Health Grade 4

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H6CH-IVij-23 MATERIALSD. Protection from Fraudulent 10. discusses ways to protect oneself Health Products from fraudulent health products 1. Awareness and DEPED COPY Vigilance 2. Know How and Where to Seek HelpK to 12 Health Curriculum Guide December 2013 Page 44 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM GRADE 7CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS The learner…GRADE 7 - GROWTH AND DEVELOPMENT – 1st Quarter (H7GD) 1. discusses the concept of holistic The learner… The learner… healthA. Holistic health 2. explains the dimensions of holistic H7GD-Ia-12 OHSP in Health health (physical, mental/ 2010 SEC intellectual, emotional, social, and moral-spiritual); 3. analyzes the interplay among the health dimensions in developing holistic health; DEPED COPYdemonstrates appropriately manages understanding of holistic concerns and challenges health and its during adolescence to management of health achieve holistic health. OHSP in Health 2010 SEC concerns, the growth and H7GD-Ib-13 development of adolescents and how to OHSP in Health manage its challenges. 2010 SEC H7GD-Ib-14 4. practices health habits to achieve H7GD-Ic-15 OHSP in Health holistic health; 2010 SEC OHSP in HealthB. Stages of growth and 5. describes developmental milestones H7GD-Id-e-16 2010 SEC development as one grow OHSP in Health (infancy to old age) 2010 SEC OHSP in HealthC. Changes in the health 6. recognizes that changes in different 2010 SEC OHSP in Healthdimensions during health dimensions are normal H7GD-Id-e-17 2010 SECadolescence during adolescence; Page 45 of 66 7. describes changes in different aspects of growth that happen to H7GD-Id-e-18 boys and girls during adolescence; 8. recognizes that changes in different dimensions are normal during H7GD-If-h-19 adolescence’ 9. explains that the pattern of change during adolescence is similar but H7GD-If-h-20 the pace of growth and development is unique for each adolescent;D. Management of health 10. identifies health concerns duringconcerns during adolescence H7GD-Ii-j-21adolescenceK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS (poor eating habits, lack of DEPED COPY 11. explains the proper health H7GD-Ii-j-22 2010 SEC I sleep, lack of physical appraisal procedures H7GD-Ii-j-23 EASE Health Educ activity, dental problems, H7GD-Ii-j-24 2010 SEC I body odor, postural 12. demonstrates health appraisal H7GD-Ii-j-25 EASE Health Educ problems, as well as other procedures during adolescence in 2010 SEC I problems in other health order to achieve holistic health EASE Health Educ dimensions) 13. avails of health services in the Page 46 of 66E. Health appraisal procedures school and community in order to (height and weight appraise one’s health; measurement, breast self- examination for girls, 14. applies coping skills in dealing hearing test, vision with health concerns during screening, scoliosis test, adolescence health exam, and dental exam)F. Development of self- awareness and coping skillsGRADE 7 – NUTRITION – 2nd Quarter (H7N) The learner The learner The learner makes informed 15. identifies the right foods duringA. Nutrition during demonstrates decisions in the adolescence H7N-IIa-20 adolescence understanding of choice of food to eat H7N-IIb-c-21 nutrition for a during adolescence 16. follows the appropriate nutritional H7N-IId-f-22B. Nutritional guidelines healthy life during guidelines for adolescents for adolescence healthful eatingC. Nutrition problems of 16.1 explains the need to select adolescents food based on the nutritional 1. Malnutrition and needs during adolescence 16.2 follows the Food Pyramid guide for adolescents and nutritional guidelines for Filipinos in choosing foods to eat 17. identifies the nutritional problems of adolescentsK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS 2010 SEC I micronutrient 18. describes the characteristics, H7N-IId-f-23 EASE Health Educ deficiencies signs and symptoms of 2010 SEC I2. Eating disorders malnutrition and micronutrient H7N-IId-f-24 EASE Health Educ 2.1 Anorexia nervosa deficiencies H7N-IId-f-25 2010 SEC I 2.2 Bulimia H7N-IId-f-26 EASE Health Educ 2.3 Compulsive eating 19. discusses ways of preventing and H7N-IIg-h-27 2010 SEC I controlling malnutrition and EASE Health Educ disorder micronutrient deficiencies 2010 SEC I EASE Health Educ 20. explains the characteristics, signs OHSP Health and symptoms of eating disorders Page 47 of 66 21. discusses ways of preventing and controlling eating disorders 22. applies decision-making and critical thinking skills to prevent nutritional problems of adolescentsD. Decision-making skills DEPED COPYGRADE 7 – PERSONAL HEALTH – 3rd Quarter (H7PH)A. Mental Health The learner The learner 23. explains the factors that affect H7PH-IIIa-b- the promotion of good mental 28(An Introduction) consistently health demonstrates skills H7PH-IIIa-b- demonstrates that promote mental 24. explains that stress is normal and 29 understanding of health inevitable H7PH-IIIa-b-B. Understanding stress mental health as a 25. differentiates eustress from 30 1. Eustress dimension of holistic distress 2. Distress health for a healthy H7PH-IIIa-b- life 26. identifies situations that cause 31 feelings of anxiety or stressC. Common areas of stressor H7PH-IIIc-32 that affects adolescents 27. identifies the common stressors (peer, family, school, that affect adolescents H7PH-IIIc-33 community) 28. identifies physical responses ofD. Coping with stress the body to stress 29. identifies people who can provide H7PH-IIIc-34 support in stressful situations H7PH-IIId-e- 30. differentiates healthful from 35 unhealthful strategies in coping with stress H7PH-IIId-e- 36 31. demonstrates various stress management techniques that oneK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H7PH-IIId-e- Page 48 of 66 Coping with Dying and can use every day in dealing with 37 Death stress 32. explains the importance of H7PH-IIId-e-E. Types and Management of grieving 38 Common Mental Disorders 3. Identifying triggers and 33. demonstrates coping skills in H7PH-IIIf-h- warning signs managing loss and grief 39 4. Prevention coping and DEPED COPY treatment 34. recognizes triggers and warning 4.1 Mood disorders, signs of common mental bipolar, schizophrenic, disorders Obsessive Compulsive Disorder (OCD), 35. discusses the types, sign, H7PH-IIIf-h- Obsessive Compulsive symptoms, and prevention, 40 Personality Disorder) treatment and professional care (OCPD), post- in managing common mental traumatic health disordersGRADE 7 – INJURY PREVENTION, SAFETY AND FIRST AID (Intentional) – 4th Quarter (H7IS) The learner The learner The learnerA. Concept of intentional demonstrates consistentlyinjuries 36. differentiates intentional injuries H7IS-IVa-d-31 understanding of the demonstrates from unintentional injuries H7IS-IVa-d-32B. Types of intentional injuries concepts and resilience, vigilance1. Bullying (cyber bullying) principles of safety and proactive2. Stalking education in the behaviors to prevent3. Extortion prevention of intentional injuries4. Gang and youth intentional injuriesviolence 37. describes the types of intentional5. Illegal fraternity-related injuriesviolence6. Kidnapping andabductionK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS7. Acts of terror8. Domestic violence9. Suicide10. Sexual victimization andother forms of sexual DEPED COPYabuse and harassmentC. Prevention andmanagement of intentional 38. analyzes the risk factors relatedinjuries to intentional injuries H7IS-IVe-h-33 self-protection preventing self-harm promoting a culture ofnon-violence throughhealthful behaviors 39. identifies protective factors H7IS-IVe-h-34 reporting cases of related to intentional injuriesviolence to properauthorities seeking help fromtrusted individuals and 40. demonstrates ways to preventhealth professionals and control intentional injuries H7IS-IVe-h-35K to 12 Health Curriculum Guide December 2013 Page 49 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM GRADE 8CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALSGRADE 8 – FAMILY HEALTH I – 1st Quarter (H8FH) The learner Page 50 of 66A. Gender and Human The learner 1. identifies basic terms in sexuality H8FH-Ia-16 appropriately manages H8FH-Ia-17Sexuality (Correlate with sexually-related issues (sex, sexuality, gender, etc.) H8FH-Ia-18 through responsible and H8FH-Ib-19 informed decisions 2. discusses sexuality as anValues Education; demonstratesDEPED COPY H8FH-Ic-d-20 important component of one’s H8FH-Ic-d-21coordinate with Guidance understanding of human personalityCounselor) sexuality and managing 3. explains the dimensions of sexuality related issues human sexuality for a healthy life 4. analyzes the factors that affect one’s attitudes and practices related to sexuality and sexual behaviors 5. assesses personal health attitudes that may influence sexual behavior 6. relates the importance of sexuality to family healthB. Teenage concerns 7. identifies the different Identity crisis issues/concerns of teenagers (i.e., identity crisis) and the need Sexual identity and for support and understanding of the familySexual behaviors H8FH-Ie-g-22 Pre-marital sex,teenage pregnancies,and abortionC. Development of decision- 8. applies decision-making skills inskills in managing sexuality managing sexuality-related H8FH-Ih-23related issues issuesGRADE 8 – FAMILY HEALTH II – 2nd Quarter (H8FH)A. Dating, courtship, and The learner… The learner… 9. defines basic terms (dating,marriage demonstrates an makes informed and courtship, marriage) H8FH-IIa-24 values-based H8FH-IIa-25 understanding of decisions in 10. explains the importance of responsible preparation for courtship and dating in choosing parenthood for a a lifelong partnerK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS Page 51 of 66B. Maternal Health concerns healthy family life responsible 11. identifies marital practices and 1. Pre-pregnancy parenthood (blighted ovary, ectopic setup across cultures H8FH-IIa-26 pregnancy, polycystic ovary, myoma) DEPED COPY 12. analyzes behaviors that promote H8FH-IIa-27 2. During pregnancy H8FH-IIb-28 (pre-eclampsia, healthy relationship in marriage H8FH-IIc-d-29 placenta previa, and family life H8FH-IIc-d-30 H8FH-IIe-f-31 gestational, diabetes,) 13. describes the factors that 3. Post pregnancy H8FH-IIe-f-32 contribute to a successful H8FH-IIe-f-33 (post-partum disorder, marriage H8FH-IIe-f-34 sepsis H8FH-IIe-f-35 14. discusses various maternal H8FH-IIe-f-36C. Responsible parenthood H8FH-IIg-h-37 health concerns (pre-during-post H8FH-IIg-h-38 pregnancy) 15. discusses pregnancy-related concerns 16. explains the importance of maternal nutrition during pregnancy 17. discusses the importance of newborn screening, and the APGAR scoring system for newborns 18. explains the importance of prenatal care and post natal care 19. discusses the essential newborn protocol (Unang Yakap) and initiation of breastfeeding 20. enumerates the advantages of breastfeeding for both mother and child 21. recognizes the importance of immunization in protecting children’s health 22. analyzes the importance of responsible parenthood 23. explains the effects of family size on family healthK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS H8FH-IIg-h-39 MATERIALS H8FH-IIg-h-40 Page 52 of 66 24. examines the important roles H8FH-Iig-h-41 and responsibilities of parents in H8DD-IIIa-15 child rearing and care H8DD-IIIa-16 25. explains the effects of rapid H8DD-IIIb-c- population growth on the health DEPED COPY 17 of the nation H8DD-IIIb-c- 26. enumerates modern family 18 planning methods (natural and H8DD-IIIb-c- artificial) 19GRADE 8 – PREVENTION AND CONTROL OF DISEASES AND DISORDERS (Communicable) – 3rd Quarter (H8DD)A. Stages of infection The learner The learner 27. discusses the stages of infection demonstrates consistently understanding of demonstratesB. Top 10 leading causes of principles in the personal 28. analyzes the leading causes of morbidity and mortality in prevention and control of responsibility and the Philippines communicable diseases healthful practices in morbidity and mortality in the PhilippinesC. Most common for the attainment of the prevention and 29. discusses the signs, symptoms, communicable diseases and individual wellness control of its prevention and control communicable and effects of common 1. Acute Respiratory diseases communicable diseases Infections 2. Pneumonia 30. corrects misconceptions, myths, 3. Bronchitis 4. Influenza and beliefs about common 5. Tuberculosis (TB) communicable diseases 6. Dengue 7. Sexually Transmitted 31. enumerates steps in the Infections (STIs) prevention and control of common communicable diseases8. HIV and AIDSD. Emerging and re-emerging 32. analyzes the nature of emerging H8DD-IIId-e- diseases 20 1. Leptospirosis and re-emerging diseases 2. Severe Acute Respiratory Syndrome (SARS)K to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS Page 53 of 663. Chikungunya4. Meningococcemia5. Foot and Mouth Disease6. Avian influenza7. AH1N1 Influenza DEPED COPYE. Development of personal 33. demonstrates self-monitoring H8DD-IIIf-h- life skills to prevent and 21 control communicable skills to prevent communicable diseases diseasesF. Programs and policies on 34. promotes programs and policies H8DD-IIIf-h- communicable disease 22 prevention and control to prevent and control communicable diseasesG. Agencies responsible for 35. identifies agencies responsible H8DD-IIIf-h- communicable disease 23 prevention and control for communicable disease prevention and controlGRADE 8 – PREVENTION AND CONTROL OF DISEASES AND DISORDER (Non-communicable Diseases) – 4th Quarter (H8DD) The learner The learner 36. discusses the nature of non-A. Introduction to non- demonstrates communicable diseases H8DD-IVa-24communicable diseases consistently demonstrates (NCDs) understanding of non- personal responsibility 37. explains non-communicable H8DD-IVb-d-25 communicable diseases and healthful practices inB. Common non- for a healthy life the prevention and diseases based on cause and communicable diseases control of non- effect, signs and symptoms, risk 1. Allergy communicable diseases factors and protective factors 2. Asthma and possible complications3. Cardiovascular diseases 38. corrects myth and fallacies about H8DD-IVe-264. Cancer5. Diabetes non-communicable diseases6. Arthritis7. Renal failureC. Prevention and control of 39. practices ways to prevent and H8DD-IVf-27 non-communicable disease H8DD-IVg-h-28 control non-communicableD. Self-monitoring skills to diseases prevent non-communicable diseases (physical 40. demonstrates self-monitoring to prevent non-communicable diseasesK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT STANDARDS PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS MATERIALS activities/regular exercise, H8DD-IVg-h-29 healthy eating, not DEPED COPY 41. promotes programs and policies H8DD-IVg-h-30 smoking, weight management, routine to prevent and control non- medical check-up, stress communicable and lifestyle management) diseasesE. Programs and policies on 42. identifies agencies responsible non-communicable disease prevention and control for non-communicable disease prevention and controlF. Agencies responsible for non-communicable disease prevention and controlK to 12 Health Curriculum Guide December 2013 Page 54 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM GRADE 9CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS 1. defines community and H9CE-Ia-8GRADE 9 – COMMUNITY AND ENVIRONMENTAL HEALTH – 1ST QUARTER (H9CE) environmental health H9CE-Ia-9 G7-LM H9CE-Ib-d- EASE Health EducA. Concept of community and The learner… The learner… 2. describes a healthy community G7-LM 3. explains how a healthy environment 10 EASE Health Educenvironmental health demonstratesDEPED COPYconsistently H9CE-Ib-d- positively impact the health of G7-LM1. Characteristics of a Healthy understanding of the demonstrates people and communities (less 11 EASE Health EducCommunity principles in healthful practices to disease, less health care cost, etc.) H9CE-Ib-d- G7-LM 4. discusses the nature of EASE Health Educ2. Nature and Health Effects of protecting the protect the environmental issues 12 5. analyzes the effects ofEnvironmental Issues environment for environment for environmental issues on people’s H9CE-Ie-f-(improper waste disposal, community wellness community wellness health 13pollution, illegal mining, soil 6. suggests ways to prevent anderosion, cyanide fishing, manage environmental health issuespesticide drift, deforestation,oil spill, coral reefdegradation, climate change)B. Prevention and Management of Environmental Health Issues 1. Personal responsibility 2. Social consciousness 3. Environmental policies and laws 7. participates in implementing anC. Collective Action for the environmental project such as H9CE-Ig-h- G7-LMEnvironment building and maintaining a school 14 EASE Health Educ garden or conducting a war on H9IS-IIa- 2010 SEC 36 OHSP Health waste campaign (depends on feasibility)GRADE 9 - INJURY PREVENTION, SAFETY AND FIRST AID (Unintentional) - 2nd Quarter (H9IS)A. First Aid Basics The learner The learner 8. discusses basic information about first aid (principles, roles, demonstrates performs first aid responsibilities, and characteristics understanding of first procedures with of a good aider) aid principles and accuracyK to 12 Health Curriculum Guide December 2013 Page 55 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSB. First Aid Guidelines and procedures H9IS-IIb- Procedures 9. demonstrates the conduct of 37 2010 SEC Survey the scene primary and secondary survey of OHSP Health 1. Do primary survey of the the victim (CAB) victim (check for vital signs, assess CAB (Circulation, DEPED COPY 10. assesses emergency situation for H9IS-IIb- Airway, Breathing) unintentional injuries 38 2. Ask for help. 3. Do secondary survey of the victim (head-to-toe survey)C. Use of Dressing and Bandages 11. discusses the function of dressing H9IS-IIc.d- 2010 SEC (alternatives include clean cloth and bandages 39 OHSP Health or, handkerchief) 1. Principles of Wound Dressing 12. explains the principles of wound H9IS-IIc.d- (careful handling, large dressing 40 enough to cover the wound, should fit snugly and not cut 13. demonstrates appropriate H9IS-IIc.d- 2010 SEC off circulation) bandaging techniques for 41 2. Bandaging Techniques (for unintentional injuries the head; forehead; ear, cheek and jaw; burned hand; sprained ankle; and dislocated arm)D. Transporting the Victim (drag 14. demonstrates proper techniques in H9IS-IIe.f- 2010 SEC and carry techniques) carrying and transporting the victim 42 OHSP Health 1. One-person carry ankle drag, of unintentional injuries pack strap carry, blanket pull) 2. Two-person carry (two- 15. demonstrates proper first aid H9IS-IIg.h- 2010 SEC handed seat, four-handed procedures for common 43 OHSP Health seat, chair carry ) unintentional injuries 3. Three man carryE. First aid for common unintentional injuries and medical emergencies 1. musculoskeletal injuriesK to 12 Health Curriculum Guide December 2013 Page 56 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H9S-IIIa- (sprain, strain, fracture, 14 dislocation) H9S-IIIa-2. bleeding 153. burn (superficial, partial and H9S-IIIb- full-thickness) 16 DEPED COPY4. H9S-IIIb- 175. heat emergencies (heat exhaustion, heat stroke) H9S-IIIc-186. bleeding7. poisoning8. choking9. drowning10. heart attack11. electrocutionGRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE(Drug Scenario) – 3rd Quarter (H9S)A. Drug Scenario in the Philippines The learner The learner 16. describes the drug scenario in theB. Factors that influence substance demonstrates shares responsibility Philippines understanding of the with community 17. explains the concept of substanceuse and abuse dangers of substance members through use, misuse, abuse and use and abuse on the participation in dependence, individual, family and collective action to 18. discusses risk and protective factors community prevent and control in substance use, and abuse substance use andC. Drugs/Substances of abuse abuse 19. analyzes situations for the use and 1. Stimulants non-use of psychoactive substances 2. Depressants3. Narcotics4. Hallucinogen 20. identifies the types of5. Inhalants drugs/substances of abuseD. Harmful effects of drugs on the 21. corrects myths and misconceptions H9S-IIId- EASE Health Educ body about substance use and abuse 19 III 1. Short-term 2. Long-term 22. recognizes warning signs of H9S-IIId- substance use and abuse discusses 20 the harmful short- and long-term effects of substance use and abuse on the bodyK to 12 Health Curriculum Guide December 2013 Page 57 of 66 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.

K to 12 BASIC EDUCATION CURRICULUMCONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS Page 58 of 66 23. discusses the harmful effects of substance use and abuse on the H9S-IIIe-f- individual, family, school, and 21 community 24. explains the health, socio-cultural, DEPED COPY psychological, legal, and economic H9S-IIIe-f- dimensions of substance use and 22 abuseE. Prevention and control of 25. discusses strategies in the H9S-IIIe-f- substance use and abuse prevention and control of substance 23 use and abuse 26. applies decision-making and H9S-IIIg-h- resistance skills to prevent 24 substance use and abuse 27. suggests healthy alternatives to H9S-IIIg-h- substance use and abuse 25GRADE 9 - PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS: CIGARETTE AND ALCOHOL) – 4th Quarter (H9S)A. Gateway Drugs The learner The learner1. Cigarettes demonstrates demonstrates personal 28. discusses gateway drugs H9S-IVa-272. Alcohol understanding of responsibility in theB. Protective and Risk Factors in the factors that influence prevention of cigarette cigarette and alcohol and alcohol use 29. identifies reasons why people H9S-IVa-28Use of Cigarettes and Alcohol smoke cigarettes use and strategies through the promotion for prevention and of a healthy lifestyle 30. analyzes the negative health impact of cigarette smoking control 30.1 describes the harmful short- and long-term effects of cigarette smoking on the different parts of the body H9S-IVb-c- 30.2 discusses the dangers of 29 mainstream, second hand and third hand smoke; 30.3 explain the impact of cigarette smoking on the family, environment, and community 31. identifies reasons for drinking and H9S-IVd-30 for not drinking alcoholK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSC. Prevention, and Control of H9S-IVe-f- Gateway Drugs DEPED COPY 32. analyzes the negative health impact 31 of drinking alcohol 32.1 describes the harmful short- H9S-IVg-h- and long-term effects of 32 drinking alcohol 32.2 interprets blood alcohol H9S-IVg-h- concentration (BAC) in terms 33 of physiological changes in the body H9S-IVg-h- 34 33. explains the impact of drinking alcohol on the family, and community 34. discusses strategies in the prevention and control of cigarette smoking and drinking alcoholic beverages 34.1 apply resistance skills in situations related to cigarette and alcohol use 34.2 follows policies and laws in the family, school and community related to cigarette and alcohol use 35. suggests healthy alternatives to cigarettes and alcohol to promote healthy lifestyle (self, family, community)K to 12 Health Curriculum Guide December 2013 Page 59 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM GRADE 10CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALSGRADE 10 – CONSUMER HEALTH – 1st Quarter (H10CH) Page 60 of 66A. Guidelines and Criteria in the The learner… The learner… 1. differentiates reliable from H10CH-Ia- unreliable health information, b-19Selection and Evaluation of: demonstrates critical products and services; thinking and decision- H10CH-Ia- making skills in the 2. explains the guidelines and criteria b-20 selection, evaluation in the selection and evaluation of and utilization of health information, products and H10CH-Ia- health information, services; b-21 products and services. 3. discusses the various forms of health service providers and healthcare plans;1. Health information understands theDEPED COPY2. Health products guidelines and3. Health services criteria in the selection and evaluation of health information,B. Health Service Providers products, and1. health professionals services.2. health facilities;3. health care plans andfinancing systems 4. selects health professionals,(PhilHealth, Health specialists and health care services wisely; H10CH-Ic-Maintenance Organization, 22private health insurance)C. Quackery: Types (medical, 5. explains the nature and dangers of H10CH-Ic- nutrition, device) and Harmful quackery; 23 Physical and Psychological Effects 6. reports fraudulent health services H10CH-Ic- 24D. Complementary and Alternative Healthcare Modalities Herbal medicine (medicinal 7. explains the different kinds of H10CH-Id- plants approved by the complementary and alternative 25 Department of Health) health care modalities. 1. Acupuncture 2. Ventosa massage cupping 8. explains the importance of H10CH-Id- consumer laws to protect public 26 therapy health 3. Reflexology 4. NaturopathyE. Consumer welfare and protection 1. Consumer law 2. Consumer protectionK to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS H10CH-Ie- Page 61 of 66agencies and organizations 9. identifies national and international f-27 government agencies and private H10CH-Ig- organizations that implement h-28 programs for consumer protection H10HC-IIa- 1 10. participates in programs for DEPED COPY consumer welfare and protection H10HC-IIb-GRADE 10 – HEALTH TRENDS, ISSUES AND CONCERNS (National Level) – 2nd Quarter (H10HC) 2A. Existing National Laws Related to The learner The learner 11. discusses the existing health related H10HC-IIc- d-3Health Trends, Issues, and laws; H10HC-IIc-Concerns demonstrates consistently 12. explains the significance of the d-41. Responsible Parenthood and understanding of demonstrates critical existing health related laws in H10HC-IIe-Reproductive Health current health trends, thinking skills in safeguarding people’s health; g-5 Act(RA10354) , issues and concerns exploring local, 13. follows existing health related laws2. Tobacco Regulation Act of in the local, regional, regional and national 2003 (RA 9211) and national, levels health trends, issues, 14. critically analyzes the impact of3. Comprehensive Dangerous and concerns current health trends, issues, andDrugs Act of 2002 (RA 9165) concerns4. Consumer Act (RA 7394)5. National EnvironmentalAwareness and EducationAct of 2008 (RA9512)Traditional andAlternative Medicine Act of1997 (RA 8423)6. Philippine AIDS Preventionand Control Act of 1998 (RA8504) 15. recommends ways of managing7. National Blood Services Act health issues, trends and concernsof 1994 (RA 7719)8. Seat Belts Use Act of 1999(RA 8750)9. Cybercrime Prevention Act of 2012 (RA 10175)10. Anti-Pornography Act (RA 9775)K to 12 Health Curriculum Guide December 2013 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.

K to 12 BASIC EDUCATION CURRICULUM CONTENT CONTENT PERFORMANCE LEARNING COMPETENCY CODE LEARNING STANDARDS STANDARDS MATERIALS Page 62 of 66GRADE 10 - HEALTH TRENDS, ISSUES AND CONCERNS (GlobalLevel) – 3rd Quarter (H10HC)A. Existing Global Health Initiatives The learner… The learner… 16. discusses the significance of global H10HC-1. Millennium Development health initiatives; IIIa-1 H10HC-Goals (MDGs) demonstrates demonstrates 17. describes how global health IIIb-c-2 H10HC-2. WHO Framework Convention awareness of global competence in initiatives positively impact people’s IIIb-c-3on Tobacco Control health initiativesDEPED COPYapplying knowledge of H10HC- health in various countries; IIId-e-43. Global Mental Health Action global health to localPlan or national context 18. analyzes the issues in the H10PC-Iva- b-14. Global Strategy to Reduce global initiatives implementation of global health H10PC-Iva- the Harmful Use of Alcohol initiatives; b-25. Global Alliance for Vaccines 19. recommends ways of adopting H10PC-IVc- and Immunizations global health initiatives to local or d-3 national context H10PC-IVc-GRADE 10 – Planning for a Health Career – 4th Quarter (H10PC) d-4A. Planning for a Health Career The learner… The learner… 20. discusses the components and steps1. Importance in making a personal health career plan;2. Components Steps demonstrates prepares an3. Health Career Pathways understanding of the appropriate plan of 21. prepares a personal health career following the prescribedDisease prevention and concepts in planning action in pursuing a components and steps;control (Public health) a health career health career 22. explores the various health career4. Personal health care paths selects a particular health career pathway based on personal5. Maternal and Child care competence and interest;6. Mental health Occupational participates in a health career orientation programhealth and safety7. Community health; 23. decides on an appropriate health career path8. Environmental health DrugPrevention and Control9. Nutrition and dietetics10. Health education11. Health promotion Dentalhealth12. Nursing13. Medical and Allied HealthEmergency Medical Services(EMS)14. Health Career OrientationProgramK to 12 Health Curriculum Guide December 2013 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.

Community and K to 12 BASIC EDUCATION CURRICULUMEnvironmental GLOSSARYHealthConsumer Situates the learner as an integral part of his/her community and the environment, with responsibility to help protect thehealth environment, supported by individual and community actions and legislation to promote a standard of health, hygiene and safetyCulture- in food and water supply, waste management, pollution control, noxious animal control, and the delivery of primary health careresponsive Application of consumer skills in the wise evaluation, selection and use of health information, products, and servicesEpidemiological Uses the cultural knowledge, prior experiences, and performance styles of diverse students to make learning more appropriateFamily Health and effective for them (Gay, 2000)Growth andDevelopment Studies the incidence and prevalence of disease in large populations, including detection of the source and cause of epidemicsHealth and Life The human life cycle related to the personal interactions within the family that nurtures the individual and that provides a homeskills-based environment that enhances his/her growth as a person and the development of ideals, values and standards of behaviorHolistic regarding sexuality and responsible parenthood Developmental milestones in childhood and adolescence with emphasis on attention to personal health and the development of self-management skills to cope with life’s changes. Applies life skills to specific health choices and behaviors Analyzes the interrelationship among the factors that influence the health status, the areas of health, and the dimensions of health (physical, mental, social, emotional, moral/spiritual) DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 63 of 66 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.

Injury K to 12 BASIC EDUCATION CURRICULUMPrevention, GLOSSARYSafety and FirstAid Causes, cost, and prevention of accidents and injuries at home, in the school and in the community and in the performance ofLearner- different activities, through promotion of safe environments, safety programs, procedures and services, including first aidcentered educationNutrition Focuses on the student's needs, abilities, interests, and learning styles with the teacher as a facilitator of learningPersonal HealthPrevention and Recognition of the nutrients children and adolescents need, analysis of the quality and quantity of their food intake, andControl of development of proper eating habits to meet physiological, psychological and social needs, including diseases and disorders thatDiseases and arise from improper eating habitsDisorders Development and daily practice of health behaviors that promote physical, mental, social, emotional, and moral/spiritual healthPreventive and prevention and management of personal health problems Prevention and control of communicable and non-communicable diseases and disorders through the development of healthRights-based habits and practices and health programs supported by legislation and provision of health services in the school and theStandards and communityoutcomes-based Helps people take positive action on their health and lifestyle to prevent disease and achieve optimum health Furthers the realization of human rights as laid down in the Universal Declaration of Human Rights and other international human rights instruments Requires students to demonstrate that they have learned the academic standards set on required skills and content DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 64 of 66 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.

Substance Use K to 12 BASIC EDUCATION CURRICULUMand Abuse GLOSSARYValues-based The prevention and control of the use and abuse of substances: their identification; causes; effects on the person, the family, society and the nation Promotes an educational philosophy based on valuing self, others and the environment, through the consideration of ethical values as the bases of good educational practice DEPED COPYK to 12 Health Curriculum Guide December 2013 Page 65 of 66 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.

K to 12 BASIC EDUCATION CURRICULUM Code Book Legend Sample: H9S-IVg-h-34 LEGEND SAMPLE DOMAIN/ COMPONENT CODE Health Growth and Development GD Learning Area and Grade 9 Nutrition N Strand/ Subject or Personal Health PH IS Specialization FH DEPED COPY H9 DDFirst Entry CE S Grade Level CH HCUppercase Letter/s Domain/Content/ Prevention of Substance S Injury Prevention, Safety and First Aid PC Component/ Topic Use and Abuse - Family Health IV Prevention and Control of Diseases and Roman Numeral Quarter Fourth Quarter Disorders *Zero if no specific quarter Week g-h Community and Environmental Health Week seven to eight - Prevention of Substance Use and Abuse Lowercase Letter/s Competency Consumer Health*Put a hyphen (-) in between Suggests healthy 34 Health Trends, Issues and Concernsletters to indicate more than a alternatives to cigarettes Planning for Health and Career and alcohol to promote specific week healthy lifestyle (self, family, community) Arabic NumberK to 12 Health Curriculum Guide December 2013 Page 66 of 66 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 COPYEdukasyong Pangkalusugan 89 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 HEALTH GRADE IV PATNUBAY NG GURO YUNIT II 123 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.

YUNIT IISAKIT AT KARAMDAMAN, ATING IWASANPamantayang Pangnilalaman Pamantayan sa PagganapNauunawaan ng mag-aaral ang Naisasabuhay ang pansarili atkatangian, pag-iwas, at pagsugpo pangkapaligirang hakbangin sasa mga karaniwang nakahahawang pag-iwas at pagsugpo ng mgasakit. karaniwang nakahahawang sakit.DEPED COPYBATAYANG KASANAYAN a. Nailalarawan ang mga nakahahawang sakit b. Naiisa-isa ang iba’t ibang elemento o sangkap ng chain of infection (kadena na impeksiyon) c. Nailalarawan kung papaano naipapasa o naisasalin ang mga nakaha- hawang sakit mula sa isang tao sa ibang tao d. Nailalarawan ang mga nakahahawang mga sakit e. Naipakikita ang mga pamamaraan kung papaano mapananatiling malusog ang katawan at pagsugpo sa karaniwang nakahahawang sakit 125 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.

Subukin NatinLagyan ng tsek () ang kung nagpapakita ng magandang gawaingpangkalusugan at ekis (x) kung hindi. 1. Araw-araw na paliligo 2. Pagtulog ng “late” tuwing gabi-gabi 3. Kawalan ng pang-araw-araw na pisikal na gawain 4. Pagkain ng balanse at masustansiya 5. Pagbisita sa doktor kung kinakailangan lamangPiliin ang letra ng tamang sagot at isulat sa iyong sagutang papel.DEPED COPY6. Alin ang maaaring dahilan ng pagkakasakit ng isang tao? A. Regular na pagpapabakuna B. Paghuhugas ng kamay C. Pagtulog nang sapat D. Paghina ng resistensiya7. Alin ang dapat gawin sa kamag-anak na may sakit? A. Subuan siya ng pagkain. B. Iabot sa bintana ang kaniyang pagkain. C. Gumamit ng mask kung lalapitan siya. D. Komunsulta sa manggagamot para sa pag-aalaga ng maysakit. 8. Ano ang dapat gawin ng isang taong may sakit? A. Magtago sa kaniyang silid B. Makihalubilo sa ibang may sakit C. Kumain, matulog, at manood ng TV D. Mamahinga at sundin ang payo ng doktor9. May ubo’t sipon ang iyong kaklase. Ano ang dapat mong gawin upang hindi ka mahawa? A. Pahiramin siya ng panyo. B. Payuhan siyang umuwi na. C. Magtakip ng ilong at bibig kapag kausap siya. D. Sabihan siyang lumipat ng upuang malayo sa iyo. 126 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.

10. Alin ang sanhi ng dengue? A. Virus na dala ng lamok B. Ihi ng dagang sumama sa tubig C. Kontaminadong pagkain D. Bacteria na nagmumula sa bulate11. Anong sakit ang may impeksiyon sa atay? A. Alipunga C. Pulmonya B. Hepatitis D. TuberculosisDEPED COPY12. Anong sakit ang maaaring makuha sa ihi ng daga na sumasama sa tubig?A. Amoebiasis C. LeptospirosisB. Hepatitis D. Tuberculosis13. Ito ay impeksiyon ng tubong dinadaanan ng hangin sa paghinga. A. Pigsa C. Sakit sa balat B. Ubo D. Sipon14. Alin ang maaaring maging tagapagdala ng Amoebiasis? A. bulate B. daga C. lamok D. kuto15. Lumusong si Ana sa tubig baha noong nakaraang bagyo. Anong sakit sa balat ang nakuha ni Ana dahil sa pagkababad sa baha? A. alipunga B. an-an C. buni D. eksema16. Alin ang tagapagdala ng sakit na Leptospirosis? A. daga B. dugo C. tuwalya D. heringgilya17. Anong uri ng karamdaman sa bahagi ng katawan ang may pamamaga? A. ubo B. sipon C. pigsa D. alipunga 127 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 COPY18. Nakita mong nilalangaw at walang takip ang iyong basurahan, ano ang iyong gagawin? A. sisigaan ito C. hindi papansinin B. tatakpan ko ito D. patatakpan ko sa ate ko 19. Niyaya ang iyong kapatid ng kaniyang mga kaibigang magtampisaw sa baha. Ano ang iyong gagawin? A. Sasawayin ko sila. B. Hindi ko sila papansinin. C. Isusumbong ko sila sa aking Nanay. D. Sasama ako sa kanila upang bantayan sila. 20. Alin ang dapat mong ugaliin upang hindi magkasakit? A. Pagligo ng dalawang beses isang linggo. B. Pagkain ng masasarap at matatamis C. Paghuhugas ng kamay D. Pagtulog maghapon21. Aling gawain ang mabuti sa kalusugan? A. Pag-inom ng tubig mula sa gripo B. Pagpapakulo ng tubig bago inumin C. Pagkonsulta sa doktor kung malala na ang sakit D. Hindi paghuhugas ng kamay bago at pagkatapos kumain22. Aling gawain ang makatutulong sa pagpapanatili ng mabuting kalusugan? A. pagligo kung kailan lamang ibig B. paglilinis ng katawan at pagligo araw-araw C. pagsesepilyo ng tatlong beses sa isang linggo D. pagpapalit ng damit panloob tuwing ikalawang araw23. Alin ang pinakaangkop na kahulugan ng kalusugan? A. Ang kalusugan ay pagkakaroon ng maayos na katawan. B. Ang kalusugan ay pagkakaroon ng maayos na tahanan. C. Ang kalusugan ay pagkakaroon ng maayos na pagkain. D. Ang kalusugan ay pagkakaroon ng maayos na kayamanan. 128 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.

24. Ano ang kahalagahan ng pagkonsulta sa doktor? A. nasusuri ang kalagayan ng kalusugan B. nareresetahan ng gamot na dapat inumin C. naipaliliwanag ang iba’t ibang karamdaman D. nasasabi sa pasyente na ang kanser ay maiiwasan25. Alin ang nagpapakita ng pakikiisa sa pagpapanatili ng kalinisan sa pamayanan?A. Paglilinis ng tahanan C. Paglilinis ng bakuranB. Wastong pagtatapon ng basura D. Paglilinis ng katawanDEPED COPYSusi sa Pagwawasto 1. / 21. B 2. X 22. B 3. X 23. A 4. / 24. A 5. X 25. B 6. D. 7. D. 8. D. 9. C. 10. A. 11. B. 12. C. 13. B. 14. A. 15. A. 16. A. 17. C. 18. B. 19. A. 20. C. 129 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 COPYAralin 1: Mga Nakahahawang Sakit, Mabilis KumapitBilang ng Araw : 1Batayang Kasanayan a. Nailalarawan ang mga nakahahawang sakitKaalaman para sa Guro Ang sakit ay hindi normal na kalagayan ng kalusugan ng isang tao. Itoay maaaring sanhi ng hindi maayos na kondisyon ng mga selyula o parte ngkatawan. Maaari din itong sanhi ng mga mikrobyong nagdudulot ng sakit. Ang dalawang uri ng sakit ay mga nakahahawang sakit at di-nakahahawang sakit. Ang hindi nakahahawang sakit ay hindi naisasalin mulasa isang tao papunta sa ibang tao. Maaaring makuha ito mula sa nakagawian atmaling paraan ng pamumuhay (lifestyle). Sa kabilang dako, ang nakahahawangsakit ay naipapasa ng isang tao, hayop o bagay sa ibang tao kung kaya’t kilalarin ito bilang “Lifestyle” disease. Ilang halimbawa ng hindi nakahahawang sakit ay asthma, alzheimer’s,appendicitis, cancer, cystic fibrosis, ear infection, epilepsy, diabetis, ulcer,stroke, sakit sa puso, at daluyan ng dugo. Ang nakahahawang sakit ay nagmumula sa mga mikrobyo o pathogensna pumapasok at sumisira sa mga selyula (cells) ng katawan. Nangangailanganito ng dagliang pagsugpo at masusing pag-iingat upang maiwasan angpaglaganap nito. Ang nakahahawang sakit ay malaking suliraning pangkalusugan ngmaraming tao sa iba’t ibang panig ng mundo, lalo na sa papaunlad na bansanggaya ng Pilipinas. Ang halimbawa ng mga nakahahawang sakit ay sipon, ubo, trangkaso,tuberculosis, pulmonya, hepatitis o sakit sa atay, at ilang sakit sa balat. 130 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.

Mga Sakit na Dala ng VirusSakit Pagsalin ng Sakit Mga Palatandaan Pag-iwas at (Signs)/Sintomas Pagsugpo (symptoms) - Pumapasok ang - Baradong ilong - Uminom ng virus sa ilong sa pamamagitan ng - Hirap na paghinga 8-12 baso ng paglanghap, pag- ubo, pagbahing, pangangati at tubig. direktang kontak sa mga gamit na pamamaga ng - Kusang kontaminadong virus ng sipon. lalamunan nilalabanan ng - Hirap lumunok ng naturalesa ng pagkain sinat at bata (immune lagnat system) angSiponDEPED COPY virus at(CommonColds) virus nawawala ito sa loob ng isang linggo. - Dapat na tandaan na ang sipon ay maaaring palatandaan ng iba pang sakit. Iiwas ang bata sa usok (mula sa sigarilyo, sasakyan)Ubo (Cough) - Sanhi ng bacteria. - Ubong mahigpit - Ilayo sa usok(pneumonia) Impeksiyon na tila kahol-aso - Dagdagan ito ng tubong Malat na boses ng gatas o dinadaanan ng dahil sa maligamgam hangin sa pamamaga ng na tubig para paghinga vocal cords. marelax ang (respiratory tract) vocal cords at - Tunog na lumuwag ang magaralgal pag plema. humihinga lagnat 131 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.

- Impeksiyon ng - Pangangalumata - Umiwas/lumayo sistemang - Lagnat na - sa mga taong paghinga - Giniginaw may trangkaso (respiratory - Sakit ng ulo, system) na sanhi - Dagdagan ang ng Hemophilus kalamnan, at mga tubig o juice na influenza virus kasu-kasuan. iniinom - Pagod - Nasasagap - Masakit na -Pagpapabakuna ang virus mula lalamunan (sore sa droplets na throat) lumalabas sa - Baradong ilong o bibig o ilong ng tumutulong uhog.DEPED COPY isang taong mayTrangkaso trangkaso kung(influenza) siya’y nakikipag- usap, umuubo, sumisinga, o humahatsing. 132 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.

- Isang impeksiyon - Madaling - Ipasuri na sanhi ng mapagod ang mga mikrobyong kasambahay Myobacterium - Walang ganang para malaman tuberculosis. kumain nang maaga kung mayroon - Nahahawa ang - Pagbaba ng silang TB. isang bata kung timbang malalanghap - Pagkakaroon niya ang - Pag-ubo na may ng tamang droplets mula kasamang plema nutrisyon at sa isang taong at dugo ehersisyo. may TB kung siya ay - Nilalagnat at - Magtakip ng nagsasalita, giniginaw sa bibig at ilong umuubo, o hapon kung may bumabahin. kausap na - Lumalaki ang taong inuubo - Primary complex kulani sa leeg ang tawag dito lymph nodes - Ihiwalay angTuberkulosisDEPED COPYsa simula at di pa kagamitan ng(TB) gaanong delikado. taong may TB - Paarawan ang mga kagamitan ng kasamang may sakit - Magpa-X-ray minsan man lang sa isang taon - Sakit na - Hirap sa paghinga -Pagpapabakuna nakaaapekto saPulmonya baga - Kulang ng -Wastong(Pneumonia) - virus, bacteria, o oksiheno (oxygen) nutrisyon fungi sa katawan -Kalinisan sa sarili at kapaligiran 133 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.

- Isang matinding - Paninilaw ng balat - Tiyaking malinis(Hepatitis A) impeksiyon sa atay at puti ng mata ang kinakainsakit sa atay sanhi ng virus na - Pananamlay - Sanaying maaaring makuha - Kulay putik na maghugas sa maruming dumi ng kamay pagkain o inuming - Nagsususuka bago kumain tubig. - Nilalagnat o humawak - Giniginaw ng pagkain - Pagsakit ng ulo at matapos - Pagsakit ng tiyan gumamit ng banyoDEPED COPY - Sumangguni sa doktor sa sandaling maghinalang may Hepatitis A - Sapat na pahinga - Tamang nutrisyon - Magpabakuna - Sanhi ng mga - Pamamantal o - Maging malinis bacteria, fungi pamamaga ng sa lahat ng oras balatSakit sa Balat(Dermatitis) - Namumula - Nangangati - Maaaring magkaroon ng pantal o sugat kapag hindi naagapan 134 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.

Dengue - Impeksiyon dahil - Mukhang - Maglagay ngFever sa kagat ng lamok na may dalang nanlalata at pambugaw ng dengue virus may matinding lamok dinaramdam - Gumamit ng - May lumilitaw kulambo kapag na skin rash pag natutulog bumaba ang - Maglinis ng lagnat bahay at paligid - Biglaang tumataas araw-araw, lalo ang lagnat na sa mga - Nananakit ang lugar na kalamnan at madilim.DEPED COPY kasukasuan - Alisin ang nakaimbak na tubig na pinamumugaran ng lamok. - Bacteria na - Nilalagnat - Iwasang maligo o magtampisaw pumapasok sa - Pananakit ng sa tubig-baha o maruming tubig balat o sugat kalamnan at kasu- - Gumamit ng mula sa tubig-baha kasuan bota kung hindi maiiwasan ang o basang lupa o - Pananakit ng ulo bahaLeptospirosis halaman kung - Kumunsulta sa doktor kung saan may ihi ng nakararanas ng mga sintomas daga na nabanggitSource: Iwas-Sakit Mula, Delos, Reyes, D. , 2008, Makati City Naisasalin ang nakahahawang sakit sa ibang mga tao ng alinman samaysakit o nagiging tagadala ng sakit tulad ng insekto, hayop, hangin, tubig,at maging sa pagkain. Ilang halimbawa nito ang hindi tamang pagtatapon ngbasura na kumakalat sa kapaligiran at nilalangaw, iniipis, at dinadaga. Kungang mga langaw rito ay dumapo sa pagkain, magdadala ito ng mikrobyo namagpapahina sa ating katawan. 135 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 COPYKung minsan naman, ang tao ang may makapaminsalang mikrobyo sakaniyang katawan. Ito ay maaaring maisalin sa iba kapag siya ay umuubo,dumudura, o ang kaniyang ginagamit na kasangkapan ay nagagamit ng iba. Iba’t ibang katangian ng nakahahawang sakit: • Nagdudulot ng impeksiyong sanhi ng pathogens o mikrobyo (infectious) • Naipapasa/Nakahahawa) (contagious) • Maaaring makamatay o makabalda (disable) • Maaaring maging sanhi ng pandemic • Maaaring maging sanhi ng epidemic. • Maaaring masugpo sa pamamagitan ng intervention (bakuna, balanseng pagkain, regular na ehersisyo, pahinga, at sapat na tulog, at iba pa.) • Karaniwan sa mga sanggol at bataPamAa. mPaarga-aunsapan Natin Mapa ng Konsepto 1. Ipagawa sa mga bata ang Mapa ng Konsepto sa LM. 2. Dugtungan ang nasa kahon sa LM upang mabuo ang konsepto. B. Pag-aralan Natin Ipabasa ang talata sa LM. Itanong: Ano ang sakit? Ano ang sanhi ng sakit? Paano nakukuha ang sanhi ng sakit? C. Pagsikapan Natin Ipagawa ang Pasa-Pasa Kagamitan: bola, hand lotion, glitter 1. Tumawag ng lima hanggang anim na mag-aaral at patayuin sila nang pabilog sa harap ng klase. 136 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 2. Ipapasa ang bolang may glitters habang inaawit ang “Tayo ay Mag- sama-sama”. Tono: “The More We Get Together.” Tayo ay Magsama-Sama Tayo ay magsama-sama, magsama, magsama Tayo ay magsama-sama, magsama tayo Kay lungkot ng buhay Kung wala kang kasama Tayo ay magsama-sama, magsama tayo 3. Itanong: Ano ang nangyari sa glitters sa bola? 4. Ipaliwanag ang kaugnayan ng nakahahawang sakit sa nangyari sa glitters. (Inaasahang kaugnayan: madaling makahawa o kumalat ang sakit). D. Pagyamanin Natin Ipagawa ang Word Association sa LM. Maglista ng mga salitang naiuugnay mo sa mga sakit at karamdaman na nasa loob ng kahon. Ipagawa ang Kaya Natin sa LM. Magbigay ng tatlong halimbawa ng nakahahawang sakit, sintomas, at kung papaano makaiiwas dito. Isulat sa kahon ang iyong sagot. E. Pagnilayan Natin Itanong: Ano ang gagawin mo upang makaiwas sa nakahahawang sakit? Isulat ang sagot sa loob ng Star graphic organizer. F. Takdang-aralin Magpagupit ng balita sa pahayagan o maaaring mula sa internet upang maghanap ng balita tungkol sa sakit na nakahahawa. 137 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.

Aralin 2: Mikrobyong Maliliit, NakasasakitBilang ng Araw : 1Batayang Kasanayan a. Naiisa-isa ang iba’t ibang elemento o sangkap ng chain of infection (kadena na impeksiyon) b. Nailalarawan kung papaano naipapasa o naisasalin ang mga naka- hahawang sakit mula sa isang tao sa ibang taoKaalaman para sa GuroDEPED COPY May tatlong mahalagang elemento ang pagkalat ng nakahahawangsakit at karamdaman. Ito ay ang susceptible host o tao, sanhi ng mga mikrobyo(pathogens), at ang kapaligiran. 1. Susceptible Host o sinumang tao ay maaaring kapitan ng pathogeno mikrobyo. Kung malusog ang isang tao, hindi siya madaling dapuan ng sakit.Samantala, madaling kapitan ng nakahahawang sakit ang isang taong mahi-na ang resistensiya; katulad ng mga bata at matanda. 2. Mikrobyo (Pathogens) ay mga mikrobyong nagdudulot ng sakit tuladng virus, bakterya, fungi at parasite. Sa sobrang liit, ang mga ito ay makikitalamang sa pamamagitan ng mikroskopyo. May iba’t ibang hugis, sukat, at anyoang mikrobyo. Ito ay sanhi ng pagkakasakit ng isang tao.Ang mga Uri ng Mikrobyo (Pathogens) ay:a. Virus – pinakamaliit na mikrobyo na makikita lamang sa pamam- agitan ng mikroskopyo. Nagiging sanhi nito ang ubo, trangkaso, tigdas, beke, at bulutong-tubig.b. Bacteria – mas malaki ito kaysa sa svairnuhs i antitnoabaunbguthuabyerkcausloasmisa, ng hangin, ttuubniogg, ,aattlduippah.thNearigai.ging ubong mayc. Fungi – tila halamang mikrobyo na nabubuhay at mabilis dumami sa madidilim at mamasa-masang lugar. Nagiging sanhi nito ang alipunga at iba pang sakit sa balat.d. pnBaaubrlaautbesuahk(aPayatasrwaasaiinntitc.eAstnWingaoalrmswcsaa)lrlsis-a, ttanppainekawikkoiaprmmagaalaatgkraionwugnadnpwsaoatrhmsougsaetyannmsgnyaaa halimbawa nito. 138 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.

3. Kapaligiran ay isang elemento sa pagkalat ng mikrobyo na maaaring sumasama sa himpapawid at hangin kaya ito ay airborne at tubig (waterborne).Pamamaraan A. Pag-usapan NatinPicture, PictureIpasuri ang ang larawan at sagutin ang mga tanong sa LM.Tanong:1. Batay sa mga larawan, ano ano ang maaaring dahilan ng pagkakasakit ng isang tao?DEPED COPY2. Ano-ano ang mga nakahahawang sakit ang maaaring makuha sa nasa larawan? Ipaliwanag ang sagot.3. Kung ikaw ang nasa sitwasyon sa larawan, ano ang iyong gagawin upang makaiwas sa nakahahawang sakit?B. Pag-aralan Natin Ipabasa ang talata sa LM. Pag –aralan ang tsart sa LM.C. Pagsikapan NatinAyusin ang mga ginulong titik sa LM.Sagot: MIKROBYO BAKTERYA SABON TUBIG SAKIT Ipagawa ang Pathogens Kilalanin sa LM. Bumuo ng Slogan sa LM.D. Pagyamanin Natin Bumuo ng graphic organizer flow chart sa LM. Gumawa ng dayalogo sa LM. Rubrics5 pts – (90–100%) - Naipahayag sa dayalog ang tamang dahilan ng pag- kakasakit ng tao. Naisulat nang malinis ang dayalog.3 pts – (70–80%) - Hindi malinaw na naipahayag ang tamang dahilan ng pagkakasakit ng tao. Hindi gaanong malinis naisulat ang dayalogo.1 pt – (50-60%) - Hindi nakatapos sa pagsulat ng dayalog. Maraming bura (erasure) ang pagkakasulat ng dayalogo. 139 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 COPYE. Pagnilayan Natin Ipasagot ang Pagnilayan Natin sa LM. F. Takdang-aralin Magpasama sa iyong magulang at bumisita sa Rural Health Unit na malapit sa inyo at kapanayamin ang isa sa mga Health workers. Itanong ang sumusunod: 1. Anong nakahahawang sakit ang naranasan na sa inyong pamayanan? 2. Kailan ito nangyari? 3. Ano-ano ang sanhi nito? 4. Papaano ito sinugpo? 5. Ano-ano ang maipapayo ninyo sa mga mamamayan upang maiwasan ang epidemya ng nakahahawang sakit?Aralin 3: Daloy ng Impeksiyon, Mabilis ang AksiyonBilang ng Araw : 2Batayang Kasanayan a. Nailalarawan ang pagdaloy ng mga nakahahawang mga sakit sa pamamagitan ng chain of infectionKaragdagang Kaalaman para sa GuroSangkap ng Kadena ng Impeksiyon:A. Causative/Infectious Agents (anumang microorganism na nagiging sanhi ng sakit)B. Reservoir or Source – Lugar kung saan nananahan at nagpaparami ang mga causative agents. Ito ay maaaring tao, hayop, tubig, lupa, pagkain, tuwalya, pinggan, kutsara, tinidor, at iba pa.C. Mode of Exit – Ito ang mga labasan ng microorganism . Halimbawa nito ay sa bibig ng isang tao kung saan tumatalsik ang laway habang nagsasalita, naghahatsing o nagbabahing, o umuubo. Ang sipon, dumi, at dugo ay halimbawa rin.D. Mode of Transmission – Ito ang paraan ng pagsasalin o paglilipat ng 140 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 tapagdala (causative agent) sa ibang tao sa pamamagitan ng droplets, airborne, foodborne, vectorborne, at bloodborne. Maaaring maisalin sa tuwiran (direct) o di-tuwirang (indirect) pakikipag- ugnayan gaya ng lamok, heringgilya, at paggamit ng personal na gamit. E. Mode of Entry – Daanan ito ng microorganism sa katawan ng ibang tao. Maaaring ito ay sa pamamagitan ng pagkalanghap, sa balat o sugat, at pakikipagtalik. Kung ikaw ay may sugat, maging mas maingat dahil maaaring sa sugat mo magdaan ang microorganism. F. Bagong Tirahan (Host) – sinumang immune na o exposed at mahina ang resistensiya ay madaling kapitan ng sakit gaya ng mga bata at matatanda. Pamamaraan A. Pag-usapan Natin Ipasuri ang dayalogo sa LM. Sagutin ang mga sumusunod na tanong sa LM. Ipasuri ang Picture Analysis sa LM. Sagutin ang mga sumusunod na tanong sa LM. B. Pag-aralan Natin Ipabasa ang talata tungkol sa kadena ng impeksiyon sa LM. C. Pagsikapan Natin Ipagawa ang Mikrobyo, Kilalanin Mo sa LM. Kagamitan: • Tsart ng bacteria, katangian, sakit na dulot, at hugis ng bawat isa. • clay Pamamaraan: 1. Pag-aralan ang tsart ng germs. 2. Imolde gamit ang clay ang napili mong gayahing mikrobyo mula sa tsart. 3. Ibahagi sa klase ang iyong ginawa. Maaaring humanap ng kagrupo upang maipakita ang katangian ng napiling mikrobyo at kung paano ito dumadaloy sa kadena ng impeksiyon. 141 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 COPYD. Pagyamanin Natin Ipagawa ang Mikrobyong Palipat-lipat sa LM. Ipasagot ang Tama o Mali sa LM. E. Pagnilayan Natin Sagutin ang tanong at Ipasulat sa scroll sa LM. F. Takdang Aralin Magpasulat ng isang sanaysay ukol sa pag-iwas sa nakahahawang sakit.Aralin 4: Pag-iwas ay Gawin upang Di-maging SakitinBilang ng Araw: 3Batayang Kasanayan a. Naipakikita ang mga pamamaraan kung paano mapananatiling malusog ang katawan at pagsugpo sa karaniwang nakahahawang sakitKaragdagang Kaalaman para sa Guro Mahalagang pag-aralan kung paano maiiwasan at masusugpo ang pagkalat ng nakahahawang sakit. Mga dapat tandaan upang makaiwas sa nakahahawang sakit: A. Paraan upang manatiling malusog 1. Ugaliin ang wastong pag-ubo at pagbahing. 2. Ugaliin ang palagiang paghuhugas ng kamay. 3. Ugaliin ang paggamit ng guwantes kapag hahawak ng body fluid gaya ng dugo, ihi, laway, sipon. 4. Ugaliing linisan ang mga kontaminadong lugar at kagamitan 5. Ugaliin ang pagpapabakuna sa oras. 6. Ugaliin ang pagkain ng balanse, regular na pag-eehersisyo, at pagkakaroon ng sapat na tulog at pahinga. 7. Ugaliin ang pagkonsulta sa doktor kung kinakailangan. 142 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.

B. Batas/Ordinansa na ipinaiiral para sa kalusugan ng mamamayan 1. Wastong pagtatapon ng basura at dumi 2. Pagpapagawa ng malinis na palikuran 3. Pagbabawal ng mga alagang hayop sa daan 4. Pagsusuring pangkalusugan ng mga nagsisipagtinda at naghahanda ng pagkain gaya, ng kusinera at serbidoraPamamaraanA. Pag-usapan Natin Ipagawa ang acting-acting sa LM.DEPED COPY Ipapantomina ang sumusunod: a. Pag-ubo b. Nagkakamot ng braso c. Paghuhugas ng kamay d. Pagbahing o paghatsing e. Pagwawalis ng bakuranItanong: 1. Ano ang ipinakita sa bawat pantomime? 2. Paano makaiiwas sa bawat sakit? 3. Bakit kailangang umiwas sa pagkakasakit? Basahin at sagutin ang Kadenang Lagot sa LM. • Paano natin masusugpo ang pagkalat ng nakahahawang sakit?B. Pag-aralan Natin Ipasuri ang Sagutin mo ako sa LM. Basahin at pag–aralan ang mensahe ng tula sa LM. Basahin at pag–aralan ang iba’t ibang paraan upang mapanatiling malusog ang katawan sa LM. 143 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 COPYC. Pagsikapan Natin Ipagawa sa LM. A. Brain storming sa Checklist Pangkalusugan B.Picture Analysis: Alin ang Naiba? C. Health Flash Notice D. Booklet ng Nakahahawang Sakit E. Accordion ng Pagsugpo ng Nakahahawang Sakit. F. Survey para sa Kalinisang Pangkalusugan sa Pamayanan Paalala: Maaari lamang pumili ng angkop na gawain. D. Pagyamanin Natin Basahin at sagutin ang mga tanong sa LM. 1. Bakit mahalaga ang palagiang paghuhugas ng mga kamay? 2. Ano-ano ang wastong paraan ng paghuhugas ng kamay? 3. Ano ang iyong gagawin kung walang tubig at sabon upang mahugasan ang iyong mga kamay Ipagawa ang Kaya natin sa LM. Panuto: Magtala ng limang paraan sa pag-iwas o pagsugpo ng nakahahawang sakit. 1. _________________________________________________ 2. _________________________________________________ 3. _________________________________________________ 4. _________________________________________________ 5. _________________________________________________ 144 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 E. Pagnilayan Natin Ipasagot at Ipasulat sa Organizer “Ipaliwanag kung bakit kailangang ipaalam sa magulang, guro o nars ng paaralan na ikaw ay nakararamdam ng mga sintomas ng isang sakit?” F. Takdang-aralin Kasama ng iyong buong pamilya, pag-usapan kung ano-ano ang mga ma- gagandang gawin kung paano makaiiwas o masusugpo ang nakahaha- wang sakit o karamdaman. Pumili ng isa sa mga napag-usapan at igawa ito ng poster o slogan. Pagtulung-tulungan ito ng buong pamilya. Sa likod ng inyong nagawa, ipasagot ito sa iyong mga magulang. Komento ng magulang sa gawain: ______________________________________________________ __ ________________________________________________________ __________________________________________________________ _________________________ 145 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.

Panghuling PagtatayaI. Hanapin sa Hanay Y ang organismong inilalarawan sa Hanay X. Isulat ang letra ng tamang sagot sa iyong papel.HANAY X HANAY Y1. Organismong nagdudulot ng sakit A. Bacteria2. Pinakamalaking organismong nagdudulot B. Funging sakit at umaagaw sa sustansiya sa C. Mikrobyo katawan. D. Parasito3. Pinakamaliit, magaan at pinakamabilis na E. Protozoa F. Salmonella organismong nagdudulot ng sakit DEPED COPY4. Organismong nabubuhay at dumarami sa mga mamasa-masa at madidilim na lugar5. Organismong nagdudulot ng sakit na karaniwanghumahalo sa hangin, lupa, at mga pagkainII. Piliin ang letra ng tamang sagot at isulat sa iyong sagutang papel.6. Pag-aralan ang diagram. Infectious AgentSuceptible Host ReservoirPortal of Entry Portal of Exit Ano ang nawawala sa chain of infection? A. circuit of transmission C. mode of transmission B. transmission line D. transmission connection7. Alin ang halimbawa ng infectious agent? D. Bakterya A. Tao B. Dugo C. Kamay 146 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.

8. Ito ang lugar kung saan nagpaparami ang mikrobyo.Anong elemento ng kadena ng impeksiyon ang tinutukoy nito? A. Infectious agent C. Portal of exit B. Portal of entry D. Reservoir9. Alin ang madaling panirahan ng mga mikrobyo? A. malinis na pangangatawan B. mabangong damit C. mabahong prutas D. maruming gamit DEPED COPY10. Anong sakit ang maaaring makahawa at kumalat sa pamamagitan ngrespiratory droplet? A. Leptospirosis B. Dengue C. Pigsa D. Sipon11. Sa paanong paraan kumakalat ang sakit na trangkaso, tuberculosis, atSARS?A. Hangin B. Pagkain C. Tubig D. Hayop12. Anong hayop ang nagdadala ng dengue? A. Daga B. Ipis C. Lamok D. Langaw13. Alin sa sumusunod ang HINDI halimbawa ng portals of entry and exit? A. Sugat sa balat C. Pakikipaglaro B. Paghinga D. Pagsubo ng pagkain14. Paano masusugpo ang kadena ng impeksiyon? A. Lumayo sa kapuwa tao B. Parating manatili sa loob ng bahay C. Manirahan malayo sa mga kapitbahay D. Magtakip ng ilong at bibig kapag magbabahing 147 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 COPY15. Alin ang dapat isagawa upang makaiwas sa sakit? A. Iwasang makisalamuha sa ibang tao. B. Lagyan ng screen ang mga bintana ng bahay. C. Payuhan ang may sakit na manirahan na lamang sa ospital. D. Ugaliing maghugas ng kamay bago at pagkatapos gumamit ng palikuran.16. Alin ang HINDI nagpapakita ng pag-iingat sa pagkakaroon ng sakit? A. Pagpapabakuna B. Pagsalo sa kinakain ng may sakit C. Paggamit ng mask at gloves kapag nag-aalaga ng may sakit D. Pagkonsulta nang regular sa doktor17. Nabalitaan mong natrangkaso ang iyong kaibigan, ano ang iyong gagawin? A. Aalagaan ko siya B. Dadalawin ko siya at yayakapin C. Sasabihan ko siyang magpagaling nang husto bago pumasok D. Sasabihan ko siyang huwag na niya akong lalapitan pagpasok niya sa paaralan18. Napansin mong maraming langaw, ipis, at daga sa basurahang malapit sa inyong bahay, ano ang iyong gagawin? A. Magpapaskil ako ng babalang “BAWAL ANG MAGTAPON DITO!” B. Gagamit ako ng insect spray at panlason sa daga C. Palilinisan ko ito sa aking mga kapatid D. Magkukunwaring hindi ito napansin19. Napansin mong ang ulam na nakahain ay dinapuan ng maraming langaw, ano ang iyong gagawin? A. Ipakakain ko ito sa aso B. Iinitin ko ito bago ko ito ulamin C. Ibibigay ko ito sa aming kapitbahay D. Aalisin ko ang mga itlog ng langaw bago ko ito ulamin 148 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.

20. Nakahilera malapit sa inyong paaralan ang tindahan ng barbecue, isaw, tainga, fishball, kikiam, at squid balls na walang takip. Anong sakit ang maaaring makuha sa mga pagkain dito? A. Dengue B. Hepatitis C. Trangkaso D. Leptospirosis21. Alin ang dapat mong gawin kung may katabi kang walang patid ang pag- ubo na walang takip ang bibig at ilong?A. Aalis sa tabi ng umuubo C. Pahihiramin siya ng panyoDEPED COPYB. Patatakpan ko ang bibig niya D. Itutulak siya palayo sa akin22. Ano ang dahilan ng paghahawa-hawa ng sakit sa balat? A. Pakikipaglaro sa kapuwa bata B. Pakikipagsayawan sa ibang bata C. Pakikipag-away sa ibang bata D. Paggamit ng damit at sabon ng iba23. Ang leptospirosis ay madaling makuha ng isang tao kung siya ay may ________.A. Ubo B. Sipon C. Lagnat D. Sugat24. Aling sakit ang HINDI tuwirang naihahawa ng tao sa ibang tao?A. Alipunga B. Bulutong C. Rabies D. Ubo25. Maiiwasan ang paglaganap ng dengue sa isang pamayanan sa pamamagitan ng ________.A. Pagkain ng masustansiyang pagkainB. Paglilinis ng mga kanal at paligidC. Pagdidilig ng mga halamanD. Pagsusunog ng plastik 149 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.