Health Grade 4

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 III 151 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 IIIGAMOT AY GAMITIN, HUWAG ABUSUHIN Pamantayang Pangnilalaman Pamantayang PangganapNaipakikita ang pag-unawa sa Naisasabuhay/naisasagawa angpagsusulong ng kaligtasan sa wastong paggamit ng gamot.paggamit ng gamot para maiwasanang masamang epekto/masamangdulot nito sa ating katawan.DEPED COPYBATAYANG KASANAYANa. Natutukoy ang iba’t ibang gamit ng gamot sa medisinab. Nakikilala ang pagkakaiba ng inireseta at hindi iniresetang gamot at ang wastong paggamit nitoc. Nailalarawan ang mga maling paggamit at pag-abuso sa gamotd. Nailalarawan ang maaaring maging panganib sa maling paggamit ng gamote. Nasasabi ang kahalagahan ng pagpapatingin sa doktorf. Nailalarawan ang tamang paraan ng paggamit ng gamot.g. Naisasagawa ang mga tamang paraan ng paggamit ng gamoth. Naipaliliwanag ang kahalagahan ng pagbabasa ng impormasyon at ang mga nakasulat sa pakete ng gamot (medicine label) at iba pang paraan upang makasiguro na tama ang paggamit ng gamoti. Nasusunod ang mga tamang paraan ng paggamit ng gamotj. Naipaliliwanag ang kahalagahan sa pagsunod sa wastong paraan ng paggamit ng gamot 153 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 COPYSubukin NatinI. Maramihang Pagpili (Multiple choice)Panuto: Piliin ang letra ng tamang sagot. Isulat ang sagot sa inyong papel.1. Ano ang mabuting dulot ng bitamina sa atin? A. Galak at saya B. Mataas na grado C. Lungkot at ligaya D. Lakas ng katawan2. Ilang beses nang nagpabalik-balik si Karim sa palikuran upang dumumi at nanghihina na siya. Alin ang maaari niyang inuming gamot upang maibsan ito? A. Analgesic B. Mucolytic C. Stimulant D. Anti-diarrhea3. Alin sa mga sumusunod ang magiging epekto ng gamot kung ito ay ginagamit at iniinom nang tama? A. Kagalakan B. Katalinuhan C. Nalulunasan ang sakit D. Sama ng loob at lumbay sa buhay4. Anong uri ng gamot ang nabibili sa botika kahit walang reseta? A. Addictive B. Prescribed C. Preventive D. Over the counter5. Alin sa mga gamot na ito ang maaaring mabili nang walang reseta? A. Sedative B. Antibiotics C. Paracetamol D. Antidepressant 154 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 COPY6. Ano ang tawag sa dokumento na ibinibigay ng doktor kung saan nakasulat ang mga tagubilin sa wastong pag-inom o paggamit, wastong sukat, at dalas ng paggamit ng gamot? A. Reseta B. Eteketa C. Listahan D. Rekomendasyon 7. Hindi na matiis ni Jun ang sobrang sakit ng kaniyang ngipin. Kumuha siya ng gamot mula sa kanilang medicine cabinet. Ininom niya ang gamot na katulad ng ibinigay ng tatay niya minsang sumakit ang kaniyang ngipin. Ano ang hindi tamang gawi sa pag-inom ng gamot? A. Paggamot sa sarili B. Pagiging matipid sa gamot C. Pagiging marunong sa pag-inom D. Pag-inom ng gamot na may reseta 8. Kumonsulta si Maria sa doktor. Masakit ang kaniyang ulo. Alin sa sumusunod ang gamot na nireseta sa kaniya? A. Analgesic B. Antihistamine C. Anti-allergy D. Anti-diarrhea 9. Alin ang tumutukoy sa masamang dulot ng pag-abuso, hindi paggamit ng gamot sa wastong paraan na nakaaapekto sa normal na pag-iisip? A. Malungkutin B. Dependency C. Pagkalulong D. Masayahin 10. Niresetahan si Peter ng gamot na antibiotic dahil sa kaniyang tonsillitis at pinayuhan siyang inumin ito sa loob ng isang linggo ngunit ito’y hindi niya ininom sa tamang oras kaya nakaramdam siya ng iba’t ibang sintomas. Ano kaya ang maaari niyang maramdaman sa hindi wastong paggamit at pag-inom ng gamot? A. Nanunuyo ang balat B. Sumasakit ang ngipin C. Naninilaw ang mga mata D. Pagkabingi at pagsusuka nanunuyo ang balat 155 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.

11. Alin ang hindi tamang hakbang sa pag-inom ng gamot? A. Bumili ng gamot sa pinagkakatiwalaang botika. B. Ilagay ang gamot sa lalagyan pagkatapos gamitin. C. Inumin ang gamot kahit walang preskripsiyon ng doktor. D. Gamitin ang gamot na may gabay ang nakababatang kapatid.12. Alin ang hindi nakikita sa pakete ng gamot? A. Paano inumin ang gamot B. Gaano karami ang iinumin C. Pirma ng doktor na nagbigay ng gamot D. Gaano kadalas inumin ang ang gamot13. Sino ang maaaring gumabay sa bata sa pag-inom ng gamot? A. Kaklase at guro B. Magulang at nars C. Tindera at kapatid D. Magulang at parmasya14. Ano ang naidudulot ng hindi tama at hindi saktong oras ng pag-inom ng gamot? A. Paglakas ng immune system B. Paghina ng immune system C. Paglakas ng nervous system D. Paghina ng nervous system15. Si Marta ay uminom ng gamot ngunit hindi niya sinunod ang payo ng doktor at sobra-sobra ang pag-inom niya nito. Nararamdaman niyang lumalabo ang kaniyang paningin. Ano nagiging epekto ng sobrang pag-inom ng gamot? A. pagkabingi B. pagkabulag C. pagkahilo D. pagkalumpoDEPED COPYII. TAMA O MALIPanuto: Tukuyin kung Tama o Mali ang pangungusap. Kung tama isulat angsalitang TAMA at kung mali isulat ang salitang MALI sa patlang.________ 16. Dalawang araw nang pabalik-balik ang lagnat ni Riza. Kumonsulta siya sa doktor bago uminom ng gamot.________ 17. Si Marie ay uminom ng sobrang antibiotic upang labanan ang sakit na dumapo sa katawan. 156 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.

_________18.Tiningnan at sinuri ni Leo ang pakete ng gamot bago ininom para sa kaniyang sakit ng ulo. _________19. Ilagay kahit saan ang gamot pagkatapos gamitin._________20. Mahalagang huwag nang tignan ang nilalaman ng label ng gamot._________21. Bumili ng gamot sa tindahang malapit sa inyong bahay kung ito ay may reseta._________22. Ang pakete ng gamot ay nagsasaad kung gaano karami ang dapat inumin._________23. Ilagay ang gamot sa naaabot ng mga bata._________24. Bumili ng gamot na kaiba sa inireseta ng doktor upang maka mura sa presyo._________25. Inumin ang gamot sa itinakdang oras.DEPED COPYSusi Sa Pagwawasto 18. TAMA 19. MALI 1. D 20. MALI 2. D 21. MALI 3. C 22. TAMA 4. D 23. MALI 5. C 24. MALI 6. A 25. TAMA 7. A 8. A 9. C 10. C 11. C 12. C 13. B 14. B 15. A 16. TAMA 17. MALI 157 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 Mapalad tayong nabubuhay sa isang panahon kung saan madalingmakakuha ng iba’t ibang gamot na kailangan natin. Gayumpaman, angpaggamit ng gamot ay may kaakibat na responsibilidad. Kinakailangang tamaang paggamit ng gamot upang makatulong ito sa ating kalusugan sa halip namaging panganib. Sa yunit na ito, malalaman ang wastong paraan ng pag-inom ng gamot.Ang pagkakaiba ng gamot na nangangailangan ng reseta ng doktor at gamotna di nangangailangan ng reseta upang gamutin ang iba’t ibang uri ng sakit atkaramdaman. Tatalakayin din dito ang mga paraan kung paano maiiwasangmaabuso ang paggamit ng gamot at makatutulong na maunawaan angkahalagahan ng preskripsiyon at paggamot sa may karamdaman. 158 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 1: Tamang Gamit, Iwas SakitBilang ng Araw: 1B ataya ng Kasanayan a. Natutukoy ang iba’t ibang gamit ng gamot sa medisina • Pangangalaga sa katawan • Pag-iwas sa sakit • Lunas sa sakitKaalaman para sa Guro: Droga – anumang sustansiya maliban sa pagkain o tubig na maaaringinumin o ipainom, kainin o upang baguhin, panatilihin, o kontrolin ang pisikal, mental, at emosyonal na kalagayan ng taong uminom nito. Kabilang dito ang mga gamot na iniinom natin kung may sakit tayo, gaya ng paracetamol(para sa sakit ng ulo), antibiotics (para sa impeksiyong dulot ng bacteria, atpagtatae), antipyretics (para sa lagnat), at iba pang katulad. Retrived from: http://eskwelanaga.files.wordpress.com/2011/02/ Analgesic at Anti-inflammatory - gamot para sa sakit ng ulo o kirot ngkatawan at pamamaga. Kung may bata sa bahay, bumili rin ng paracetamolsyrup para sa bata at paracetamol drops para sa naman sanggol. Mefenamic acid - isang uri ng analgesic para sa matinding kirot ngkatawan. Inumin ang mefenamic acid pagkatapos kumain para hindi humapdiang tiyan. Umiwas lang sa matagalang pag-inom nito (lampas sa ilang linggo)dahil puwede itong makaapekto sa ating bato.DEPED COPY Antibiotic - madalas ibigay sa mga sumusunod na karamdaman: nam-amagang tonsils, ubong madilaw ang plema, impeksiyon sa ihi (UTI), at mal-aking pigsa o pamamaga ng gilagid. Para sa sari-saring impeksiyon, madalasireseta ng mga doktor ang antibiotic. Antihistamine - gamot para sa pangangati ng katawan o allergy. Antitussive - gamot para maibsan at masugpo ang pag-ubo. Antacid - iniinom para maiwasan na di matunawan at pangangasim ng sikmura. Antidiarrheals - gamot para sa pagtatae. 159 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.

Vitamins at minerals - nagbibigay ng karagdagang nutrisyon sa katawanRetrieved from http://health.wikipilipinas.org/index.php,http://tl.answers.com/Q/DEPED COPYPamamaraanA. Pag- usapan Natin Ipakita ang medicine cabinet sa mga bata. Tawagin ang mga bata at isa-isahin ang laman nito. Talakayin: Ano ang nakikita sa loob ng kabinet? Nasa aling bahagi ng kabinet ang mga gamot na maaaring inumin? Alin ang maaaring panlinis o pamahid lamang? Kilala ba ninyo ang mga gamot na ito? Kailan kayo umiinom o gumagamit nito? (Hikayatin ng mga bata upang magbahagi sa kanilang mga karanasan sa pag-inom ng gamot.) B. Pag-aralan Natin 1. Balikan ang mga gamot na galing sa medicine cabinet. Ano-ano ang mga gamot na ating iniinom? Bakit tayo umiinom ng gamot? 2. Ipabasa ang “Kilalanin si Kapitan Kapsula” sa LM. Sagutin ang mga tanong. 3. Ipaliwanag ang kahulugan ng droga sa LM. C. Pagsikapan Natin 1. Ipabasa ang islogan Tama Ba Ako at ipadugtong ang larawang nagpapakita ng suporta sa kaisipang nakapaloob dito.D. Pagyamanin Natin 1. Ipagawa ang Gawain Ano Kaya sa LM. 2. Heto ang mga plaskard na nakakalat sa sahig. Nakasulat ang mga karaniwang sakit na nararanasan. Paghudyat ko ng GO mag-unahan kayong lumapit o tapakan ang sa sakit na naranasan ninyo kailan lang. 3. Pipili ang guro ng isang batang magbibigay ng kaniyang karanasan sa karamdamang ito sa bawat sakit. 160 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.

4. Itanong: Kailan tayo umiinom nito? Bakit kailangan nating uminom ng gamot? Ano-ano ang mga karaniwang gamot ng ating iniinom o ginagamit? Anong pagbabago ang nagagawa ng gamot sa ating katawan? 5. Ipabasa ang nakasulat sa organizer sa LM. E. Pagnilayan Natin 1. Ipagawa ang Gawain sa Kompletuhin Mo Ito. Kompletuhin ang kaisapang nasa scroll graphic organizer upang makabuo ng isang malinaw na mensahe sa LM. 2. Ipasadula ang gawain sa Mam Sir Ano ang Dapat Bibilhin?F. Takdang-aralin Gumawa ng sariling islogan na nagpapakita kung bakit kailangan nating uminom ng mga gamot.DEPED COPYAralin 2: Gamot na Iba’t Iba, Sa Botika Naroon SilaBilang ng Araw: 1Batayang Kasanayan 1. Nakikilala ang pagkakaiba ng inireseta at hindi iniresetang gamot at ang wastong paggamit nito a. mga gamot na hindi na nangangailangan ng reseta ng doktor (Over-the-counter) b. mga gamot na nangangailangan ng reseta ng doktor (Prescription)Karagdagang Kaalaman para sa Guro Ang reseta  ay isang dokumentong bahagi ng pangangalagang pang-kalusugan. Dito isinusulat ng isang doktor o iba pang mga kawaning medikalna binigyan ng kapangyarihan ng batas ang mga instruksiyon para sa kanilangmga pasyente.Retrieved from http://health.wikipilipinas.org/index.php/WikiHealth Kadalasan, sa mga reseta nakalagay ang mga gamot na dapat inumin ng pasyente. Habang tumatagal, nilalagay na rin sa reseta ang iba pang mgakailangang isagawa sa pasyente para manumbalik sa kalusugan. Halimbawa rito ang mga pagsusuring tulad sa dugo, pagkuha ng presyon, tibok ng puso, 161 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.

at x-ray. May pananagutan sa batas ang mga doktor na nagsusulat ngreseta dahil ito ang nagpapatunay na siya ay nangangalaga ng kalusugan ngnireresetahang pasyente. Nakapaloob sa Seksiyon 30 hanggang 38 ng Batas Republika 5921 oang tinaguriang Batas Parmasyutiko ang mga panuntunan para sa mgaparmasyutiko lalo na sa kung paano nila pangangalagaan ang mga resetangibinigay sa kanila. Bawat botika ay kailangang may mangangasiwang parmasyutikongkikilatis sa mga resetang dinala rito. Ayon naman sa Batas Republika 6675 o ang Generics Act ng 1988,kailangang bigyang-diin ng mga parmasyutiko ang kahalagahan ng genericname ng gamot sa brand name nito. Samakatwid, sa inscription dapat nakalagayang akmang generic name sa brand name. Kailangan din na ito ay malinaw nanakasulat sa print at hindi cursive na sulat-kamay. DEPED COPYRetrieved from http://health.wikipilipinas.org/index.php/ Ang over-the-counter (OTC) o mga gamot na nabibili nang hindi nanangangailangan ng reseta ng doktor. Nabibili itong deretso mula sa counterng mga botika at pati na rin sa mga tindahan. Hindi mo kailangan ng resetamula sa doktor upang uminom ng over-the-counter na gamot. Dahil dito, iniisipng mga tao na walang panganib ang pag-inom ng mga naturang gamot. Ngunit,ang mga gamot na ito ay maaaring maging sanhi ng iba pang problema tuladng taluhiyang (allergy). Kapag bumibili ng gamot na OTC, dapat basahin at sundin ang mgatuntuning nakatatak sa etiketa pagkabili ng produkto. Mapanganib isipin napare-pareho palagi ang dami ng kinakailangang inumin.Retrieved from http://eskwelanaga.files.wordpress.com/2011/02/Galvez Tan, J.Z., et al. (2009) The Health Curriculum in Philippine Basic Education.Manila: UNACOM. PamamaraanA. Pag-usapan Natin 1. Ano-ano ang mga gamit ng gamot na ating natalakay? Magbigay nga kayo ng mga uri ng gamot na ito. Itatala ng guro ang mga sagot ng mga bata. Saan natin nabibili ang nga gamot na ito? 162 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. Ipakita ang larawan sa LM. 3. Ipasagot ang mga tanong na nababasa sa LM. Ano ang napansin ninyo sa pagkakaiba ng dalawang bumibili ng gamot sa parmasya? 4. Ipabasa ang nasa loob ng scroll organizer. B. Pag-aralan Natin 1. Ipaliwanag ang Alamin Natin. 2. Balikan ang listahan ng mga gamot na iyong isinulat sa pisara. 3. Mula sa karanasan ng mga bata sa pagbili ng gamot, banggitin na ang mga gamot ay may iba’t ibang uri at gamit nito. Ipaliwanag ang gamit ng analgesic, atihistamine, at antibiotic at iba pa. C. Pagsikapan Natin a. Ipabasa ang tula sa mga bata sa Alin ang Nararapat Sa’yo Ano ang dalawang uri ng gamot? Saan natin nabibili ang mga gamot na ito? Paano sila nagkakaiba? b. Ipakita ang halimbawa ng reseta sa Dapat Sundin Mo Ito sa mga bata. Ano-ano ang mga detalyeng nakapaloob sa isang reseta? 1. Pangalan ng doktor 2. Gamot 3. Oras ng pag inom/kailan iinumin 4. Sukat ng iinuming gamot 5. Petsa ng pagbalik c. Pangkatin ang klase at bigyan ng mga lumang reseta ang bawat grupo. Ipaliwanag ang kanilang gagawin. LM. d. Bakit kailangan ang reseta? Ano ang dapat gawin sa resetang ibinibigay ng doktor? D. Pagyamanin Natin 1. Ipagawa sa mga bata ang gawain sa “Tseklist ng Paggamit Ng Gamot” sa LM. 2. Ipagawa ang gawain sa Kaya Natin sa LM. 163 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.

E. Pagnilayan Natin 1. Alam mo ba na alinmang uri ng gamot may reseta man o wala, ay kailangang pangunahing isaalang-alang ang pagsunod ng tamang pag-inom? 2. Ipasagot ang mga tanong sa scroll up graphic organizer sa LM p _____.F. Takdang-aralin Magpatulong sa magulang at tingnan ang mga gamot sa inyongbahay. Ilista ang mga gamot na nakikita roon. Lagyan ng tsek ang hanaykung ito ay gamot na inirereseta o gamot na di-inirereseta.DEPED COPY Gamot Walang May Reseta Reseta1.2.3.4.5.Aralin 3: Maling Paggamit, Hatid ay Panganib Bilang ng Araw: 1Batayang Kasanayan a. Nailalarawan ang mga maling paggamit at pang-aabuso sa gamot • Paggamot sa sarili • Maling paggamit ng gamot (overdose, excessive use)Karagdagang Kaalaman para sa Guro Ang maling paggamit ng gamot ang nagdudulot ng masamang epekto sa kalusugan. Ilan sa mga halimbawa ng maling paggamit ng gamot ay: 164 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 COPY1. Paggamot sa Sarili Huwag gamutin ang sarili Ito ang iginiit sa publiko ng Food and Drugs Administration (FDA). Kasabay nito, nagbabala pa ang FDA na ang self-medication o pagbibigay ng lunas sa sarili nang hindi kumukonsulta sa doktor ng ilang indibiduwal na dumaranas karamdaman o kondisyong pangkalusugan ay maaaring lalo pang makasama sa kalusugan, lalo na kung mali ang gamot na ginamit o mali ang paggamit ng isang indibidwal sa gamot. Retrieved from http://health.wikipilipinas.org/index.php/WikiHealth Batay sa Advisory No. 2013-057, sinabi ng FDA na maraming tao ang nagse-self-medicate gamit ang over-the-counter (OTC) preparation, na ligtas at epektibo namang gamitin kung tama ang paggamit nito, o ‘di kaya’y ng mga prescription o ethical medicine, na may Rx symbol sa kanilang label o nangangailangan ng preskripsiyon ng doktor. Gayunman, binigyang-diin pa ng FDA na pinakamainam pa ring humingi ng payo sa mga doktor kung may sakit bago uminom ng gamot upang matiyak na tama at epektibo ang gamot na iinumin. Maaari ding magtanong sa mga community at hospital pharmacist na sinanay na magbigay sa mga pasyente ng counseling sa medisina o magbigay ng payo kung kinakailangang kumonsulta sa doktor bago uminom ng anumang gamot. Hindi rin dapat na magpadala sa advertisement o product endorsers ng mga gamot at kumonsulta muna sa mga doktor o pharmacists sa pagdedesisyon kung anong OTC products o food supplement ang mabuting gamitin, lalo na kung may kasalukuyang iniinom na medikasyon, sumasailalim sa special diet o medical therapy upang maiwasan ang drug interaction, drug-food interaction o drug-disease interaction. Palaging basahin ang package inserts ng gamot upang matiyak na ang mga medisinang gagamitin ay napatunayang ligtas, epektibo at dekalidad tulad ng mga gamot na rehistrado ng FDA. Dapat ding basahing mabuti ng pasyente ang mga label ng mga gamot at product information ng mga ito na nagsaad kung paano ito gamitin o inumin, mga epekto at posibleng side effects nito, paano imomonitor ang epekto ng gamot, alamin ang posibleng interaction, precaution at warning ng gamot, at tagal ng paggamit nito. Dapat din tiyakin ng lahat ng mga drug outlet na ang ibebenta nilang mga gamot at food supplements ay rehistrado sa FDA. 165 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.

2. Improper Use of Medicine. Maling paggamit o pag-inom ng gamot katulad ng: • Pag-inom ng di sapat na gamot sa nakareseta, o pag-inom ng mas madalang o ang pag-inom sa takdang oras. • Pagtigil sa pag-inom ng gamot nang mas maaga. Kahit pa maiklian o matagalan ay panggagamot, kahit mawala man ang mga sintomas • Sobrang pag-inom ng gamot kaysa sa nakatakdang dami. • Pag-inom ng gamot sa maraming oras kaysa nakatakda.Retrieved from http://eskwelanaga.files.wordpress.com/2011/02/Galvez Tan, J.Z., et al. (2009) The Health Curriculum in Philippine BasicEducation.Manila,:UNACOM. DEPED COPYPamamaraan A. Pag-usapan Natin: a. Ipalaro ang Laro: Bring Me Ipakita sa mga mag-aaral ang iba’t ibang kaisipang may kaugnay sa mga gamot na ating iniinom. Mag-unahang pumunta ang limang bata sa harap at hanapin sa kahon ang larawan o bagay na naikakabit dito sa LM. • Batayan ng oras ng pag inom ((rkeulots)ara/measuring • Scuupk)atan ng gamot na iinumin • Lugar kung saan bumibili ng gamot (larawan ng botika) • Taong awtorisadong mag reseta ng gamot (doktor) • Dito nakasulat ang tagubilin sa pag-inom ng gamot (reseta) • G(thaemrmit osameptaegrk) uha ng temperatura ng katawan • Bigat ng Katawan (timbangan) Ano-ano ang mga bagay na ating naidikit sa pisara? Bakit kayamahalagang bigyang pansin ang mga ito para sa ating pag-inom nggamot?b. Ipagawa sa mga bata ang gawain Alin Kaya? sa LM.B. Pag-aralan Natin: a. Itanong: Alam ba ninyo ang maaaring mangyari kapag di natin sinunod ang mga tagubilin ng doktor sa tamang sukat at dami ng iniinom na gamot? b. Ipagawa sa mga bata ang gawain sa Dapat Magbasa Muna 166 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.

Saan Nagkamali si Luis Masama ang pakiramdam ni Luis nang dumating galing paaralan. Pagkatapos ng hapunan nagsimula siyang bumahing at may baradong ilong si Luis. Kinaumagahan, nagising siyang may sinat, sipon, at ubo na. Nag-iisa siya sa bahay at kailangang uminom siya ng gamot para gumaling ang karamdaman. Kinuha niya ang gamot sa lagayan. Agad niyang ininom ang gamot na hindi binabasa ang label. Pagkalipas ang isang oras, sa halip na bumaba ang lagnat, mawalaang sipon ay lalo pa itong lumala. Naglitawan din ang maliliit na pantalsa katawan na may kasamang pangangati. Nang dumating ang kaniyangDEPED COPYnanay nabahala ang ina sa kalagayan ng kaniyang anak. Tinanong niya siLuis kung anong gamot ang kanyang ininom. Nagulat siya nang makita niyana ang gamot na ininom ni Luis ay lipas na ng apat na buwan. Nagpasyasi Nanay Daria na dalhin si Luis sa pinakamalapit na pagamutan. Pinayuhan ng doktor ang mag-ina na siguraduhing di pa lipasang gamot na iniinom, at laging nasa patnubay ng nakatatanda. Binigyanng doktor si Luis ng tamang gamot at dosis ng pag-inom para sa kanyangkaramdaman. c. Talakayin ang talata gamit ang sumusunod na tanong: 1. Ano ang naging sakit ni Luis? 2. Para saan ang ininom niyang gamot? 3. Ano nangyari sa kaniya? 4. Ano ang mali sa ginawa ni Luis? 5. Ano sa palagay ninyo ang dapat niyang ginawa? d. Ipasagot ang Paano Kaya? sa LM. Suriin ang mga larawan at ipasagot ang mga tanong. e. Ipabasa ang Mga Dapat Tandaan sa Pag-inom ng Gamot.C. Pagsikapan Natin 1. Ipagawa ang Saan Ako Nagkamali? Pagmasdan ang mga larawan. Pag-aralan ang kanilang mensahe. 2. Isulat sa patlang sa ibaba ang mensaheng gustong ipahatid ng mga larawan.D. Pagyamanin Natin 1. Ipagawa ang Kaya Natin. Pagsasadula sa isang kalagayan na nagpapakita ng maling paggamit ng gamot at ipakita ang tamang paggamit nito. 167 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.

Unang grupo : Paggamot sa sarili (self medication) Ikalawang grupo : Paggamit ng labis sa sukat (overdose) Ikatlong grupo na kailangan na gamotE. Pagnilayan Natin : Pag-inom ng iba’t ibang klase ng gamot sa parehong sakit. 1. Maghanap ng kapareha ang mga mag-aaral. 2. Ipagawa ang Gawaing Ikaw at Ako Sundin Natin ‘to F. Takdang-aralinDEPED COPYGumawa ng isang babala tungkol sa maling pag-inom ng gamot opag-abuso sa gamot. Gumamit ng mga patapong karton, etiketa, resetao pamphlet ng gamot sa iyong gawain.Aralin 4: Gamot Huwag Abusuhin, Upang Sakit Hindi DanasinBilang Araw: 1Batayang Kasanayan a. Nailalarawan ang mga maling paggamit at pag-abuso sa gamot • Pagsandig (dependency) • Adiksiyon (addiction) Karagdagang Kaalaman para sa Guro: Kapag bumibili ng gamot sa botika, dapat basahin at sundin ang mgatuntunin na nakatatak sa etiketa pagkabili ng produkto. Mapanganib isipinna pare-pareho palagi ang dami ng kinakailangang inumin. Tingnan din angmga sangkap kung mainam ang mga ito sa paggamot ng isang partikular nasakit. Mahalagang tandaan na ang mga gamot na over-the-counter (OTC) aypumipigil lamang ng sintomas. Hindi ginagamot ng mga ito ang sakit. Ito angdahilan kung bakit ginagamit ito upang gamutin ang mga magaang na sakit, tulad ngsakit ng ulo, sakit sa kalamnan, di-natunawan, diarrhea, lagnat, ubo, sipon, at iba pa. Ang ibang tao ay nakararanas ng mga masamang epekto mula sa gamotna OTC kahit ginagamit nila ito nang tama. Ang ibang analgesic ay maaaringmaging sanhi ng ibang allergy. Dapat maging maingat kapag pinapainom ng 168 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 COPYmga gamot na OTC ang matatanda o mga bata. Ang dami ng pagpapainom ay mahalaga sa parehong pagkakataon. Sa mga bata, mahirap malaman kung ang sintomas ay malumanay o malubhang sakit. Inumin ang gamot ayon sa tamang dami at haba ng panahon. Huwag pahabain ang araw ng pag-inom ng gamot upang maiwasan ang pagsandig (dependency) dito. Mabuting malaman ang expiration date ng isang gamot upang di mabawasan ang bisa nito at maging sanhi ng matagal na paggaling ng sakit. Pamamaraan A. Pag-usapan Natin 1. Balik-aralan ang mga napag-aralan natin tungkol sa paraan sa maling paggamit ng gamot. 2. Magbigay ng halimbawa na inyong naranasan tungkol maling pag gamit o pag inom ng gamot. 3. Ipagawa ang Sumunod, Magmasid, Para Iwas Sakuna. Ipakita ang larawan sa mga bata at itanong ang mga sumusunod: a. Ano-ano ang ginagawa ng mga bata? Mabuti ba ito? b. Paano nila ginagamit ang mga gamot? B. Pag-aralan Natin 1. Itanong: Alam ba ninyo na ang sobra o labis na pag-inom ng gamot ay nakapagdudulot ng ibang kondisyon o pagbabago sa utak? Gusto ba ninyong malaman kung ano-ano ang mga ito? 2. Ipasagot ang gawain sa Bakit ‘Di Makatulog?: Ang Mga Gabi ni Gabby 3. Ipaliwanag kung paano ginagamit ang droga. 4. Ipagawa ang Gawain na Bawal Ang Sobra sa LM. Gawain-Bakit ‘di Makatulog?: Ang Mga Gabi ni Gabby Ilang gabi na ang nagdaan na di makatulog si Gabby. Dahil sa ganitong kalagayan, kumukonsulta siya sa doktor. Niresetahan siya ng kanyang doktor ng gamot na pampatulog. Natapos na ang takdang araw sa pag-inom ng gamot ngunit gabi gabi na niyang iniinom ito na lingid sa kaalaman ng doktor . 169 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 COPYMinsang wala siyang nabiling gamot sa botika at wala siyang nainom, di siyanakatulog sa magdamag. Naging bahagi na ng sistema ng kaniyang katawanang gamot na pampatulog at napataas na ang dami ng iniinom. Lumala angkanyang karamdaman. Hindi makatulog kung hindi siya makainom ng gamot. Si Gabby ay dumaranas ng kondisyong pangkalusugan na tinatawag natinna drug dependency. 1. Bakit pumunta si Gabby sa doktor? Anong gamot ang nireseta sa kaniya? 2. Ano ang nangyayari kay Gabby kapag hindi siya umiinom ng gamot? 3. Ano ang kaniyang ginawa upang siya ay makatulog? 4. Anong karamdaman ang dinaranas ni Gabby?Paggamit ng droga – katamtamang paggamit ng mga droga upang baguhinang kalagayan ng isang tao. Kung umiinom tayo ng gamot upang pagalinginang sakit ng ulo, lagnat, sipon, at iba pang mga karaniwang sakit, itinuturing naitong paggamit ng droga.Pag-aabuso ng droga – proseso ng paggamit ng anumang droga sa mgalayuning liban sa mga isinaad na normal na pinaggagamitan nito o sapamamaraan o daming labag sa itinatakda para dito.(http://eskwelanaga.files.wordpress.com/2011/02/nakalululong-na-droga-unang-bah-agi.pdf) 170 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.

Gawain: Bawal ang Sobra Si Kap Sirup ba ang Kasagutan?DEPED COPYUsapan:Adi : Ubo... ubo... ubo... hay ang hirap naman ang ubong ito. Talagang pinahihirapan ako.Kap. Sirup: Aba... aba... aba.. Narito ang isang bata, na aking dapat b i - gyan ng kalinga. Hoy bata! Ako ang iyong kailangan. Gusto mo bang gamutin kita?Adi : Ha! Sino ka? Ikaw ba ang tutulong sa aking karamdaman?Kap. Sirup: Ako nga! Ako si Kap. Sirup. Ang lunas sa ubo mong nagpapahirap.(Pagkalipas ng 10 araw. Magaling na si Adi sa kanyang ubo.)Adi : Kap.Sirupppppppp..nasaan ka na? Kailangan kita. Hindi ako mapalagay kapag wala ka!Kap. Sirup: Adi, magaling ka na. Hindi mo na ako kailangan. Kapag wala ka nang ubo ay dapat di mo na ako iniinom.Adi : (Nanginginig ito......) Brrrrrrrr, brrrrr. Kailangan kita Kap Sirup. Di ako makagalaw nang normal kapag wala ka.Kap. Sirup: Iba na ang nangyayari sa katawan mo Adi. Di na kita natutulungan. Nalululong ka na sa akin. Kailangan na kitang iwanan. 171 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 COPYTanong: 1. Sino-sino ang nag-uusap sa ating tekstong nabasa? 2. Ano ang sakit ni Adi? 3. Ano ang gamot para sa sakit niya? 4. Ano ang ginawa ni Adi kahit magaling na siya? 5. Bakit patuloy na hinahanap ni Adi si Kap Sirup? 6. Anong kalagayang pangkalusugan ang dinaranas ni Adi?C. Pagsikapan Natin a. Pangkatin ang mga bata sa apat. b. Ibigay ang script sa kuwento ni Kap Syrup at ni Adi. c. Bigyan ng tatlong minuto ang mga bata para mag-usap at magsanay kung sino ang gaganap sa dalawang tauhan mula sa kanilang grupo. d. Bigyan ang mga bata ng tatlong minuto para magpalabas. D. Pagyamanin NatinGawain A. Laro: Sino Ako? 1. Ipagawa ang Sino Ako? sa LM. • Pangkatin ang klase sa dalawa. • Ang isang grupo ay pangalanang Grupo Lulong at ang isa ay Grupo Pagsandig. Babasa ang guro ng kaisipang naglalarawan kung paano inaabuso ang mga gamot. Lahat ng miyembro ng grupo ay tatayo at itataas ang plakard kung ang kaisipan ay tumutukoy sa kanilang grupo. Pagkatapos bigkasin ng guro ang “Sino Ako”, hudyat ito ng pagtayo ng lahat ng miyembro. Kapag may isang miyembrong nakaupo, walang iskor ang maibibigay sa grupo. Ang grupong may pinakamaraming tamang sagot ay tatanghaling panalo. 2. Ipasagot ang Kaya Natin! Sa LM. Panuto: Gamit ang larawan, ipabubuo sa mga bata ang isang kongklusyon kung paano natin inaabuso o di ginagamit nang tama ang mga gamot.Ang pag-inom ng gamot ay____________________________________________________________________________________________________________________________________________________________________ 172 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 Ipagawa ang Poster Pangkalusugan sa LM. Pangkatin ang mga bata at ipapagawa ang poster. (Paano mo alagaan ang sarili upang iwasan ang pag-aabuso o maling paggamit ng gamot?) F. Takdang-aralin Gumuhit ng isang poster-slogan na naglalarawan ng di-wasto o pag-abuso sa mga gamot. Aralin 5: Laging Ligtas: Pag-iwas sa Panganib ng Pag-abuso at Maling Paggamit ng Gamot! Bilang ng Araw: 1 Batayang Kasanayan a. Naiisa-isa ang maaaring maging panganib sa maling paggamit ng gamot. b. Nailalahad ang kahalagahan ng pagpapatingin sa doktor Karagdagang Kaalaman para sa Guro Ang mga maaaring panganib sa maling paggamit ng gamot ay ang sumusunod: 1. Pisikal na Panganib kagaya ng pagkabingi dahil sa maling paggamit. Mga Epekto ng Sobrang Paggamit ng Gamot a. Pagtatae b. Pananakit ng tiyan c. Pagsusuka d. Pagbaba ng puwersa ng dugo e. Pangangapos sa paghinga o mahirap na paghinga f. Taluhiyang Reaksiyon (Allergic Reactions) - Pamamaga ng labi, mukha, o dila - Pagkakaroon ng butlig-butlig sa balat Ang pag-inom ng antibiotic sa mahabang panahon ay nagiging dahilan ng pagkakaroon ng sakit na kanser at diabetes. Ito rin ay nakapagpapahina ng immune system laban sa sakit sapagkat sinisira nito ang mga kapaki- pakinabang o kaibigang bacteria na nagbabantay at lumalaban sa mga kaaway na bacteria na sumisira sa intestines o lamang-loob ng tao. 173 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 COPYAng iba pang gamot na inaabuso ng kabataan ay ang mga sumusunod: a. Guaifenesin – Ito ang aktibong sangkap ng mga gamot sa ubo at sipon. Ang epekto ng sobrang dami na pag-inom nito ay nakapag- dudulot ng pagkahilo, pagsususuka at paglabo ng paningin. b. Nagpapaginhawa sa Kirot o Hapdi (Pain Relievers) Ang sobrang paggamit ng mga gamot na ito ang nagiging sanhi ng sakit sa bato, pagdurugo ng tiyan, at pagkakaroon ng iba’t ibang sakit sa puso. 2. Sikolohikal na Panganib (Psychological Harm) Ang sobrang pag-inom ng antibiotic ay nagiging dahilan ng pagkapinsalang kapaki-pakinabang o kaibigang bacteria sa lamang-loob ng tao aynakapagdudulot ng pabigla-biglang pag-atake ng sakit sa pag-iisip. Ang sobrang paggamit ng sangkap sa ubo at sipon na guaifenesin angdahilan ng pagkakaiba ng pagbabago ng paningin o pagkilala sa kulay at tunog.Ito din ang dahilan ng pagkakaroon ng guni-guni hanggang anim na oras. Napakahalaga ang pagpapakonsulta o pagpapatingin sa doktor upangmaiwasan ang pang-aabuso o maling paggamit ng gamot. Iwasan natin angpaggamit ng reseta ng kapitbahay o kamag-anak para makabili ng gamot saparmasya.Sanggunian:Galvez Tan, J.Z., et al. (2009) The Health Curriculum in Philippine BasicEducation.Philippines.Meeks L. (2011) Comprehensive School Health Education 7th ed.Stepens, E. MD (2011). Effects of Antibiotics Over an Extended Period.Retrieved from http://www.medicinenet.com 174 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.

Kagamitan: plaskard, tsart, LMPamamaraan A. Pag-usapan Natin Ang guro ay magpapakita ng isang graphic organizer sa LM. 1. Itanong ang mga sumusunod: a. Nakakita na ba kayo ng kapsula? b. Ano kayang mga posibleng mangyayari sa atin kapag uminom tayo ng gamot kahit hindi kailangan o masobrahan sa paggamit? Itala natin ang sanhi at bunga ng maling paggamit ng gamot. HALIMBAWA NG GAMOTDEPED COPYSANHI BUNGA 2. Ipaliwanag ang antibiotic May hangganan ang paggamit sa lahat ng gamot lalo na sa mga antibiotic dahil sa sumusunod:  Pagkalason at reaksiyon. Bukod sa pinapatay ang bacteria, nakapipinsala rin sa katawan ang antibiotic. Maaaring makalason o maging sanhi ito ng allergy. Maraming namamatay taon-taon dahil gumagamit sila ng antibiotic na hindi nila kailangan.  Pagkasira ng balanse ng katawan. Hindi lahat ng bacteria sa katawan ay nakapipinsala. Ang iba ay kailangan ng katawan upang normal na tumakbo ito. Kadalasan, parehong pinapatay ng antibiotic ang masasama at mabubuting bacteria. Ang mga sanggol na binibigyan ng antibiotic ay nagkakaroon kung minsan ng impeksiyon sa bibig sanhi ng fungus (agihap) o sa balat (moniliasis). Nangyayari ito dahil pinapatay ng antibiotic o ang mga bacteria na pumipigil sa fungus.  Hindi na tatablan pag tumagal. Sa katagalan, ang pinakamahalagang dahilan kung bakit dapat magkaroon ng limitasyon sa paggamit ng antibiotic ay ito pagkabawas ng bisa nito. (http://health.wikipilipinas.org/index.php/Kahalagahan_ng_Limitadong_Paggamit_ ng_Antibayotiko) 175 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. Pag-aralan Natin 1. Ipabasa ang Dapat Tama Lang komik istrip sa LM sa mga mag- aaral. (Maaaring sa paraang tahimik na pagbabasa, pagtatakda ng piling mag-aaral, pagtatakda ng mga grupo para sa pagpapalitang pagbasa, at iba pa.) 2. Ipasara ang modyul at itanong: a. Ano ang dahilan at isinugod si Karen sa ospital? b. Ano ang nangyari kay Karen pagkatapos uminom ng sobrang dami ng gamot? c. Bakit kailangan ang reseta ng doktor bago uminom ng gamot? d. Paano nakaaapekto sa kalusugan ang maling paggamit ng gamot? C. Pagsikapan Natin 1. Ipagawa ang Ating Gawin. Pangkatin sa apat o lima ang klase. Punan ang tsart ng mga epekto ng maling paggamit ng gamot sa LM. 2. Ipagawa ang Mahalaga si Dok. Punan ang mga kahon sa LM, ng kahalagahan ng pagpapakonsulta sa doktor bago uminom ng gamot. D. Pagyamanin Natin 1. Punan ang Flower Organizer sa LM. 2. Ipagawa ang gawain sa Kaya Natin sa LM. Mga Sagot: 1. Tama 2. Mali 3.Mali 4.Tama 5. Mali E. Pagnilayan Natin Ipasagot ang gawain sa Tandaan Mo sa LM. F. Takdang-aralin/Kasunduan Kapanayamin ang iyong kapamilya o kapitbahay. Tanungin kung naranasan nilang uminom ng gamot ng hindi kumunsulta sa doktor. Alamin ang naging resulta ng hindi pagpatingin sa doktor bago uminom ng gamot. Isulat sa iyong Health notebook ang kinalabasan ng iyong panayam. 176 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 6: Sa Oras ng Karamdaman, Wastong Preskripsiyon ang Kailangan Bilang ng Araw: 1 Batayang Kasanayan a. Nailalahad ang tamang paraan ng paggamit ng gamot b. Naisasagawa ang mga tamang paraan ng paggamit ng gamot Karagdagang Kaalaman para sa Guro Mga Tamang Paraan sa Paggamit ng Gamot 1. Gamitin ang gamot na may gabay ng responsableng nakatatanda. 2. Basahin at suriing mabuti ang nakasulat sa pakete ng gamot (medicine label). 3. Kumunsulta sa doktor bago uminom ng gamot. 4. Sundin ang mga panutong nakasaad sa preskripsiyong pangmediko o medical prescription. 5. Tingnan at suriin kung kailan mawawalan ng bisa ang gamot (expiration date). 6. Isaalang-alang ang tamang pag-iimbakan o pagtataguan ng gamot. 7. Bumili ng gamot sa mapagkakatiwalaang botika. Dapat nating sundin ang mga tamang paraan ng paggamit ng gamot upang maiwasan ang ibat ibang problemang pangkalusugan. Sanggunian: Galvez Tan, J.Z. (2009) The Health Curriculum in Philippine Basic Education. Manila: UNACOM Meeks L. (2011) Comprehensive School Health Education 7th Edition. (2011). Medicines correct use. Retrieved from http://www.everybody.co.nz Kagamitan: aktuwal na preskripsiyon ng doktor, aktuwal na likido, at tabletang gamot Pamamaraan: A. Pag-usapan Natin Magpakita sa mag-aaral ng aktuwal na preskripsiyon mula sa lisensiyadong doktor, likido, at tabletang gamot. Tanong: 1. Bakit kailangan ng preskripsiyon ng doktor bago uminom ng gamot? 2. Ano-ano ang mababasa ninyong nakasulat sa pakete ng gamot o medicine label? 177 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. Pag-aralan Natin Ipabasa ang Mahalaga Ang Mga ‘To at ipasagot ang mga tanong tungkol sa diyalogo sa LM. Itanong: 1. Ano-ano ang ibinahagi nina Rona, Ben, Belen at Roy sa kanilang kaklase at guro? 2. Bakit kailangan nating kumonsulta sa doktor bago uminom ng gamot? 3. Bakit kailangang bumili ng gamot sa mapagkakatiwalaang botika? 4. Nasiyahan ba si Gng. Castro sa mga ibinahagi ng kaniyang mga mag-aaral? Bakit?C. Pagsikapan Natin 1. Ipagawa ang Ating Sagutin sagutin ang tseklis. Lagyan ng tsek ang inyong sagot sa LM. 2. Ipagawa ang gawain sa Mahal Kita Kaibigan, sumulat sa iyong kaibigan upang ipaalam o ipaalala sa kaniya ang tamang paraan ng paggamit ng gamot sa LM.D. Pagyamanin Natin 1. Ipagawa ang gawain sa Dapat Gawin. Bumuo ng lima o anim na pangkat. Punan ang tsart ng mga tamang paraan ng paggamit ng gamot sa LM. 2. Ipagawa ang gawain sa Kaya Natin! Ipapili sa kahon ang angkop na salitang bubuo sa diwa ng mga sumusunod na pangungusap sa LM.E. Pagnilayan Natin Ipagawa ang Ating Alamin “House Organizer” sa LM.F. Takdang-aralin Magsaliksik ng iba pang paraan ng wastong paggamit ng gamot. Isulat sa inyong kuwaderno ang mga nakalap na impormasyon. Maaaring gumamit ng pananaliksik sa internet, pahayagan, at aklat. 178 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 7: Paliwanag Mo, Kailangan Ko! Bilang ng Araw: 1 Batayang Kasanayan a. Naipaliliwanag ang kahalagahan ng pagbabasa ng impormasyon, mga nakasulat sa pakete ng gamot (medicine label), at iba pang paraan upang makasiguro na tama ang paggamit ng gamot b. Nasusunod ang mga tamang paraan ng paggamit ng gamot Karagdagang Kaalaman para sa Guro Mga Tamang Paraan sa Paggamit ng Gamot Gamitin ang gamot na may gabay ng nakatatanda. Sa pag-inom ng gamot ng mga bata, kailangan pa rin ang gabay ng mga magulang o nakatatanda upang makasiguro na tama ang dami ng gamot na kanilang iniinom at upang mainom ang gamot sa tamang oras. Basahin at suriing mabuti ang nakasulat sa pakete ng gamot (medicine label). Kinakailangang basahin at suriing mabuti ang nakasulat sa pakete ng gamot o medicine label bago gamitin ito. Sundin ang mga nakasaad na panuto upang tamang dami ng gamot ang mainom. Ang pakete ng gamot o medicine label ay nagsasaad ng sumusunod: a. Gaano karami ang iinumin? b. Gaano kadalas iinumin ang gamot? c. Gaano katagal gamitin ang gamot? d. Paano inumin ito? e. Saan dapat imbakin o itago ang gamot? Ang pakete o label ng gamot ay nagsasaad din kung dapat kumain bago inumin ang gamot o inumin ang gamot na walang lamanang tiyan. 179 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.