1 In the WHAT TO REFLECT AND UNDERSTAND phase, you will do activities which will assess your deeper knowledge and understanding of the topics learned. At the end of the phase, you will be assessed again to check your reflection and understanding about the concepts and information learned.Activity 15: STUDENT LAWYERS 1. Read and analyze the situations. 2. What health policy/policies is/are concerned in each situation? 3. In what way may the policy/policies affect the character? A factory worker voluntarily underwent HIV testing. The result shows that the worker is positive with the infection. He/She reported about it to the administration. He/ She is now hearing discriminatory remarks from the co-workers. Apparently, the administrator spread the news of his condition to the workers.Health Policy:_________________________________________________________________How does the law affect the character?_________________________________________________________________________________________________________________________________________________________________________________________________________ 250 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY A couple is getting married in a few months. They are required to attend seminars on family planning. Health Policy: _________________________________________________________________ How does the law affect the character? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ What advice would you give the couple? ___________________________________________________________________ ___________________________________________________________________ Upon scouting the area, neighbor A identifies a certain plant as a source of an addictive substance. The area is owned by a rich businessman in the city. ‘ Health Policy: _________________________________________________________________ How does it affect both characters? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ If you are neighbor A, from whom will you ask help about your concern? ___________________________________________________________________ 251 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

An old person consults a doctor and is advised to undergo alternative health care. The old person is apprehensive and doubtful of the health care optionHealth Policy:_________________________________________________________________How does it affect the character?_________________________________________________________________________________________________________________________________________________________________________________________________________Why do people think lowly about alternative and complementary healthcaremodalities?______________________________________________________________________________________________________________________________________DEPED COPYActivity 16: HEALTH HEADLINES 1. Look for a news clip about a health concern or issue (in the past 2-3 months) 2. Read and analyze it. 3. Identify which policy is concerned with the issue. 4. Write a short commentary on the news item.Activity 17: PRESSING ISSUES 1. Here are other policies relating to the health of the Filipinos. 2. Find a partner and read any two (2) of them. • R.A. 6969 Toxic Substances • R.A. 10351 Excise Tax on Alcohol and Tobacco Products • R.A. 8172 Act on Salt Iodization Nationwide (ASIN) • R.A. 7277 Magna Carta for Disabled Persons • R.A. 9994 Expanded Senior Citizens Act • R.A. 8371 Indigenous Peoples Rights Act of 19973. Pair-Share Find a pair and discuss these concerns: a. Why do these health issues concern the public? b. What explains the cause of these issues? c. How will you be able to manage these issues? 252 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 18: LETTER OF CONCERN If you are going to talk to the country’s lawmakers, what questions about thelaws you have learned will you ask them? Write the questions in your notebook.Part IV: WHAT TO TRANSFER No. of Sessions: 2In the “WHAT TO TRANSFER” phase, you will apply what youhave learned through creating or producing a product. At the endof the phase, you will be assessed again to check your knowledge,skills and attitudes.DEPED COPYHealth Correspondents 1. Form groups of 3-4 members. 2. Brainstorm about a research topic on the impact of the national health policies to different sectors of the society. Possible topics: • Awareness of individuals on the health policies • How individuals practice the policies 3. Formulate interview questions and discuss with any of these individuals: a. religious leaders / ministers b. police officers c. mothers d. teachers e. barangay officials f. entrepreneurs / sari-sari store owners g. person/s with disability 4. Write your research paper in the following format: I. Title II. Thesis Statement III. Research Questions IV. Background Information V. Results VI. Discussion and Analysis VII. Conclusion VIII. References 5. Prepare for presentation and sharing in class. 253 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

VI. Post-assessment Select six (6) policies from the list. In each of the boxes, write the name of the policy and provide at least three (3)salient points. • Consumer Act • Traditional and Altenative Medicines Act • Responsible Parenthood and Reproductive Health Act • Philippine AIDS Prevention and Control Act • Comprehensive Dangerous Drugs Act • Tobacco Regulation Act • Cybercrime Prevention Act • Anti-Child Pornography Act • National Blood Services Act • Anti-Hazing Law • National Environmental Awareness and Education Act • Seat Belts Use Act • Anti-Drunk and Drugged Driving LawDEPED COPY Policy: ______________________ Policy: ______________________      254 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Policy: ______________________ Policy: ______________________      DEPED COPYPolicy: ______________________Policy: ______________________      255 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYReferences Donatelle, R. (2206). Access to Health. (9th ed.). San Francisco: Pearson Education, Inc. Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic Education. (Volume 2: A resource book on Health for teachers). Pasay: UNESCO, National Commission of the Philippines. Meeks, L., et al. (2005). Comprehensive school health education: Totally awesome strategies for teaching health ®. (4th ed). McGraw-Hill. New York. Payne, W. (2005). Understanding your health. (8th ed.). Boston: McGraw Hill Natividad, J. (2014). Filipino Youth: Sexuality and education Status. Retrieved from: http://pacu.org.ph/wp2/wp-content/uploads/2014/07/ Sexuality-and-Education-Dr-Joy-Natividad.pdf https://chester2278.wordpress.com/category/reproductive-health-rh-bill/ http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf http://www.gov.ph/2009/11/17/republic-act-no-9775-s-2009/ http://www.dti.gov.ph/uploads/DownloadableForms/RA%209211%20-%20 Tobacco%20Regulation%20Act.pdf http://www.pdea.gov.ph/images/documents/RA_9165.pdf http://dtincr.ph/files/LawsAndPolicies-ConsumerAct.pdf http://www.senate.gov.ph/lisdata/61165556!.pdf http://www.senate.gov.ph/republic_acts/ra%209512.pdf http://www.doh.gov.ph/system/files/ao2005-0002.pdf http://www.pnac.org.ph/uploads/documents/publications/RA8504.pdf http://www.gov.ph/2013/05/27/republic-act-no-10586 http://www.health-lesson-plans-teacher.com/images/PartsOftheSkinPic.jpg http://thumbs.dreamstime.com/z/female-reproduction-system-4231911.jpg http://www.athensdhsc.com/wp-content/uploads/2015/01/Digestive-system- coloring-page-for-kids.png http://4d6ane32do4i1zrbaofbakrm.wpengine.netdna-cdn.com/wp-content/ blogs.dir/60/files/2014/05/World-Health-Organization-logo_WHO.jpg 256 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 10 Health Learner’s Material Unit  This book was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Physical Education and Health – Grade 10Learner’s MaterialFirst Edition 2015ISBN: Republic Act 8293, section 176 states that: No copyright shall subsist in any workof the Government of the Philippines. However, prior approval of the government agency oroffice wherein the work is created shall be necessary for exploitation of such work for profit.Such agency or office may, among other things, impose as a condition the payment ofroyalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this book are owned by their respective copyright holders.DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seekingpermission to use these materials from their respective copyright owners. All means havebeen exhausted in seeking permission to use these materials. The publisher and authors donot represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLSand only within the agreed framework may copy from this Learner’s Material. Those whohave not entered in an agreement with FILCOLS must, if they wish to copy, contact thepublishers and authors directly. Authors and publishers may contact FILCOLS at [email protected] or (02) 439-2204.Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Dina S. Ocampo, PhDDEPED COPY Development Team of the Learner’s MaterialConsultant: Grace Reyes-Sumayo and Hercules CallantaAuthors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap, Janeth P. Cagulang, Jose C. Doria, Encarnita Deveraturda, Jo-Ann G. GreciaEditor: Mercedes ManguerraReviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson, Grace Duka-Pante, Salve Favila, Lordinio VergaraLayout Artist: Aileen N. Ilagan, Donna G. RomeroIllustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena, Fermin Fabella, Hadji S. MendozaManagement Team: Jocelyn DR. Andaya, Elizabeth G. Catao, Jose D. Tuguinayo Jr., Marivic B.Tolitol, Jerry F. CraususPrinted in the Philippines by ____________Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 5th Floor Mabini Building, DepEd Complex Meralco Avenue, Pasig City Philippines 1600Telefax: (02) 634-1054, 634-1072E-mail Address: [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY INTRODUCTION Your Engagement in active recreation, sports, physical activities, and understanding of health concepts will contribute to your sense of social connectedness and help you assume greater responsibility through a variety of roles as you participate in a real world situation. The Physical Education and Health modules are uniquely crafted to explore your greatest potential and promote lifelong skills through active participation in the different learning experiences. Emphasis is placed on combining tactical knowledge that you will acquire, and the development of skills for a better performance and achievement of the expected learning outcomes. This module is designed to provide and equip you with knowledge, skills, and habits that will enable you to achieve competence in maintaining your health and physical condition. The domain in Physical Education focuses on the importance of a healthy lifestyle and physical activity through active recreation such as sports, fitness, street dance and hip-hop dance, while Health Education emphasizes on the development of the proper skills of a health-conscious consumer, lifelong participation in health trends, issues and concerns in health care, and planning for a health career. Each module follows a standard format or pattern with a short overview of the lesson, content and performance standards, pre-assessment and instructional activities categorized into four levels: What to Know, What to Process, What to Understand, and What to Transfer. Every level provides activities that will allow you to experience meaningful and varied learning. Your involvement in the different tasks can take many forms, ranging from self-reflection and group tasks to beyond the classroom learning activities. Like any good material, you will also be assessed and evaluated to ensure that you will have a thorough grasp of the lesson before tackling the next activity. Your deeper understanding of the lesson will help you gain more relevant skills and information, preparing yourself for the challenges of the world. As you start putting life into this module, you will discover many great opportunities and learning experiences that will change the way you spend your time. You need to visualize a better version of yourself and aspire to achieve a holistically healthy you. Come on. Let’s get started! iii All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Table of Contents HEALTH Unit 3: Health Trends, Issues, and Concerns (Global level) ............................. 257 Introduction...................................................................................................... 258 Learning Competencies ................................................................................... 259 Pre-Assessment .............................................................................................. 259 Activity 1: Brainstorming ............................................................................ 261 Activity 2: What If…?.................................................................................. 265 Activity 3: The Philippine Scenario ............................................................. 265 Activity 4: Issues, Concerns and Trends (ICT) ........................................... 266 Activity 5: Present and Future .................................................................... 269 Activity 6: Questions to Ponder ................................................................. 269 Activity 7: Health Initiatives of Our Neighbors ............................................ 270 Activity 8: The Hold Back .......................................................................... 270 Activity 9: Speedy Solutions .................................................................... 273 Activity 10: Interpreting Graphs .................................................................. 274 Activity 11: Related Articles ....................................................................... 277 Activity 12: Poem Writing .......................................................................... 277 Activity 13: Community Health Programs and Strategies .......................... 278 Activity 14: Paired-reflection ...................................................................... 278 Activity 15: Dear Mr. President!.................................................................. 279 Activity 16: WHO Convention .................................................................... 279 Activity 17: Infotography ............................................................................ 280 Activity 18: Interpretative Dance ................................................................ 280 Activity 19: Health Infomercial ................................................................... 280 Summary........................................................................................................ 281 Glossary of Terms......................................................................................... 282 Appendices.................................................................................................... 285 References..................................................................................................... 298 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYUnit 3: Health Trends, Issues, and Concerns (Global level) 257 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

CONTENT STANDARD Number of Sessions: 10 PERFORMANCE STANDARDThe learner demonstrates awareness The learner demonstrates competenceof global health initiatives. in applying knowledge of global health to local or national context.I. Introduction For its central role in global affairs,health issues are among the priority concernsof the United Nations. It thus designated theWorld Health Organization to serve as thelead agency tasked to direct and coordinatewith all member nations regarding leadership,supervision, technical support and educationon matters about health, which affects manycountries—including the Philippines. In the 21st century, public health protection is viewed both as a shared duty andobligation. Thus, people need to understand global issues, concerns and trends thatinclude fair access to essential healthcare and protection against multinational threatswhich directly or indirectly affect the health and lives of billions of people worldwide. This module aims to help you learn about different global health issues andthe initiatives made to help address these problems. Readings and activities areprovided to improve your understanding of health concerns and how these are treatedor implemented around the world and locally. At the end of each lesson, a transferactivity will help evaluate your understanding of the different topics. You will also beassessed prior to answering the different activities and again at the end of the lessonto check for knowledge, understanding, attitudes and skills learned.Are you ready to learn? Then go through each lesson to become health-oriented andglobally adept.DEPED COPY 258 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYII. LEARNING COMPETENCIES The Learner: 1. discusses the significance of global health initiatives; 2. describes how global health initiatives positively impact people’s health in various countries; 3. analyzes issues in the implementation of global health initiatives; and 4. recommends ways of adopting global health initiatives to local or national context III. PRE-TEST No. of Session: 1 The result of the pre-test will check your current knowledge, understanding and skills about global health trends, issues and concerns. A. Word Hunt Use pencil/ballpoint pen and write the answers in your activity sheet or notebook. Procedure: 1. Look for 10 global health issues and concerns that the World Health Organization and member-nations are facing. 2. Discuss the implications of the different global health issues and concerns to people across nations. MA L AR I A I DENT WA T ERS A F E T YR AQSES AES I DNE H T L A E H ‘S N E M O W MENT A LHE A L TH Z XCNMK I LOPOE ASDP AOV TRDNU ENV I RONMEN TG ERDNO I T I RTUN E S T Y R RWE T Y B E S T O W T O B A C C O D Answer these questions: 1. What are the current health issues and concerns in your community? Share and discuss these health initiatives. 2. What will the world be like if health issues and concerns are not properly addressed by peoples around the world? 3. If you are a health worker in your community, what health issues and concerns do you think should be addressed immediately? Why? 259 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYB. Self-Check Read these statements about global health and choose the best answer by writing the letter in the activity sheet/notebook. 1. Which of these international organizations is the chief body responsible for providing leadership on global health, setting norms and standards and providing health support to countries around the world? a. International Committee of the Red Cross b. United Nations Health and Life Insurance c. World Bank d. World Health Organization 2. Which area recorded the highest death rate among children aged 5 years and below? a. Africa b. East Asia and Pacific c. Latin America d. South Asia 3. Which disease is the leading cause of death among people who live in developing countries? a. heart diseases b. HIV/AIDS c. malaria d. respiratory diseases 4. In what region did new HIV infections occur among individuals living in low- and middle-income countries? a. East Asia b. Sub-Saharan Africa c. South Asia d. Pacific Region 5. Which life-style disease is the top leading cause of death worldwide? a. diabetes b. heart disease c. hypertension d. stroke 260 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Part I: WHAT TO KNOW No. of Sessions: 3 In the WHAT TO KNOW phase, you will answer activities which will assess your background knowledge. At the end of the phase, you will be assessed again to check for the knowledge and concepts and information you have learned. A number of activities are provided for Differentiated Instruction. Some of these can be used as make-up activities during inclement weather, holidays and the like.Activity 1: BRAINSTORMINGBrainstorm on this: What are the biggest health issues and concerns that people around the world face today? List them on the board. Your teacher will help you clarify new terms and concepts.DEPED COPY Global Health and the Millennium Development Goals The term “global health” rose in popularity along with the rise of globalization. Both terms improved public awareness of vulnerabilities and shared responsibilities among people for the different injustices in the world. Ilona Kickbush (2006), director of the Global Health Program at the Graduate Institute of International and Development Studies in Geneva, Switzerland states that global health pertains to various health issues, concerns, and trends which go beyond national boundaries and call for global initiatives for the protection and promotion of peoples’ health across the world. Koplan and Associates (2009) states that global health is an area for study, research and practice that prioritizes health improvement and achieving impartiality in healthcare and wellness worldwide. Beaglehole and Bonita (2010) gave a short but meaningful definition of global health: cooperative research and action of international communities to promote health for all. 261 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYM D Gillennium evelopment oals The United Nations Millennium Development Goals are eight targets that all191 UN Member States have agreed to achieve by 2015. The United Nations Millennium Declaration, signed in September 2000commits world leaders to fight discrimination against women and children, disease,hunger, poverty, illiteracy, and environmental degradation. All of these goals cannotbe attained without addressing each and everyone. All of them influence, affect anddepend on better global health programs and policies.­­ 1 Developing countries particularly in Africa and Asia suffer from extreme poverty and hunger. Poverty and hunger leads to severe malnutrition which leads to lifelong physical and cognitive (learning and reasoning) damage and affects health, well-being and the economy. Some key suggestions to eradicate poverty and hunger are:C Education C Promoting gender equalityC Producing more jobs C Investing more in agriculture C Strengthened nutrition programs for children and infantsC Support and protection of developing and vulnerable countries during crises 2 Persons, particularly women who are educated, are more likely to seek medical care especially during pregnancy, ensuring proper nutrition for their family, adopting healthy sanitary practices and ensuring immunization of children. As an effect, infants and children have better survival rates, are healthier and better nourished. If these are attained, children who receive primary education are more likely to:C Marry and have their own families at a later stage in life C Practice family planning and have fewer childrenC Know rights, responsibilities and civic obligationsC Seek employment and sustain personal and family needsC Have decreased risk of getting sexually transmitted infections like HIV/AIDSC Support and protection of developing and vulnerable countries during crises 262 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 3 Gender equality means equal representation of men and women. It implies that all gender should have equal value and treatment. Equal gender treatment empowers women and other groups creating opportunities in education, work, finances, and other aspects which improves the economy and lessen effects of financial crises. Gender equality can be achieved through: C Early childhood development intervention C Promotion of women’s political rights and involvement C Improved reproductive health programs and policies C Education and integrating gender equality in school curriculum C Improved women’s access to work and strengthened labor policies for women C Support and protection of developing and vulnerable countries during crises 4 Programs and policies which help reduce child mortality like improving nutritional intake, healthcare facilities and infrastructure, and other fields which improve children’s lives. Strengthening local and national health programs and policies is one way to reduce child mortality. This includes: C Immunization programs C Assuring the survival and better health of mothers C Improving reproductive health programs and policies C Better nutrition program for infants, children and mothers 5 Improved maternal health is not only about mother’s health but also involves the health and wellness of the family. Maternal health also helps eradicate other problems like poverty, gender inequality, decreased workforce, lower birth deaths, and disability of women. Some ways to improve maternal health include: C Improved and proper nutrition of mothers C Teaching the benefits of birth spacing and small family size C Educating young boys and girls about the importance of maternal health CBetter and improved access to hospital care especially obstetric-gynecology, prenatal and postnatal care 263 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY 6 Emerging and re-emerging diseases like HIV/AIDS, malaria, influenza and other diseases affect productivity and growth of nations. Some of the effects of disease outbreak are loss of jobs, shortage in professional workers, and creating social crises. Children are the most vulnerable and are exposed to exploitation and abuse undermining their normal growth and development. Some ways to combat diseases include effective prevention, treatment and care like:C Improved housing conditionsC Increased access to anti-malarial medicinesC Promoting safer sex behavior and preventive education for all C Promoting Tuberculosis (TB) screening of HIV/AIDS persons andC TB - Directly Observed Treatment Short (TB-DOTS) Course therapyC Promoting the use of insecticide-treated nets to fight mosquito-borne diseases 7 Investing and supporting sustainable energy like solar, wind and water energy help support jobs, create business opportunities, and save remaining non-renewable energy sources. Environmental sustainability assures peoples to live healthier and enjoy a clean and green environment. Some of the benefits of a sustainable environment are:C Cleaner air and environment C Clean, environment-friendly, and renewable energyC New and aspiring jobs and business in energyC Increased access to sanitation 8 The United Nations, World Health Organization, World Bank and governments work together to make sure there is fair trade and that heavily indebted countries obtain relief and funds to combat poverty, malnutrition and funds for education and social projects. Some benefits of global partnership are:C Expanded international trade agreements C Improved access to affordable medicineC Reduced poverty through government debt relief grantC Developed information and communication technology (ICT) infrastructure 264 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 2: WHAT IF…? Predict the global effects if the eight Millennium Development Goals wereachieved or not achieved. Copy the table below in your notebook or activity sheet andwrite your predictions in the columns.Goal No. Millenium Development Goals What if this goal What if this goal is is achieved? not achieved?123456DEPED COPY7A8dapted from: Measuring success: the millennium development goals (mdgs) a high schoolunit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008Activity 3: THE PHILIPPINE SCENARIODo you think the Philippines will be able to achieve these eight goals? Write yourpersonal report in your notebook or activity sheet. List which goals are highlyachievable and which are not. Explain why and share your report in class. The Philippine MDG ScenarioHighly Achievable Goals Not Highly Achievable Goals Global Health Initiatives One of the benefits of globalization to the world is the development and improvement of various health initiatives initiated by different nations and governments to address health issues and concerns. Global health initiatives are programs set in motion by the United Nations through the World Health Organization and in partnership with the World Bank which targets specific health problems including but not limited to emerging and re-emerging diseases, climate change, environmental sanitation, mental health, tobacco regulation, and alcohol use. 265 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 4: ISSUES, CONCERNS, AND TRENDS (ICT) Write in each box the different health issues, concerns and trends encounteredaround the world. These issues, concerns and trends may have not been mentioned inthe readings but should also be addressed by international and national communities.Add more boxes if needed. Some of the global health initiatives spearheaded by the World HealthOrganization include the following:The Global Fight against Communicable Diseases C. Roll Back Malaria. Roll Back Malaria is a global effort to reduce the number of deaths from malaria infection through heightened prevention tools, rapid response to outbreaks, development of new anti-malarial products, and effective treatment of the infection. Specific objective: 1. To enable and to increase the capacity of caregivers to recognize malaria promptly and take early appropriate action; 2. To empower service providers by imparting adequate knowledge, skill and capacity which enable them to respond to malaria illness appropriately; 3. To create an enabling environment for implementation. D. Stop TB. Stop TB is a global effort to prevent further transmission of tuberculosis or TB around the world. One of the programs for Stop TB is the implementation of the TB-DOTS short-course strategy. 266 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Objectives 1. To achieve universal access to high-quality diagnosis and patient-centered treatment 2. To reduce the suffering and socio-economic burden associated with TB 3. To protect poor and vulnerable populations from TB, TB/HIV and multi drug-resistant – TB (MDR-TB) 4. To support development of new tools and enable their timely and effective use. E. Global Alliance for Vaccines and Immunization The Global Alliance for Vaccines and Immunization is a global strategy which aims to strengthen children’s immunization programs and introduce new generation of licensed vaccines into use in developing countries across the globe. These new vaccines which could help reduce the number of deaths in children aged 5 years old and below includes: • Hepatitis B vaccine • Childhood meningitis vaccine • Yellow fever vaccine • Influenza vaccine • Vaccine for pneumonia F. The Global Fund to Fight AIDS, TB, and Malaria. The Global Fund to Fight AIDS, TB, and Malaria is a funding project rather than an initiative. Nevertheless it helps in the prevention, reduction, and mitigation of the negative impacts of the three diseases to humanity which contributes to the fulfillment of the Millennium Development Goals. Global Prevention and Control of Tobacco and Alcohol Use • WHO Framework Convention on Tobacco Control. The WHO Framework Convention on Tobacco Control (WHO FCTC) is the prime international treaty negotiated under WHO. The WHO FCTC came into existence in reaction to the global epidemic of tobacco use and abuse. It reaffirms the right of every individual across the world to the highest standard of health promoting public health and providing new legal means for global health cooperation. 267 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY The following summarizes the WHO FCTC provisions: 1. Price and tax measures to reduce the demand for tobacco, and 2. Non-price measures to reduce the demand for tobacco, namely: • Protection from exposure to tobacco smoke; • Regulation of the contents of tobacco products; • Regulation of tobacco product disclosures; • New packaging and labeling of tobacco products; • Education, communication, training and public awareness; • Demand reduction measures concerning tobacco dependence and cessation; and • Tobacco advertising, promotion and sponsorship.Global Strategy to Reduce the Harmful Use of Alcohol. The Global Strategy to Reduce the Harmful Use of Alcohol recognizes theclose ties between the harmful use of alcohol and the socio-economic developmentof a nation. Likewise, this strategy builds and supports other global health initiativeslike the global strategy for the prevention and control of non-communicable diseases.Global Strategy for the Prevention and Controlof Non-communicable Diseases. The Global Strategy for the Preventionand Control of Non-communicable Diseasesis a global action plan to prevent and controlthe following non-communicable diseases:cardiovascular diseases, chronic respiratorydiseases, cancers, and diabetes and the fourshared risk factors: unhealthy eating, physicalinactivity, tobacco use and alcohol use. Objectives of the Action Plan: 1. To raise the priority accorded to non-communicable disease at global and national levels and to integrate prevention and control of such diseases into policies across all governments 2. To establish and strengthen national policies and plans for the prevention and control of non-communicable diseases 3. To promote interventions to reduce the main shared but preventable risk factors for non-communicable diseases: unhealthy eating, physical inactivity, tobacco use, and harmful use of alcohol 4. To promote research for the prevention and control of non-communicable diseases 5. To promote partnerships for the prevention and control of non -communicable diseases 6. To monitor non-communicable diseases and their causal factors and evaluate progress at the local, nationa,l and global levels 268 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Global Initiative for Mental Health • Comprehensive Mental Health Action Plan 2013-2020 The “Comprehensive Mental Health Action Plan 2013-2020” is the result of extensive research and consultations by stakeholders, member- nations, academic and non-government centers across the globe. The mental health action plan should be impartial, life-based, and preventive in nature. It basically addresses the following: • To fight and alleviate negative trends in mental health, • To improve and make mental health services and care accessible, and • To prevent abuse of rights and unjust treatment against people with mental problems, disorders, and disabilities which are still prevalent around the world.DEPED COPYActivity 5: PRESENT AND FUTURE Think of the present status of these global health issues and concerns. Writethese in the Present column. Predict what will happen if these global health issuesand concerns are properly addressed by different nations. Write these in the Futurecolumn.Present Global Health Issues and Concerns Future Communicable Diseases Tobacco and Alcohol Use Mental HealthActivity 6: QUESTIONS TO PONDER Answer the following: 1. How does the Philippine government address different local and national health issues and concerns like HIV/AIDS cases and tobacco and alcohol related diseases? 2. Who do you think are the stakeholders or partners of the government in addressing health problems? How can they help curb various health problems? 3. How can educating the youth help in developing a socially conscious and healthy individuals who are aware of the various global health threats and concerns? 269 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 7: HEALTH INITIATIVES OF OUR NEIGHBORS 1. Conduct individual research on the positive impact of health initiatives to different regions around the world. 2. Mention 3-5 countries in the region and some of their national health initiatives. 3. List down these initiatives in the table. Write your answers in your notebook.Region Country and Its National Health InitiativesSoutheast Asia Example: Philippines – TB-DOTS, Yosi-KadiriSouth and East AsiaMiddle East & CentralAsiaDEPED COPYEuropeNorth AmericaSouth AmericaAfricaPacific Islands & AustraliaActivity 8: THE HOLD BACK Now that you know some of the health initiatives in the Philippines, what do youthink are some of the local and national factors, influences and beliefs in the Philippineswhich derail the fast and full implementation of these global health initiatives? List the factors, influences and beliefs which impede the implementation ofhealth initiatives at the local and national level. Beside the answers, write how thesehindering factors can be managed. LOCAL REASONS NATIONAL REASONS 270 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

BEYOND THE CLASSROOM • Know the different global trends in improving healthcare such as fighting communicable diseases like malaria, tuberculosis and HIV/AIDS, preventing maternal deaths and other health issues and concerns. List these in your notebook or activity sheet. • Prepare for a test on knowledge on a date set by your teacher. TEST YOUR KNOWLEDGE Your teacher will assess the knowledge you have gained in the “What to Know” phase. The result will be recorded under Knowledge.DEPED COPYPart II: WHAT TO PROCESS No. of Sessions: 2In the WHAT TO PROCESS phase, you will answer andperform activities which will help you process and improve yourunderstanding of the previous lesson. At the end of the phase,you will be assessed again to check your processing skills aboutthe concepts and information learned. A number of activities areprovided for Differentiated Instruction. Some of these can beused as make-up activities during inclement weather, holidaysand the like. 271 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY The United Nations Development Program’s Quick Wins The United Nations Development Program (UNDP) works with differentnations and organizations to withstand crises, empower lives and improve thequality of life for all. One of the UNDP’s intervention programs to achieve the eightmillennium development goals is called Quick Wins. Quick Wins are actions that canbe immediately used within the community or locale to produce effective results. Ifapplied continuously, Quick Wins could change people’s views, and beliefs and triggeractions which could lead to helping millions of lives and countries find their right pathtowards the goals. Below are some examples of UNDP’s Quick Wins: • No school fees and free access to educational materials and facilities in schools to ensure that all children attend classes. This eliminates poor families’ concept that education is only for those who can afford it. Finances can include donor assistance from partnerships with private groups. • Children are provided with free school meals and take-home rations using locally produced food. • Regular annual deworming for all school children especially in impoverished areas to improve health and education. • Provision for poor farmers of affordable supplies of soil nitrogen and other soil nutrients. • Design community nutrition programs for pregnant, nursing mothers and children below five years of age. These includes breastfeeding, feeding programs and micronutrient supplements like vitamin A and zinc. • Offer basic skills training of community members in health, farming, technical-vocational, and infrastructure. • Free basic health services sponsored by private organizations. • Expanded access to sexual and reproductive health information and services. These includes family planning information campaign and services. • Distribution of free, effective and efficient insecticide-treated bed nets to families especially in malaria and dengue-endemic areas. 272 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

• Active national and local campaigns to reduce violence against women and children. • Reform and enforce legislation protecting and empowering women’s and children’s rights. • Empowering women to play an important role in formulating and monitoring poverty reduction strategies, programs and policies. • Allowing government-owned hospitals, health centers, schools and other social service institutions free access to electricity, water, sanitation and internet using sustainable and renewable energies like solar panels, wind and geothermal generators. • Plant endemic trees at the community level to provide shade, produce, watershed protection, windbreak and timber.Adapted from: Measuring success: the millennium development goals (mdgs) a highschool unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008DEPED COPYActivity 9: SPEEDY SOLUTIONS Imagine yourself as a member of a local organization that wants to sponsor oneof the LINDP type projects given above to help achieve the millennium developmentgoals. Follow the procedures below: 1. Form a group of 6 members. 2. Pick a project above. Choose a creative title for the project. 3. Determine with the group which Millennium Development Goal(S) does the project target. 4. Come up with the group’s slogan that captures the energy and importance of the chosen project. 5. Follow the format below.Project Title: Target MDG Slogan Project Statement (Based on the sample UNDP Quick Wins) 273 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 10: INTERPRETING GRAPHS Study and use the figures below to answer questions 1-6. Write your answersin your notebook or activity sheet. YEAR Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)Source: National Epidemiology Center of the Philippines Department of Health. Retrieved Oc- tober 29, 2014 from www.doh.gov.ph Processing Questions: 1. What are the estimates of dengue cases for each year? 2. What is the trend of dengue infection from year 2010 to 2014? 3. Why did the number of dengue cases drop in a span of 5 years? Enumerate several efforts which helped in the control and reduction of dengue infections. 274 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPY Figure 2: Global Estimates of HIV/AIDS Infection and Death due to AIDS 2001 – 2012 Source: UNAIDS global report2013. Retrieved August 25, 2014 from www.unaids.org/en/ resources/campaigns/globalreport2013/factsheet/ Processing Questions: 1. Describe the trend of global infection and deaths due to HIV/AIDS from 2001 to 2012. 2. Compare the global estimates of HIV/ AIDS infection and death to the Philippine National AIDS Council’s data in the country. Check PNAC.org.ph 275 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Table 1: Estimate Number of Maternal Deaths for Year 1990, 2005 and 2010 Maternal Deaths by YearRegion 1990 2005 2010Developed Countries 1 300 960 2 200Caucasus and Central Asia 2 800 1 800 750Africa 221 000 276 000 164 800Asia 329 000 241 000 134 800DEPED COPYLatin America and the Caribbean 21 000 15 000 8 800Oceania 1 000 890 510 Processing Questions: 1. Predict the estimates by 2020. Why do you think the estimates are like this? 2. What global health trends made this possible?Do the following in your activity sheet: 1. Construct a graph of the numbers in table 1. You can use a line, bar graph or pie chart. 4. Interpret the data. 5. Share your interpretation in class and submit for evaluation. Use the rubric for constructing a graph to improve the output. TEST YOUR PROCESSING SKILLS Your teacher will assess your processing skills. The scores will be recorded under Process. 276 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYPart III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 2 In the WHAT TO REFLECT AND UNDERSTAND phase, you will do activities which will assess your deeper knowledge and understanding of the topics discussed. At the end of the phase, you will be assessed again to check your reflection and understanding of the concepts and information. A number of activities are provided for Differentiated Instruction. Some of these can be used as make-up activities during inclement weather, holidays, and the likes. Activity 11: RELATED ARTICLES Search for at least two related articles or case studies about different global health issues, concerns and trends. Paste these in the activity sheet or notebook. Share in class your related articles and have a buzz session afterwards. Use these guide questions: 1. Should the health issues, concerns, and trends you have gathered deserved to be addressed by international and national government? Why? 2. Rate the top 10 health issues, concerns and trends with 1 as the highest priority. Explain your opinion on its urgency. 3. What do you think are reasons these health initiatives are difficult to implement worldwide? Explain. 4. If you are to implement a health initiative in your community, which would you initiate and why? Discuss the ways you would organize and finance the program. Activity 12: POEM WRITING Choose one global health initiative of the World Health Organization and write a poem about it. Include the aims of the initiative and its importance to global health. Share the poem in class and have a short class discussion. 277 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Activity 13: COMMUNITY HEALTH PROGRAMS ANDSTRATEGIES With the same group, gather more information onyour local community’s health programs and strategies.Interview health workers on the health programs andstrategies implemented in their respective areas. Theinterview can be recorded on video.Prepare to present your gathered reports. Thepresentation can be in the following forms:DEPED COPY Skit News reporting Puppet show LCD/LED presentation Artists in the group can be utilized to: • Draw and paint • Edit and lay-out using a computer • Act and or danceActivity 14: PAIRED-REFLECTION Choose a partner. Share with yourpartner your answers to the questions.Afterwards, allow your partner to share his orher answers. Reflect on both your answers. Atthe GO signal of your teacher, change partnersand do the same procedure. Always reflect onthe answers. Reflection Questions:1. The three most important things I learned about LNDP are: a. ______________________________ b. ______________________________ c. ______________________________2. How will these experiences help me in the future?3. How can health initiatives improve global health? Discuss. 278 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

TEST YOUR UNDERSTANDINGYour teacher will assess your understanding on the conceptsand information learned. This will be recorded under Reflect andUnderstand.Part IV: WHAT TO TRANSFER No. of Sessions: 2In the WHAT TO TRANSFER phase, you will apply what youhave learned through a creative performance or by producing aproduct. At the end of the phase, you will be assessed again tocheck your knowledge, skills and attitudes.DEPED COPY Choose one from the following performances or products. • Learners who are good in writing can do Activity 15. • Learners who are good in writing and declamation can do Activity 16. • Learners who are good in photography and use of visual media can do Activity 17. • Learners who are good in dancing and music can do Activity 18. • Learners who are good in acting and media arts can do Activity 19. Activity 15: DEAR MR. PRESIDENT Write a letter addressed to the President of the Republic of the Philippines about the full and immediate implementation of health initiatives. Give reasons why these health initiatives should be implemented and acted upon to ensure the health and wellness of Filipinos. Share your letter in class. Use the grading rubric for letter writing in the appendices as your guide. Activity 16: WHO CONVENTION You are to represent your country to the World Health Convention at the United Nations headquarters in Geneva, Switzerland. Write a speech about the importance of global health in order to address other global concerns and issues like poverty, hunger, and environmental sanitation. You will talk in front of other delegates and need to convince the UN member nation representatives of the importance of addressing your concerns. Use the rubric for speech in the appendices as your guide. 279 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYActivity 17: INFOTOGRAPHY Form nine groups. Plan aphoto exhibit of the different healthissues, concerns, and trends. Edit theinfotography and add texts and relativeinformation. Have a photo exhibit andanswer questions from viewers if thereare any. Refer to http://www.un.org/millenniumgoals/ for some samples.Use the rubric for infotography in theappendices as your guideActivity 18: INTERPRETATIVE DANCE 1. Form 4-5 groups. 2. Plan an interpretative dance of a specific health issue, concern or trend. 3. Use relevant music (canned or live) for the dance interpretation. 4. Limit the duration of the dance to an average of 3-5 minutes. 5. Use the rubric for Interpretative Dance in the appendices as your guide.Activity 19: HEALTH INFOMERCIAL 1. Form 3-4 groups and make a health infomercial. An infomercial is a commercial presented in a form of a short documentary. 2. Make your group’s infomercial creative and informative. Refer to short documentaries produced by television networks. 3. Use the rubric in the appendices as your guide. TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES Prepare for a summative test. Your teacher will test your over-all knowledge, skills, and attitudes about global health initiatives. Write the answers on a whole sheet of paper. 280 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

DEPED COPYSUMMARY Global health initiatives are programs and projects which help address global health issues, concerns, and trends. Global health is a new trend in which the World Health Organization addresses health concerns in cooperation with member-nations and private international organizations as partners. Some of these health issues, concerns, and trends are about mental health, pollution, climate change, environmental sanitation, tobacco control, harmful use of alcohol, and prevention and control of communicable and non-communicable diseases. Along with the health initiatives to prevent if not reduce the prevalence of health problems, the United Nations formulated the eight millennium developmental goalsin the year 2000 so that nations across the world can reduce poverty and hunger, promote universal education for all and gender equity, reduce mortality among children, improve maternal health, combat HIV/AIDs, malaria, and other communicable diseases, ensure environmental sustainability, and develop global partnership in addressing global problems. Among the global health initiatives led by the World Health Organization are: Stop TB, Roll Back Malaria, Global Fund to Fight HIV/AIDS, Malaria and other diseases, Framework Convention on Tobacco Control, Comprehensive Mental Health Action Plan, Global Strategy to Reduce the Harmful Use of Alcohol and Global Strategy for the Prevention and Control of Non-Communicable Diseases. 281 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

GLOSSARY AIDS means Acquired Immune-Deficiency Syndrome. It is a serious and most often fatal communicable disease of the immune system transmitted through body fluids like blood, plasma and mucous usually by blood transfusion, sexual contact, and use of contaminated syringe Alcohol a gateway drug which depresses the central nervous system. It is an active ingredient in beverages like Cancer brandy, beer, rum and wineCardiovascular malignant growth or tumor caused by abnormal and disease uncontrolled cell reproduction. It may spread to other parts of the body through the lymphatic system or the blood disease of the heart and blood vesselsDEPED COPYChildhood meningitis communicable disease characterized by inflamed meninges (the tissues that surround the brain and spinal Communicable cord) caused by bacteria with symptoms like headache, disease nausea, fever, and stiff neck any disease transmitted from one person to another by direct or indirect contact Diabetes a non-communicable disease characterized byHealth issue abnormally high blood sugar levels with symptoms likeHealth trend excessive urination and persistent thirst any of the important statements in health that is in dispute and must be settled any general tendency to change in health concepts, information, skills, and values Hepatitis inflammation of the liver caused by a micro-organism or a toxin HIVHypertension stands for Human Immunodeficiency Virus, which causes the Acquired Immune Deficiency Syndrome Gender a disorder in the artery which makes blood pressure abnormally high the attributes which distinguishes a person on the basis of reproductive roles 282 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.

Global health the health of the world as a whole; the area of study, research and practice which gives priority on improving and achieving equal health for all people worldwideGlobal health initiativeDEPED COPYa program or strategy which addresses global health issues, concerns, and trends Immunization the act of making a person immune from certain Influenza diseases Information and an acute communicable disease characterized by communication high fever that lasts for days, nausea, body pains, and fatigue that lasts for days technology Malaria the integration of information and communication technology with the use of media like computers and Malnutrition other telecommunication devices Maternal health a communicable disease caused by plasmodium parasites transmitted through mosquito bites; MDG characterized by chills and fever Mosquito-borne insufficient or excessive intake of food and nutrients; disease inability to absorb food properly Multi-drug-resistance the health of women during pregnancy, childbirth, and postpartum period. Non-communicable disease also known as the Millennium Development Goals; are eight goals of the United Nations to address global Non-renewable health issues and concerns energy a communicable disease transmitted by mosquitoes Obstetric-gynecology a condition enabling disease-causing micro-organisms to resist drugs and medicines Pneumonia disease not transmitted through direct or indirect contact and non-infectious energy from a source that is not sustainable as it takes billions of years to form; e.g. fossil fuels like oil, coal, and natural gas a branch of medical science which specializes in treating diseases of the female reproductive organs and delivering babies disease of the respiratory system characterized by inflammation of the lungs caused by bacteria, virus, or irritants 283 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2015.