HEALTH8Q4

DETAILED
LESSON PLAN
IN HEALTH 8
(Fourth Quarter)
Detailed Lesson Plan in MAPEH

Grade 8
i
Region V/Daily Lesson Plan/2019-2020
PAGKILALA
Writers/Demo Teachers:
MELISA EVE C. PAJIMOLA
HANNIE LIZA B. AGUILAR
RONALD B. ESQUILLO
JANE C. RAGOT
RYSEL TAROCAN
OSCAR D. PINOTE
ANTONIO S. CERVANTES
Language Editors:
SOPHIA M. SALVACION
MICHAEL F. CABATAÑA
ERIBERTA B. BURI
ALADIN ALBA
Editor/Evaluator
PERLA VICENTA OVILLA-REYES
Layout Artist:
MARLY P. ESPIRITU
ii
TABLE OF CONTENTS
Cover Page i
Pagkilala ii
Table of Contents iii
PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS:

CIGARETTE AND ALCOHOL)
Gateway Drugs
1. Alcohol 1 – 10
2. Cigarettes
Protective and risk factors in the use of cigarettes and
11 – 24
alcohol.
PROTECTIVE AND RISKS FACTORS IN THE USE
25 – 32
OF CIGARETTES AND ALCOHOL
PROTECTIVE AND RISK FACTORS IN THE USE OF
33 – 40
CIGARETTES AND ALCOHOL
Negative health impacts of drinking alcohol 41 – 49
Protective and risk factors in the use of alcohol 50 – 57
Prevention, and Control of Gateway Drugs 58 – 62
Prevention and Control of Gateway Drugs 63 – 66
iii
Grade 8
Quarter 4
I. OBJECTIVES
A. Content The learners demonstrate an understanding of the
Standards factors that influence cigarette and alcohol use and
strategies for prevention and control.
B. Performance The learner demonstrates personal responsibility in the
Standards prevention of cigarette and alcohol use through the
promotion of healthy lifestyle.
C. Learning The learner discusses gateway drugs.
Competencies/ H8S-IVa-27
Objectives (Write
the LC Code for
each)
II. CONTENT Gateway Drugs
3. Alcohol
4. Cigarettes
III. LEARNING
RESOURCES
A. References
1. Teacher’s Teachers Guide 4 (TG4): pp. 20 - 26
Guide pages
2. Learner’s Pages 361-382
Materials
pages
3. Textbook None
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other learning https://www.drugrehab.com/guides/gateway-drugs/
resources http://headsup.scholastic.com/teachers/teaching-guide
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the Ask the learners the
previous following questions:
lesson or
presenting
the new
lesson
1
1. What are common http://headsup.scholastic.com
to the following set /teachers/teaching-guide
of pictures. Reviewing the previous
2. Do these set of lesson or presenting the
pictures have new lesson.
effects on the Let the learners study the
person using picture posted.
these? In what 1. Do you agree with
way? what the picture
Possible Answers: intends to tell you?
1. Drugs, drinking 2. What are the causes
alcohol, smoking of these diseases?
and marijuana beverages
2. Yes. It can weaken Possible Answers:
the immune 1. Yes, because those
system, it can also are the negative
increase the risk of effects of gateway
illness and drugs.
infection, heart 2. Cigarettes smoking
problem, abnormal and drinking
brain function, and alcohol.
even it can lead to
death of a person
using drugs.
B. Establishing Self-Inventory (Active or Self-Inventory (Active or

purpose of Passive) Passive)
the lesson Read and answer each Read and answer each
item below with YES or item below with YES or NO.
NO. Total the number of Total the number of your
your responses for the responses for the
interpretation of your interpretation of your score.
score. Do this in your Do this in your activity
activity notebook. notebook.
1. Do you smoke? 1. Do you smoke?

2. Is there someone who 2. Is there someone
lives with you, who who lives with you,
smoke? who smoke?
3. Do you have friends 3. Do you have friends
who smoke? who smoke?
4. Are you often exposed 4. Are you often
to cigarette smoke? exposed to
5. Do you stay around cigarette smoke?
with people who 5. Do you stay around
smoke? with people who
6. When people around smoke?
you smoke, do you let 6. When people
them know that you do around you smoke,
not want to inhale or do you let them
smell their smoke? know that you do
7. Have you tried giving not want to inhale or
disapproving look at smell their smoke?
people who smoke to 7. Have you tried
let them know that you giving disapproving
2
are indirectly dislike look at people who
smoking? smoke to let them
8. Have you ever know that you are
commented about indirectly dislike
someone smoking but smoking?
not directly to the 8. Have you ever
smoker? commented about
9. Have you ever asked someone smoking
smokers to get rid of but not directly to
their smoke? the smoker?
10. Have you ever asked 9. Have you ever
smokers to transfer to asked smokers to
another place so that get rid of their
you would not inhale smoke?
their smoke? 10. Have you ever
11. Have you ever tried asked smokers to
moving away from a transfer to another
smoker without asking place so that you
him or her to move would not inhale
away instead? their smoke?
12. If you are in a vehicle 11. Have you ever tried
and someone is moving away from a
smoking, do you roll smoker without
down the window or asking him or her to
turn towards the move away
window to avoid instead?
inhaling smoke? 12. If you are in a
13. Have you ever tried vehicle and
moving away from someone is
smoker without asking smoking, do you roll
him/her to move away down the window or
instead? turn towards the
14. Will you just lest window to avoid
smokers smoke near inhaling smoke?
you, choosing to be 13. Have you ever tried
passive, saying moving away from
nothing and doing smoker without
nothing. asking him/her to
15. Are you afraid that if move away
you speak out and ask instead?
a smoker to stop 14. Will you just lest
smoking or move smokers smoke
away from you, that near you, choosing
he/she will laugh or to be passive,
get mad at you? saying nothing and
doing nothing.
15. Are you afraid that if
you speak out and
ask a smoker to
stop smoking or
move away from
you, that he/she will
laugh or get mad at
you?
3
If you answered YES
for items 1 to 5, you If you answered YES
might be “at risk of for items 1 to 5, you
exposure to smoke”. might be “at risk of
exposure to smoke”.
Now, for items 6 to
13, if you answered Now, for items 6 to
YES to five or more 13, if you answered
questions, you are in YES to five or more
the: active zone” and questions, you are in
you stand for your the: active zone” and
rights and protect you stand for your
your health. If you rights and protect
answered YES to 3 or your health. If you
4 questions, you are answered YES to 3 or
heading towards 4 questions, you are
standing for your heading towards
rights and protecting standing for your
your health. If you rights and protecting
answered YES to 1 or your health. If you
2 questions, you are answered YES to 1 or
beginning to stand for 2 questions, you are
your rights and beginning to stand for
protect your health. your rights and
protect your health.
If you answered NO
to items 6 to 13, you
If you answered NO
are a passive
to items 6 to 13, you
smoker and need to
are a passive smoker
learn to stand up for
and need to learn to
your rights and
stand up for your
protect your health.
rights and protect
your health. If you answered
YES to items 14 and
If you answered YES
15, it is important to
to items 14 and 15, it
learn how to be
is important to learn
active in standing up
how to be active in
for your rights and
standing up for your
protecting your
rights and protecting
health.
your health.
What is your score in the

What is your score in the self-inventory?
self-inventory?
Guide Questions:
Guide Questions: 1. Why is it important
1. Why is it important for people who
for people who don’t smoke to
don’t smoke to stand up for their
stand up for their rights?
rights? 2. How can you stand
2. How can you stand up for your rights
up for your rights and protect your
4
and protect your health from the
health from the danger of cigarette
danger of cigarette smoking?
smoking? 3. What can you
3. What can you suggest to people
suggest to people who are at risk of
who are at risk of exposure to smoke
exposure to smoke and its harmful
and its harmful chemicals?
chemicals?
Possible Answers:
Possible Answers: 1. It is important to
1. It is important to stand up for your
stand up for your right for them to
right for them to avoid the negative
avoid the negative effects of smoking.
effects of smoking. 2. Be honest let them
2. Be honest let them know that you are
know that you are affected by the
affected by the smoke that comes
smoke that comes out to their lighted
out to their lighted cigarette or pipe.
cigarette or pipe. 3. Protect yourself
3. Protect yourself form these harmful
form these harmful chemicals such as
chemicals such as wearing mask and
wearing mask and avoiding smoke.
avoiding smoke.
C. Presenting
examples/inst Divide the class into 4 groups:
ances of the The learners will be given a task per group.
new lesson
The presentation is graded according to the following
criteria:
Message ----------------------------40%
Acting --------------------------------30%
Dialogue -----------------------------20%
Teamwork ---------------------------10%
100%
Group 1: How to Say No!
Practice this three-step technique in saying No to
smoking and alcohol drinking. Ask a partner the
question in each step and let him/her explain his/her
answer.
Step 1: Tell the Problem
Ask: What is the problem (Your partner must tell
the problem.)
Say: “That is wrong”
“Smoking is bad”
“That is prohibited”
“Drinking alcohol is against the school rules”
Step 2: Predict what will happen?
5
Ask: What could happen? (your partner must
share the possible dangers)
Say: “Could anyone be harmed if you do it?
How?”
“You may get into trouble?”
You and others will feel bad.”
“You may get sick and affect others”
Group 2: Stop and Say No
Ask: How will you stop and say no?
Your partner may choose from any of the following:
❖ Simply say, “No, Im not interested.”
❖ Change the topic. Say “I am going to the park,
you can come with me.”
❖ Tell the truth. Say I hate smoking. It makes my
breath smell bad; smoking makes the body stink”
or “I’m too young to die? I’m not!”
❖ Joke about it. Say “My parents are keen in
smelling. I won’t get past them” or “Are you really
ready to die? I’m not”.
Group 3: Acrostic Poems
Write acrostic poems about smoking and alcohol.
You may use words or phrases that describe or remind
you of the topic word. The first word in each line of your
poem should start with the letters of the topic words.
S M O K I N G
A L C O H O L
Group 4: Interpretative song
Interpret the song Bawal na Gamot by Willie Garte
D. Discussing new The teacher will discuss The teacher will discuss
concepts and the different gateways the different gateways
practicing new drugs. drugs.
skills # 1 A gateway drug are A gateway drug are
substances is a habit- substances is a habit-
forming drug that can lead forming drug that can lead
to the use of other, more to the use of other, more
addictive drugs. The theory addictive drugs. The theory
that consuming “softer” that consuming “softer”
drugs can lead to using drugs can lead to using
stronger substances. stronger substances.
Recently E-cigarettes have Recently E-cigarettes have
become widely popular become widely popular
nowadays. Scientist have nowadays. Scientist have
done many studies and done many studies and
have concluded that they have concluded that they
are indeed a gateway drug are indeed a gateway drug
that can lead to the use of that can lead to the use of
tobacco products. tobacco products.
Marijuana, alcohol, Marijuana, alcohol,
nicotine and other gateway nicotine and other gateway
drugs boost dopamine drugs boost dopamine
levels, which increases levels, which increases
pleasure. The dopamine pleasure. The dopamine
6
boost caused by gateway boost caused by gateway
drugs during adolescence drugs during adolescence
makes the brain release makes the brain release
less dopamine during less dopamine during
adulthood. This leads adulthood. This leads
people to seek harder people to seek harder
drugs that cause more drugs that cause more
dramatic dopamine dramatic dopamine
releases, according to the releases, according to the
gateway theory. gateway theory.
Effects of alcohol abuse Effects of alcohol abuse

1. Loss of control 1. Loss of control
2. Addiction 2. Addiction
3. Bloodshot eye 3. Bloodshot eye
4. Mucus-filled cough 4. Mucus-filled cough
5. Slow reaction time 5. Slow reaction time
Effects of Cigarettes Effects of Cigarettes

1. Can trigger cancer 1. Can trigger cancer
growth growth
2. Prevents normal 2. Prevents normal
breathing breathing
(emphysema) (emphysema)
3. Contains carbon 3. Contains carbon
monoxide that ends up monoxide that ends up
in the brain heart and in the brain heart and
blood vessel blood vessel
4. Builds up fatty 4. Builds up fatty
substances called substances called
cholesterol on blood cholesterol on blood
vessel walls. vessel walls.
5. Stains teeth 5. Stains teeth
6. 95% of lung cancers 6. 95% of lung cancers
are caused by are caused by
smoking. smoking.
For powerpoint For powerpoint

presentation refer to; presentation refer to;
www.portumnacs.ie>uploa www.portumnacs.ie>uploa
ds>gateway_drugs) ds>gateway_drugs)
E. Discussing The teacher will provide the The teacher will provide the
new concept and different concepts on different concepts on
practicing new gateway drugs: gateway drugs:
skills # 2 • Marijuana use reduces • Marijuana use reduces
learning activity. learning activity.
Research demonstrate Research demonstrate
clearly that marijuana clearly that marijuana
limits the capacity to limits the capacity to
absorb and retain absorb and retain
information. information.
• Research believes that • Research believes that
THC levels of THC levels of
Marijuana have been Marijuana have been
7
on the rise since on the rise since
1970’s, meaning that 1970’s, meaning that
pot maybe stronger pot maybe stronger
and more dangerous and more dangerous
than ever before. than ever before.
• The younger you start • The younger you start
using any drug the using any drug the
more likely it will more likely it will
become a problem. become a problem.
• The use of gateway • The use of gateway
drugs may lead to drugs may lead to
dangerous situation. dangerous situation.
• When you start using a • When you start using a
gateway drug, you are gateway drug, you are
likely to try other drug- likely to try other drug-
ones that may be more ones that may be more
harmful, more harmful, more
addictive and put you addictive and put you
more in danger. more in danger.
• Education is the key. Education is the key. Be
Be sure to educate sure to educate yourself on
yourself on the the dangers of gateway
dangers of gateway drugs so neither you nor a
drugs so neither you loved one becomes
nor a loved one addicted.
becomes addicted.
F. Developing Guide questions will be Thousands of Filipino
Mastery given to learners: teenager’s smoke and drink
(Leads to 1. What are gateway alcohol every day. They
Formative drugs? know these are bad for their
assessment 2. Why are these drugs health, but they still smoke
3) called gateways? and drink.
3. How can gateway Imagine that the body
drugs open doors for organs can talk. What do
teenager like you to try you think will they tell
more dangerous someone after he/she
drugs? smokes or drink alcohol?
G. Finding Analyze the implication of Analyze the implication of
practical cigarette smoking and cigarette smoking and
application of alcohol use on the alcohol use on the
concepts and following: self, family, following: self, family,
skills in daily environment, community environment, community
living and country. Using your and country. Using your
Mathematical skills, add up Mathematical skills, add up
how many cigarettes a how many cigarettes a
person can puff? How person can puff? How
much will that be for a day? much will that be for a day?
Add up the cigarette Add up the cigarette
consumption in a week, in a consumption in a week, in a
month and in a year. What month and in a year. What
can you buy for that sum up can you buy for that sum up
of money? of money?
H. Making A gateway drug is a habit- A gateway drug is a habit-
generalization forming drug that can lead forming drug that can lead
8
s of concepts to the use of other, more to the use of other, more
and skills in addictive drugs. The theory addictive drugs. The theory
daily living that consuming “softer” that consuming “softer”
drugs can lead to using drugs can lead to using
stronger substances has stronger substances has
existed for decades. existed for decades.
To sum up the lesson let To sum up the lesson let
the students view a video the students view a video
clip about gateway drugs. clip about gateway drugs.
https://www.drugrehab.co https://www.drugrehab.co
m/guides/gateway-drugs/ m/guides/gateway-drugs/
I. Evaluating Supply the missing word by Supply the missing word by
Learning writing the correct answer writing the correct answer
in your notebook. in your notebook.
1. _______________ are 1. _______________ are
substances that when substances that when
consumed, give way to consumed, give way to
harder, more harder, more
dangerous drugs. dangerous drugs.
2. These milder 2. These milder
substances, such as substances, such as
nicotine or alcohol, are nicotine or alcohol, are
believed to open the believed to open the
door to drugs such as door to drugs such as
meth, heroin, and meth, heroin, and
cocaine, which can cocaine, which can
lead to lead to
______________. ______________.
3-4. Examples of gateway 3-4. Examples of gateway
drugs. drugs.
5. Cigarette smoking 5. Cigarette smoking
primarily affects the primarily affects the
____________ system. ____________ system.
6.The ___________ in 6.The ___________ in
cigarette smoke can cigarette smoke can
trigger cancer growth. trigger cancer growth.
7. _______________ 7. _______________
changes the chemistry of changes the chemistry of
the brain so that the the brain so that the
smokers grave for smokers grave for
cigarette. cigarette.
8. It contains a poisonous 8. It contains a poisonous
chemical delta nine chemical delta nine
tetrahydrocannabinol tetrahydrocannabinol
(THC). (THC).
9. It is a disease in the liver 9. It is a disease in the liver
due to excessive alcohol due to excessive alcohol
consumption. consumption.
10. _____________ is the 10. _____________ is the
key. Be sure to educate key. Be sure to educate
yourself on the dangers of yourself on the dangers of
gateway drugs so neither gateway drugs so neither
you nor loved one become you nor loved one become
addictive. addictive.
Answer Key: Answer Key:
9
1. gateway drugs 1. gateway drugs
2. Addiction 2. Addiction
3. Cigarette 3. Cigarette
4. Alcohol 4. Alcohol
5. Respiratory 5. Respiratory
6. Tar 6. Tar
7. Nicotine 7. Nicotine
8. Marijuana 8. Marijuana
9. Liver cirrhosis 9. Liver cirrhosis
10. Education 10. Education
J. Additional Draw a cigarette stick on

Draw a cigarette stick on
activities for your activity sheet (bond
your activity sheet (bond
application or paper, oslo paper, or
paper, oslo paper, or
remediation intermediate paper). List
intermediate paper). List
several chemicals that you
several chemicals that you
think are present in a
think are present in a
cigarette stick. Write the
cigarette stick. Write the
chemicals around the
chemicals around the
cigarette stick you have
cigarette stick you have
drawn.
drawn.
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
10
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Other Sources Used:
11
Grade 8
Quarter 4
I. OBJECTIVE
S
A. Content The learners demonstrate an understanding of the
Standards factors that influence cigarette and alcohol use and
strategies for prevention and control.
B. Performance The learner demonstrates personal responsibility in
Standards the prevention of cigarette and alcohol use through
the promotion of healthy lifestyle.
C. Learning The learners identify reason why people smoke
Competencies/ cigarettes.
Objectives (Write HBS-Iva-28
the LC Code for
each)
II. CONTENT Protective and risk factors in the use of cigarettes
and alcohol.
III. LEARNING
RESOURCES
B. References
1. Teacher’s Teachers Guide 4 (TG4): pp. 20 – 26
Guide pages
2. Learner’s Pages 361-382
Materials
pages
3. Textbook None
pages
4. Additional Izesketch.wordpress.com
Materials from https://www.youtube.com/watch?v=vUx-b89laPU
Learning https://www.quit.org.au/articles/why-we-
Resource (LR) smoke/https://www.youtube.com/watch?v=lW6hwm
portal dZbmE
https://veterans.smokefree.gov/nicotine-
addiction/reasons-people-smoke
5. Other learning
resources
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the The following questions
previous will be given to the
lesson or learners:
presenting
the new
lesson
Pinterest
Guide Question:
1. What does these
picture mean?
12
Izesketch.wordpress.
Possible Answers: com
These picture means that Have you ever wondered
if you engage in cigarette about the science behind
smoking. You will be smoking? What makes
addicted to that harms us want to pick up a
not just 1 organ of your cigarette in the first
body but every organ of place?
your body. And your life Possible Answers:
as a whole will be Cigarettes contain an
affected. addictive chemical called
nicotine, that when
inhaled causes the
release of another
chemical called
dopamine in the brain
that makes you feel
good. Unfortunately,
after the dopamine wears
off, these symptoms
return which causes the
smoker to crave for
another cigarette.
Smokers also build up a
tolerance and physical
dependence on nicotine,
meaning they have to
smoke to feel the same
effect.
B. Establishing Why do teenagers

purpose of smoke?
the lesson Answer the questions
found in the cigarette
diagram. Place your
answer in the smoke
provided?
Above is a picture of the

Why do teenagers effects of cigarette
smoke? smoking. Answer the
guide questions below.
Why do teenagers experiment on Guide questions:
dangerous drugs?
13
1. What does the
Answer the guide picture trying to
questions in your imply?
notebook: 2. What did you feel
1. Do you think the while looking at the
mentioned reason pictures?
put your health at 3. What generalization
risk? Why or Why can you form based
not? on the given picture
2. What are healthier regarding the long-
and safer term health effects of
alternative to cigarette smoking?
smoking? Possible Answers:
Possible Answers: 1. The effects of
1. Yes, it can put cigarette smoking
your health at risk, the different
it causes many organs of the
diseases. body.
2. Instead of 2. I feel bad because
smoking get nowadays there
involve in sports are still a lot of
that will distract people are
you from tobacco smoking despite
cravings. the negative
effects of cigarette
smoking.
3. Cigarette smoking
can have a lot of
negative effects to
C. Presenting The learners will watch a The learners will watch a
examples/inst video presentation on the video presentation on the
ances of the effects of cigarette effects of cigarette
new lesson smoking. Please refer to smoking. Please refer to
the following url. the following url.
https://www.youtube.co https://www.youtube.co
m/watch?v=vUx- m/watch?v=vUx-
b89laPU b89laPU
D. Discussing new
concepts and The teacher will discuss The teacher will discuss
practicing new the reasons why people the reasons why people
skills # 1 smoke cigarettes and the smoke cigarettes and the
risk and effects of risk and effects of
tobacco. tobacco.
Did you know that there Did you know that there
are three common are three common
reasons why people reasons why people
smoke? smoke?
14
1. Nicotine (or 1. Nicotine (or
physical physical
addiction)- the addiction)- the
chemical chemical
addiction that addiction that
causes causes
withdrawal withdrawal
symptoms and the symptoms and the
“need for nicotine. “need for nicotine.
2. Situation triggers- 2. Situation triggers-
the smoke you the smoke you
want when you’re want when you’re
in certain in certain
situations or with situations or with
certain people. certain people.
3. Emotional 3. Emotional
triggers- the triggers- the
smoke you want smoke you want
when you’re when you’re
upset, stressed, upset, stressed,
bored or happy. bored or happy.
Usually we smoke Usually we smoke
because of a because of a
combination of these combination of these
reasons. reasons.
NICOTINE ADDICTION NICOTINE ADDICTION
+ TRIGGERS (emotional + TRIGGERS (emotional
and situation) = URGE and situation) = URGE
TO SMOKE TO SMOKE
Why do teenagers Why do teenagers
smoke? smoke?
1. They think 1. They think
smoking is cool. smoking is cool.
2. Want to be like 2. Want to be like
adults adults
3. Because their 3. Because their
friends are doing it friends are doing it
(peer pressure) (peer pressure)
4. Because parents 4. Because parents
do it, it seems that do it, it seems that
it is right for them. it is right for them.
Why is tobacco a risk? Why is tobacco a risk?
An addictive drug. An An addictive drug. An
addictive drug is a addictive drug is a
substance that causes substance that causes
physiological or physiological or
psychological psychological
dependence. It contains dependence. It contains
15
nicotine, the addictive nicotine, the addictive
drug found in tobacco drug found in tobacco
leaves leaves
Nicotine is a stimulant a Nicotine is a stimulant a
drug that increases the drug that increases the
action of the central action of the central
nervous system, the nervous system, the
heart and other organs. heart and other organs.
Once addicted, people Once addicted, people
need more and more need more and more
tobacco to satisfy their tobacco to satisfy their
need for nicotine. need for nicotine.
Cigarette smoke is a Cigarette smoke is a
carcinogen. This is a carcinogen. This is a
cancer-causing cancer-causing
substance. It contains tar substance. It contains tar
a thick, sticky, dark fluid a thick, sticky, dark fluid
produce when tobacco produce when tobacco
burns. Carbon burns. Carbon
Monoxide a colorless, Monoxide a colorless,
odorless and poisonous odorless and poisonous
gas. gas.
EFFECTS OF EFFECTS OF
TOBACCO TO THE TOBACCO TO THE
BODY BODY
Brain- nicotine causes Brain- nicotine causes
the release of chemical in the release of chemical in
the brain that makes the brain that makes
tobacco users crave for tobacco users crave for
tobacco. tobacco.
Heart as a result of Heart as a result of
atherosclerosis, the heart atherosclerosis, the heart
must work harder to must work harder to
pump blood. This can pump blood. This can
lead to high blood lead to high blood
pressure, heart attack pressure, heart attack
and stroke. and stroke.
Lungs- increase the risk Lungs- increase the risk
of lung cancer. of lung cancer.
Skin- smoking ages and Skin- smoking ages and
wrinkles the skin wrinkles the skin
Carbon Monoxide- in Carbon Monoxide- in
the blood deprives body the blood deprives body
cells of oxygen. cells of oxygen.
The teacher will also The teacher will also

provide a power point provide a power point
presentation in presentation in
discussing the reason discussing the reason
why people smoke and why people smoke and
16
the effects of cigarette the effects of cigarette
smoking. smoking.
E. Discussing The teacher provides The teacher provides
new concept and inputs on the Policies inputs on the Policies
practicing new and Laws Regarding and Laws Regarding
skills # 2 Cigarette Smoking found Cigarette Smoking found
in the Learner’s Material in the Learner’s Material
pages 372-373. pages 372-373.
POLICIES AND LAWS POLICIES AND LAWS
REGARDING REGARDING
CIGARETTE SMOKING CIGARETTE SMOKING
Republic Act No. 9211,
Republic Act No. 9211, otherwise known as The
otherwise known as The Tobacco Regulation Act
Tobacco Regulation Act of 2003 is the law
of 2003 is the law governing tobacco
governing tobacco production, distribution,
production, distribution, and use. Some of its
and use. Some of its important provisions are
important provisions are the following:
the following: HEALTHFUL
HEALTHFUL ENVIRONMENT
ENVIRONMENT Section 5. Smoking Ban
Section 5. Smoking Ban in Public Places
in Public Places Section 9. Minimum Age
Section 9. Minimum Age Sales
Sales Section 10. Sale of
Section 10. Sale of Tobacco Products within
Tobacco Products within School Perimeters
School Perimeters Chapter 2, Article 5,
Chapter 2, Article 5, Section 24 of Republic
Section 24 of Republic Act No. 8749, also known
Act No. 8749, also known as the Philippine Clean
as the Philippine Clean Air Act of 1999.
Air Act of 1999.
How to start quitting?
How to start quitting? 1. Put it into writing.
1. Put it into writing. 2. Get support
2. Get support 3. Set a quit date
3. Set a quit date 4. Throw away your
4. Throw away your cigarettes—all of
cigarettes—all of your cigarettes.
your cigarettes. 5. Wash all your
5. Wash all your clothes (to get rid
clothes (to get rid of the smell of
of the smell of your cigarette.
your cigarette. 6. Think about your
6. Think about your triggers
triggers • Break the link
• Break the link • Change the place
17
•
Change the place • Substitute
•
Substitute something else for
something else for cigarettes
cigarettes Handling withdrawal
Handling withdrawal 1. Expect some
1. Expect some physical
physical symptoms
symptoms 2. Keep yourself
2. Keep yourself busy
busy 3. Quit gradually
3. Quit gradually Reward yourself- quitting
Reward yourself- quitting smoking isn’t easy. Give
smoking isn’t easy. Give yourself a well-deserved
yourself a well-deserved reward.
reward.
Teacher can also provide Teacher can also provide
a power point a power point
presentation for presentation for
discussion. discussion.
F. Developing After the discussion the After the discussion the
Mastery learners will answer the learners will answer the
(Leads to following guide following guide
Formative questions: questions:
assessment
1. Why do people 1. Can you give
3)
smoke? reason why
2. What are the risk people smoke?
of tobacco 2. State the effects
smoking? of smoking to the
3. Give the effects of human body.
tobacco to the 3. How can you, as a
body. family member
4. Do you think their and a citizen of
reasons put their our country, help
health at risk? minimize, if not
Why or why not? totally eradicate
5. What are the the harmful effects
policies and laws of cigarette
regarding smoking and
cigarette tobacco use?
smoking? 4. How will you
Possible answers: protect your
1. It relaxes them, family, friends and
it’s a habit, stress others from the
relief, and weight dangers of
management. smoking and
2. There many risks chewing tobacco?
of cigarette
smoking to the Possible answers:
different organs in 1. Nicotine (physical
the body such as Addiction),
18
the circulatory and situation triggers
respiratory and emotional
system. triggers.
3. Smoking can 2. Smoking harms
cause respiratory nearly every
diseases and organ of the body
cardiovascular and affects a
diseases, cancer, person’s overall
can make it harder health.
for a woman to get 3. Help a family
pregnant. member or a
4. Yes, because friend to quit from
there are many smoking.
health risks 4. Awareness and
caused by educate them
cigarette smoking. towards the effect
5. Policies and laws of smoking and
regarding chewing tobacco.
cigarette smoking
Republic Act No.
9211, otherwise
known as The
Tobacco Regulation
Act of 2003 is the law
governing tobacco
production,
distribution, and use.
G. Finding Thousands of Filipino Thousands of Filipino
practical teenager’s smoke and teenager’s smoke and
application of drink alcohol every day. drink alcohol every day.
concepts and They know these are bad They know these are bad
skills in daily for their health, but they for their health, but they
living
still smoke and drink. still smoke and drink.
Imagine that the body Imagine that the body

organs can talk. What do organs can talk. What do
you think will they tell you think will they tell
someone after he/she someone after he/she
smokes or drink alcohol? smokes or drink alcohol?
H. Making ACTIVITY: WHAT WILL ACTIVITY: WHAT WILL
generalization I DO? I DO?
s of concepts The class will be The class will be
and skills in divided into four groups. divided into four groups.
daily living
Each group will choose a Each group will choose a
situation below to role situation below to role
play. play.
19
RUBRIC FOR ROLE PLAYING
The presentation is graded according to the
following criteria:
Message ----------------------------40%
Acting --------------------------------30%
Dialogue -----------------------------20%
Teamwork ---------------------------10%
Total 100%
Group 1: Group 1:
SMOKING INSIDE THE SMOKING INSIDE THE
SCHOOL SCHOOL
You saw your You saw your
classmates smoking in a classmates smoking in a
concealed area inside concealed area inside
the school. the school.
Group 2: Group 2:
SMOKING IN SMOKING IN
GOVERNMENT GOVERNMENT
OFFICES OFFICES
While waiting for an While waiting for an
important document to important document to
be release, you noticed be release, you noticed
that there are some who that there are some who
are smoking inside the are smoking inside the
government agency government agency
compound. compound.
GROUP 3: GROUP 3:
SMOKING IN PUBLIC SMOKING IN PUBLIC
TRANSPORTATIONS TRANSPORTATIONS
You are riding a public You are riding a public
utility jeepney and you utility jeepney and you
noticed that the driver is noticed that the driver is
smoking. smoking.
GROUP 4: SMOKING IN GROUP 4: SMOKING IN

RESTAURANTS RESTAURANTS
While eating your While eating your
lunch, some of the lunch, some of the
restaurant customers are restaurant customers are
smoking cigarettes. smoking cigarettes.
I. Evaluating A formal assessment A formal assessment
Learning administered by the administered by the
teacher: teacher:
I.Fill in the blank: I.Fill in the blank:
1. A 1. A
______________ ______________
20
_______ is a _______ is a
substance that substance that
causes causes
physiological or physiological or
psychological psychological
dependence. dependence.
2. ______________ 2. ______________
____ is the ____ is the
addictive found in addictive found in
tobacco leaves. tobacco leaves.
3. ______________ 3. ______________
____ is a ____ is a
stimulant that stimulant that
increases the increases the
action of the action of the
central nervous central nervous
system, heart and system, heart and
other organs. other organs.
4. ______________ 4. ______________
____is a ____is a
colorless, colorless,
odorless and odorless and
poisonous gas poisonous gas
that is present in that is present in
tobacco. tobacco.
5. Cigarette smoke 5. Cigarette smoke
is a is a
______________ ______________
__, a cancer- __, a cancer-
causing causing
substance. substance.
6.
II. Answer the following
7. What are the II. Answer the following
common reason 6. What are the
why people common reason
smoke? (3 pts.) why people
8. What are the smoke? (3 pts.)
strategies or ways 7. What are the
to prevent and strategies or ways
control the use of to prevent and
tobacco products control the use of
like cigarettes? (3 tobacco products
points) like cigarettes? (3
9. If your classmate points)
offered you a 8. If your classmate
cigarette at a offered you a
hidden corner of cigarette at a
the school, what hidden corner of
would you say? the school, what
21
What would you would you say?
do? (2 points) What would you
10. What if your friend do? (2 points)
started to smoke? 9. What if your friend
How would you started to smoke?
make him/her quit How would you
before it’s too make him/her quit
late? (2 points) before it’s too
Key answer: late? (2 points)
1. Addictive drug
2. Nicotine Key answer:
3. Nicotine 1. Addictive drug
4. Carbon Monoxide 2. Nicotine
5. Carcinogen 3. Nicotine
II. 6. Nicotine (physical 4. Carbon Monoxide
Addiction), situation 5. Carcinogen
triggers and emotional II. 6. Nicotine (physical
triggers. Addiction), situation
7.Stick to your plan, get triggers and emotional
support, stay busy, avoid triggers.
smoking triggers and 7.Stick to your plan, get
stay positive. support, stay busy, avoid
8. I will tell my classmate
smoking triggers and
to stop smoking because stay positive.
of the negative effects of8. I will tell my classmate
smoking. And I will not to stop smoking because
accept of course the of the negative effects of
cigarette. smoking. And I will not
9. I will help my friend accept of course the
stop or quit smoking. cigarette.
9. I will help my friend
stop or quit smoking.
J. Additional Activity: Make your own Advocacy Materials
activities for Form a group of five to six members each and
application or choose which among these three formats your group
remediation will use in the advocacy.
1. Song or Poem
Write a song or poem which focuses on
alternative strategies or ways to prevent
cigarette smoking. Include how cigarettes can
destroy one’s life and family.
2. Artwork or Poster
Create a poster either manual or digital which
depicts the cause and effect of cigarette use.
You can use junk materials to create a three-
dimensional art. Include a title and a short
description of your masterwork.
3. Video Presentation
22
Create a five (5) to ten (10) minute video
presentation about the dangers of cigarette
smoking and movement against smoking.
Write a synopsis or abstract of the video.
Establish a core message, the main thing you
want the public to know. This message will be
carried by your advocacy material and will be
repeatedly mentioned. Add or create your own
images like picture, icons to visually enhance
your advocacy material. If images come from
a book, magazine, website or other sources,
don’t forget to credit these in you reference.
Submit your material after a week.
The following rubric will be the basis for your

advocacy material:
Information Accuracy-------------------------------30%
Completeness of elements------------------------30%
Clarity of labels---------------------------------------20%
Graphic relevance and credibility----------------10%
Attractiveness-----------------------------------------10%
Total
100%
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
23
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Other Sources Used:
24
Grade 8
Quarter 4
I. OBJECTIVES
A. Content The learner demonstrates understanding of factors that
Standards influence cigarette and alcohol use and strategies for
prevention and control.
promotion of a healthy lifestyle.
C. Learning 3. Analyzes the negative health impact of cigarette
Competencies/ smoking. H8S-IV-c-29
Objectives (Write
the LC Code for 3.1 Describes the harmful short and long-term effects of
each) cigarette smoking on the different parts of the body,
3.2 Discusses the mainstream, second hand and third
hand smoke;
3.3 Explain the impact of cigarette smoking on the
family, environment, and community.
II. CONTENT 2
III. LEARNING PHYSICAL EDUCATION AND HEALTH LEARNER’S
RESOURCES MODULE
C. References
Guide pages
2. Learner’s Learners Material: pp. 361-382
Materials
pages
3. Textbook None
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other learning www.cancer.org/Cancer/CancerCauses/TobaccoCancer/
resources secondhand-smoke
vsearch.nlm.nih.gov
www.who.int/tobacco/wntd/en/
Anti-tobacco Laws
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the Answer the following Answer the following
previous questions in your activity questions in your activity
lesson or notebook: notebook:
presenting A. Supply the missing word A. Supply the missing word
the new by writing the correct by writing the correct
lesson answer in your activity answer in your activity
notebook. notebook.
1. Cigarette smoking 1. Cigarette smoking
primarily affects the primarily affects the
respiratory system. respiratory system.
25
2. Examples of 2. Examples of gateway
gateway drugs are drugs are cigarettes
cigarettes and and alcohol.
alcohol. 3. The addictive chemical
3. The addictive in smokeless tobacco
chemical in and cigarette is
smokeless tobacco nicotine.
and cigarette is 4. The plat whose leaves
nicotine. can be rolled into a
4. The plat whose cigar or pipe and can
leaves can be rolled be smoked is nicotiana
into a cigar or pipe tabacum or common
and can be smoked tabacco.
is nicotiana tabacum 5. A kind of smoke
or common tabacco. emitted by cigarettes
5. A kind of smoke which smokers directly
emitted by cigarettes inhale is called
which smokers mainstream smoke.
directly inhale is 6. The drugs which non-
called mainstream drug users might try
smoke. and lead to more trials
6. The drugs which of dangerous drugs are
non-drug users known as the gateway
might try and lead to drugs.
more trials of Describe the picture. What
dangerous drugs are do the picture intend to tell
known as the you?
gateway drugs. ➢ Answers may vary.
7. A malignant growth
of cells in the lung
due to cigarette
smoking is called
lung cancer
Describe the picture. What

do the picture intend to tell
you?
➢ Answers may vary.
B. Establishing
purpose of
the lesson
26
Effects of smoking on the Effects of smoking on the
body body
Imagine that the body Imagine that the body

organs can talk. What do organs can talk. What do
you think will they tell you think will they tell
someone after he/she someone after he/she
smokes? smokes?
➢ The organs will ➢ The organs will
complain about the complain about the
pain and poisoning pain and poisoning
they experience they experience
from the chemicals from the chemicals
brought about by brought about by
the smoke inside the smoke inside
the body. the body.
For further discussion refer Research and make

to: www.cdc.gov/tobacco comics of the different
effects of smoking on the
body.
For further discussion refer

to: www.cdc.gov/tobacco
C. Presenting ACTIVITY: RISKS OF
ACTIVITY: RISKS OF
examples/inst CIGARETTE SMOKING
CIGARETTE SMOKING
ances of the The activity show pictures
The activity show pictures
new lesson that are being used in
that are being used in
other countries as warning
other countries as warning
for smokers. Carefully look
for smokers. Carefully look
at each picture first, and
at each picture first, and
then answer the guide
then answer the guide
questions on your activity
questions on your activity
notebook.
Photo Credits:
notebook.
http://trailhonky.com/.samp
Photo Credits:
les/smokers-body-diagram
http://trailhonky.com/.samp
Guide Questions:
les/smokers-body-diagram
1. What did you feel
Guide Questions:
while looking at
1. What did you feel
these pictures?
while looking at
(answer may vary)
these pictures?
2. What are the long-
(answer may vary)
term health effects
2. What are the long-
of cigarette
term health effects
smoking?
of cigarette
(It causes lifetime
smoking?
diseases such as
27
(It causes lifetime mouth diseases,
diseases such as oral cancers, neck
mouth diseases, cancer, gangrene,
oral cancers, neck etc.)
cancer, gangrene,
etc.)
D. Discussing To KNOW YOU MORE! To KNOW YOU MORE!

new concepts
and practicing This activity will give This activity will give
new skills # 1 opportunity for the opportunity for the
learners’ to know more learners’ to know more
about the short-term and about the short-term and
long-term harmful effects long-term harmful effects
of cigarette smoking to of cigarette smoking to
human body. human body.
ACTIVITY: TEXT ACTIVITY: TEXT

TWISTER TWISTER
The following are known The following are known
dangers of cigarette dangers of cigarette
smoking and tobacco use. smoking and tobacco use.
Arrange the letters for Arrange the letters for
each item to decipher the each item to decipher the

word(s). a hint is provided word(s). a hint is provided
below the word(s). below the word(s).
Answers: Answers:
1. HIGHBLOOD 1. HIGHBLOOD
PRESSURE PRESSURE
2. HEART DISEASES 2. HEART DISEASES
3. BODY ODOR 3. BODY ODOR
4. BAD BREATH 4. BAD BREATH
5. BRONCHITIS 5. BRONCHITIS
6. EMPHYSEMA 6. EMPHYSEMA
7. PNEUMONIA 7. PNEUMONIA
8. ASTHMA 8. ASTHMA
28
9. CANCER 9. CANCER
Discuss the following Discuss the following

concepts about tobacco for concepts about tobacco for
the learners to understand the learners to understand
how tobacco was originally how tobacco was originally
used centuries ago. used centuries ago.
.Nicotiana tabacum (photo from .Nicotiana tabacum (photo from

http://lemur.amu.edu.pl/share/php/mirnest/ http://lemur.amu.edu.pl/share/php/mirnest/
species_images/Nicotiana_tabacum.jpg) species_images/Nicotiana_tabacum.jpg)
Tobacco is a tall, leafy Tobacco is a tall, leafy

plant, originally grown in plant, originally grown in
South and Central South and Central
America, but now America, but now
cultivated throughout the cultivated throughout the
world. The Nicotiana world. The Nicotiana
tabacum or sometimes tabacum or sometimes
called common tobacco is called common tobacco is
preferred for producing preferred for producing
present day cigarettes. present day cigarettes.
Tobacco use has been Tobacco use has been
recorded as early as 600- recorded as early as 600-
900 CE as carved 900 CE as carved
drawings on stones were drawings on stones were
discovered in Mexico. discovered in Mexico.
American Indians smoked American Indians smoked
it for special religious it for special religious
occasions and medical occasions and medical
purposes only. They never purposes only. They never
smoked cigar everyday. smoked cigar everyday.
E. Discussing Discuss the following concepts to the learners to
new concept and highlight the negative impacts of
practicing new cigarette smoking on the human
skills # 2 body.
• According to the World
Health Organization
(WHO) tobacco smoking
and chewing is the second leading cause of death
around the world. It is responsible for the death of
one in ten adults worldwide approximately
reaching about 5 million deaths in a year. It is
estimated that the death toll will rise to 10 million
each year by 2020.
• Each time a person puffs a cigarette or chew
tobacco, more than 4,000 chemicals come into
his/her contact. All of these chemicals harm
people in one way or another. In studies
conducted, 43 of these chemicals are known
29
carcinogens. Carcinogens are substance which
cause cancer.
• Nicotine, the addictive drug found in tobacco
products like cigarettes is a poisonous stimulant.
A stimulant drug increases the central nervous
system (CNS) activity. The CNS controls all body
organs like heart, lungs, brain, and processes like
heart rate, blood pressure rate, and more.
• THREE SMOKES PRODUCED BY CIGARETTE
SMOKING:
1. MAINSTREAM
SMOKE – refers
specifically to the
smoke that a smoker
directly inhales.
2. SIDESTREAM
SMOKE – the smoke
that comes out of the
lighted end of a cigarette or pipe. This is
also called second-hand smoke (SHS) or
environmental tobacco smoke (ETS). This
is more dangerous than the mainstream
smoke.
3. THIRD-HAND SMOKE – smoke left for a
long time on a sofa, beddings, pillow, and
other objects. This smoke is called residual
tobacco smoke (RTS). It settles along with
dust and can last for months. This smoke
still contains harmful chemicals and
carcinogens.
• The Environmental Protection Agency (EPA)
classifies second-hand smoke as a group A
carcinogen. This means that cigarette smoke has
substance known to cause cancer to humans.
Short exposure to second-hand smoke can also
cause changes in a passive smoker’s blood. It
makes the blood platelets stickier, adds friction to
the blood vessels causing damages to the linings,
thus resulting to an increase in heart rate and
performance. (www.epa.gov).
For further discussion refer
https://www.youtube.com/watch?v=zrwmWt9p4y8.
F. Developing Let the learners draw a Let the learners draw a
Mastery cigarette stick on a bond cigarette stick on a bond
(Leads to paper. Let them list several paper. Let them list several
Formative chemicals that they think chemicals that they think
assessment present in a cigarette stick. present in a cigarette stick.
3) Write the chemicals around Write the chemicals around
the stick that they’ve drawn. the stick that they’ve drawn.
List of harmful chemicals List of harmful chemicals

found in cigar. found in cigar.
1. Nicotine 6. 1. Nicotine 6.
Carbon monoxide Carbon monoxide
30
2. Ammonia 7. 2. Ammonia 7.
arsenic arsenic
3. Acetone 8. 3. Acetone 8.
Hydrogen cyanide Hydrogen cyanide
4. Ethanol 9. 4. Ethanol 9.
benzene benzene
5. Cadmium 10. 5. Cadmium 10.
Formaldehyde Formaldehyde
G. Finding Show these pictures in class.

practical Ask how they feel after viewing
application of the pictures.
concepts and
skills in daily Look at the picture of the
living “Smokers‟ Body”
Why is the picture presented as
such?
What can you say about the
picture?
H. Making
generalization
s of concepts
and skills in
daily living
I. Evaluating Answer the following briefly and perform the required
Learning tasks on your notebook.
1. What harmful chemicals and carcinogens are present
in cigarette smoke and chewing tobacco? List the
implications of cigarette smoking and chewing tobacco to
a smoker’s body. Would you like to have these dangerous
chemicals in your body?
2. Why are mainstream, side stream and third-hand
smoke dangerous to one’s health? Would you like your
loved ones also to get these chemicals emitted from side
stream and third-hand smoke?
3. Describe and explain the short-term and long-term
effects of cigarette smoking and tobacco chewing. Look
for pictures of the different diseases caused by cigarette
smoking.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
31
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Other Sources Used:
32
Grade 8
Quarter 4
I. OBJECTIVES
prevention and control.
promotion of a healthy lifestyle.
C. Learning
Competencies/
4. Identifies reasons for drinking and for not drinking
Objectives (Write
alcohol. H8S-IVd-30
the LC Code for
each)
II. CONTENT PROTECTIVE AND RISK FACTORS IN THE USE OF
CIGARETTES AND ALCOHOL
III. LEARNING PHYSICAL EDUCATION AND HEALTH LEARNER’S
RESOURCES MODULE
D. References
Guide pages
2. Learner’s Learners Material: pp. 383 - 393
Materials
pages
3. Textbook None
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other learning www.alcoholandyouni.com, www.alustforlife.com
resources
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the
previous
lesson or
presenting
the new
lesson Answer the following
Answer the following questions.
questions. 1. What is an alcohol?
• Alcohol is a colorless ,
1. What is an alcohol? bitter-tasting substance
• Alcohol is a colorless , that humans have been
bitter-tasting substance consuming since the
that humans have been ancient times.
consuming since the 2. What kinds of alcohol do
ancient times. you know?
2. What kinds of alcohol do • Answer may vary.
you know?
33
• Answer may vary. 3. Is it safe to drink
3. Is it safe to drink different varieties of
different varieties of alcohol?
alcohol? • No. because some
• No. because some types types of alcohol are
of alcohol are poisonous poisonous and fatal if
and fatal if taken. taken.
4. What are the effects of
drinking alcohol?
• When humans
consume alcohol in
unregulated amount, it
may result to
intoxication and
alteration of the
nervous system.
B. Establishing ACTIVITY: MYTH ACTIVITY
purpose of BUSTERS The activity will allow
the lesson The activity will allow the students to identify
learners to identify facts observable behaviors of
and myth about alcohol. people who get drunk.
Can you identify which is a Have you seen a person

fact and a myth from the who has consumed an
following statements? alcoholic beverages? What
Put an X on the are your observations?
appropriate column for List them inside the bottle.
each statement.
1. One can drink hard and

remain be in control of
himself/herself.
2. Alcohol gives extra
energy.
3. The effect of drinking 1. _________
more than one type of _________
alcohol is greater than 2. _____________
sticking to one. _____
4. Eating before drinking 3. _____________
alcohol can prevent _____
someone from being 4. _____________
intoxicated. _____
5. Drinking coffee after 5. _____________
consuming alcohol can _____
make you sober.
6. If someone faints after
drinking alcohol, it’s ok
to let him/her sleep.
7. Alcohol is a good
alternative to cure
snake bites.
Key Answers:
1. Myth
34
2. Myth
3. Fact
4. Fact
5. Fact
6. Fact
7. Myth
C. Presenting ACTIVITY: ACTIVITY:
examples/inst BRAINSTORMING BRAINSTORMING
ances of the The activity will help The activity will help
new lesson learners’ associate words learners’ associate words
or phrases that describes or phrases that describes
or remind them of or remind them of
“ALCOHOL”. Remind “ALCOHOL”. Remind
them that some of these them that some of these
words and phrases may words and phrases may
start with the letter of the start with the letter of the
topic word. topic word.
ALCOHOL ALCOHOL
1. Liver cirrhosis 8. Liver cirrhosis
2. Shaky 9. Shaky
concentration concentration
3. Water cleanse 10. Water cleanse
the body of the body of
alcohol alcohol
4. Tipsy when 11. Tipsy when
walking walking
5. Don’t drive while 12. Don’t drive while
drunk drunk
6. Can cause liver 13. Can cause liver
cancer cancer
7. Don’t drink too 14. Don’t drink too
much much
ACTVITY: ACROSTIC
POEM ACTVITY: ACROSTIC
Instruct the learners to write POEM
acrostic poems using the Instruct the learners to write
topic word “ALCOHOL”. acrostic poems using the
They can refer to the list of topic word “ALCOHOL”.
words or phrases that They can refer to the list of
describe or remind them of words or phrases that
the topic word they have describe or remind them of
brainstormed. the topic word they have
A lcohol is not healthy brainstormed.
L iver cancer is deadly A lcohol is not healthy
C oncentration is shaky L iver cancer is deadly
O verdose is really deadly C oncentration is shaky
H old tight you’re tipsy O verdose is really deadly
O range juice helps cleanse H old tight you’re tipsy
L ots of water too O range juice helps cleanse
L ots of water too
35
D. Discussing This activity will help This activity will help
new concepts learners analyse situations learners analyse situations
and practicing why a person tend to drink why a person tend to drink
new skills # 1 alcohol and identify alcohol and identify
physical and mental effect physical and mental effect
of every alcohol bottle. of every alcohol bottle.
ACTIVITY: BOTTOM’S ACTIVITY: BOTTOM’S

UP? UP?
Study the situations below. Study the situations below.
What are the physical and What are the physical and
mental effects of every mental effects of every
alcohol bottle to the alcohol bottle to the
drinker’s body? What are drinker’s body? What are
the common reason for a the common reason for a
person to drink alcohol? person to drink alcohol?
1. Situation A 4. Situation A
Alcohol drinker A went to Alcohol drinker A went to

a party and took around a party and took around
two bottles of beer. After two bottles of beer. After
an hour, he left the party. an hour, he left the party.
Upon walking home, he Upon walking home, he
slightly lost balance. His slightly lost balance. His
speech, hearing and speech, hearing and
memory were also slightly memory were also slightly
impaired. impaired.
2. Situation B 5. Situation B
Alcohol drinker B spent Alcohol drinker B spent

the night with friends the night with friends
drinking alcohol. He drinking alcohol. He
consumed around three consumed around three
bottles of alcohol in just bottles of alcohol in just
an hour. After that, an hour. After that,
alcohol drinker B alcohol drinker B
significantly lost balance significantly lost balance
and coordination. It and coordination. It
became difficult to became difficult to
communicate with him communicate with him
because of impaired because of impaired
speech, hearing and speech, hearing and
vision. He lost physical vision. He lost physical
control, too. Moreover, he control, too. Moreover, he
was lightheaded and felt was lightheaded and felt
very elated. He could not very elated. He could not
even decide properly on even decide properly on
what to do. what to do.
3. Situation C 6. Situation C
Alcohol drinker C just Alcohol drinker C just

dropped by a friend’s dropped by a friend’s
36
house, where some house, where some
friends were drinking friends were drinking
alcohol. He was teased alcohol. He was teased
to just drink 1 glass of to just drink 1 glass of
wine. After that, he wine. After that, he
started to act silly and started to act silly and
talk a lot to people. He talk a lot to people. He
felt a bit relaxed and felt a bit relaxed and
started reacting slowly. started reacting slowly.
KEY ANSWERS: KEY ANSWERS:
Physical and mental effects Physical and mental effects

of drinking alcohol includes of drinking alcohol includes
lost control of balance, lost control of balance,
speech, hearing memory speech, hearing memory
disruptions, ability to decide disruptions, ability to decide
on what to do, and affects on what to do, and affects
behaviour. behaviour.
Common reasons why a Common reasons why a

person drink alcohol person drink alcohol
includes social gathering, includes social gathering,
as past time, and peer as past time, and peer
pressure. pressure.
E. Discussing Discuss the following concepts to the learners to

new concept and highlight the reasons why people drink alcohol.
practicing new
skills # 2 Few of the possible
reasons why a person
drink alcohol.
1. STRESS
People going
through stressful period in their life may value
drinking alcohol more highly, because it helps to
alleviate their negative feelings.
The drinking removes, at least
temporarily, the stress of
anxiety.
2. SOCIAL NORM
Social norms are the
behavioural expectations within
a community. Alcohol is used at specific events
and regular times for example, it is expected that
alcohol would be served at most parties and
weddings.
37
3. ENVIRONMENT
Exposure to alcohol-related
cues increases the craving
for alcohol. For example TV
programmes,
advertisements at events
etc. on the other hand,
financial influence such as
taxation, makes drinking less attractive.
4. ACCESSIBILITY
This is a very simple reason. People drink
because alcoholic drinks are quite accessible. In
most families, drinking alcohol is a very common
thing among adults. Alcohol is also readily
available in most supermarkets.
5. AS AN ACT OF REBELLION
Some drink alcohol to be a rebel. They want to
defy the rules and show that they are different
from all others. This is often seen among
youngsters specially teenagers who are in the
process of growing up.
6. PEER PRESSURE
Peer pressure is one of the prominent reasons for
drinking among all people of all categories. Being
afraid that you might be isolated or discarded from
the group of people and doing an activity.
7. FOR FUN
People generally tend to drink alcohol in order to
have fun. Being drunk makes them feel happy and
“spirited”, and drinking alcohol with friends can be
a fun experience. If people are nervous in social
situations, drinking helps them relax and have
more fun.
For further discussion refer to
www.alcoholandyouni.com
Good Reasons to Live

Alcohol Free
1. Drinking makes
you feel bad. Many drink to
feel good, but it actually
makes them feel bad. It also
contribute to increase anxiety, depression and
many forms of illnesses.
2. Alcoholic drinks contain fat, sugar and alcohol,
none of which will give us the body of our dreams!
3. Alcohol has zero health benefits. Any claimed
health benefit comes from other ingredients in the
wine or beer it is mixed with.
4. Drinking won’t work. Most of the people drink to
relax or socialize, or both. They drink to feel better,
but alcohol is a depressant so it can’t relax you or
make you feel any better. It will briefly slow down
your thinking but not truly relax you.
38
5. Alcohol is an addictive depressant drug, it just
doesn’t say it on the tin. This is why there is rarely
such thing as “just the one”. Anybody can become
addicted, dependent or reliant on alcohol at any
stage of life to greater or lesser degree.
6. Alcohol can increase the risk to cancer. Alcohol
can cause up to 7 types of cancer, especially in
parts of the body that come into contact with
alcohol like the mouth, throat, oesophagus and
liver.
7. Alcohol dehydrates you, causing you to want to
drink more, you’d be better off licking a rasher.
For further discussion refer to
www.alustforlife.com
F. Developing Let the learners analyse the Let the learners analyse the
Mastery situations below. Based on situations below. Based on
(Leads to the steps to avoid the steps to avoid
Formative temptations in drinking temptations in drinking
assessment alcohol, how can you alcohol, how can you
3) handle the situations? handle the situations?
Your friends invited you for a You and your friend are
sleepover to make a project in walking home from school.
Science. After finishing the You stumble upon an
project, your friends unopened can of beer on the
suggested to watch a movie. road. Your friend told you to
While watching the movie, get the beer and drink it at
one friend brought bottles of the side. What should you
beer. You were asked to get do?
one and drink. What should
you do?
G. Finding
practical Let the learners perform the activity below.
application of Materials: pencils, coloring materials
concepts and Look at the bottles below. Are they alcohol bottles?
skills in daily Convert and design them into something else. Make them
living “alcohol-free”. Do the activity on your activity notebook.
H. Making
generalization
s of concepts
and skills in
daily living
I. Evaluating Draw a smiley ☺ if the statement shows the reasons not
Learning to drink alcohol and a sad face  if the statement shows
reasons to drink alcohol.
1. A person got drunk because he is going through
a stressful period in his life.
2. Marvin and his friends decided to drink beer to
celebrate their victory in basketball tournament.
3. Joanna wants to maintain her body figure and
intends not to drink flavoured beer.
4. After a very busy day, Maia decided to have a
can of beer for her to have a good rest.
39
5. James and his brother had a quarrel. To ease his
anger against his brother, he choose to jog at the
park and drink lots of water.
J. Additional Answer the following on your notebook.
activities for 1. How can you avoid the risks of being an
application or alcoholic? List at least 5 ways and explain each.
remediation 2. Why is important not to drive vehicles after
drinking alcohol?
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Other Sources Used:
40
Grade 8
Quarter 4
I. OBJECTIVE
S
prevention and control
promotion of a healthy lifestyle
C. Learning Analyzes the negative health impact of drinking alcohol
Competencies/ 5.1 describes the harmful short- and long-term effects of
Objectives (Write drinking alcohol
the LC Code for 5.2 interprets blood alcohol concentration (BAC) in terms
each) of physiological changes in the body
H8S-IVe-f-31
Objectives:
1. Describes the harmful short- and long-term effects
of drinking alcohol
2. Interprets blood alcohol concentration (BAC) in
terms of physiological changes in the body
II. CONTENT GRADE 8- PREVENTION OF SUBSTANCE USE AND
ABUSE (GATEWAY DRUGS: CIGARETTE AND
ALCOHOL) - 4TH QUARTER (H8S)
Negative health impacts of drinking alcohol
III. LEARNING
RESOURCES
E. References
1. Teacher’s https://www.depednegor.net/uploads/8/3/5/2/8352879/art
Guide pages _teachers_guide_1.pdf
2. Learner’s
Grade 8 PE and Health LM p.287 – 298
Materials
Grade 9 PE and Health LM p. 301
pages
3. Textbook
N/A
pages
4. Additional Mga Nakalululong at Mapanganib na Droga Unang
Materials from Bahagi. A&E. NFE Accreditation and Equivalency
Learning Learning Material. DepED. 2001. pp.29
Resource (LR)
portal
5. Other learning Projector, PowerPoint presentation, and Speaker.
resources
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the AVERAGE ADVANCED
previous Activity 1: Activity 1:
lesson or -“Do you still remember the -“Do you still remember the
presenting different types of alcohol? different types of alcohol?
the new Let’s test your memory Let’s test your memory
lesson through completing the through completing the
diagram.” diagram.
41
“Why can’t we drink all
types of alcohol?”
Activity 2: Fact or
Activity 2: Fact or Fallacy?
Fallacy? -“We have learned that
-“We have learned that some beliefs about
some beliefs about drinking alcohol can be
drinking alcohol can be true or just a myth. Which
true or just a myth. Which of the following is a fact
of the following is a fact and which is not. Write
and which is not. Write Fact if the belief is true
Fact if the belief is true and Fallacy if it is not.”
and Fallacy if it is not.”
1. One can drink hard and still X
1. One can drink hard and stillbe in controlXof him/herself.
be in control of him/herself. 2. Alcohol gives extra energy. X
2. Alcohol gives extra energy. X of drinking more
3. The effect X
3. The effect of drinking morethan one typeX of beverage
than one type of beverage alcohol is greater than sticking
alcohol is greater than stickingto one.
to one. 4. Drinking coffee after X
4. Drinking coffee after consuming X alcohol can make
consuming alcohol can makeyou sober.
you sober. 5. If someone faints after X
5. If someone faints after X
drinking alcohol, it’s okay to
drinking alcohol, it’s okay to let them sleep.
let them sleep. 6. Alcohol is a good alternative
6. Alcohol is a good alternativeto cure snake bites.
to cure snake bites. 7. Eating before drinking
7. Eating before drinking alcohol can prevent someone
alcohol can prevent someone from being intoxicated.
from being intoxicated.
B. Establishing EFFECTS OF ALCOHOL DRINKING
purpose of When alcohol enters the bloodstream, it goes in all the
the lesson parts of the body. The main effect of alcohol drinking
42
reflects on a person’s central nervous system (CNS).
The CNS controls one’s mental processes, memory,
speech, learning and decision-making. It also affects a
person’s senses, feelings, movement, and breathing.
The amount of alcohol that entered in the bloodstream
at a certain period can be measured in percentages
through blood alcohol concentration (BAC) or most
often called blood alcohol level (BAL). A BAC of 0.05
percent means there is 5 parts of alcohol per 10,000
parts of blood in the body. A 0.3-0.5 percent BAC
could lead to coma, brain damages, and death.
C. Presenting Activity 3: Bottoms Up?
examples/inst Divide the class into three. Ask each group to read
ances of the aloud each situation below. Tell the learners to
new lesson examine each situation. Using the given cases, ask
the learners to fill up the table below.
Situation A:
Alcohol drinker A went to a party and took around 2
bottles of beer. After an hour, alcohol drinker left the
party. Upon walking home, alcohol drinker slightly
loses balances. The speech, hearing and memory are
also slightly impaired. Alcohol drinker A believes that
s/he is better than s/he really is.
Situation B:
Alcohol drinker B spent the night with friends drinking
alcohol. Alcohol drinker consumed around 3 shots of
alcohol in just an hour. After that, alcohol drinker B
significantly loses balance and coordination. Alcohol
drinker B was also found to be hard to talk with
because of impaired speech, hearing and vision.
Alcohol drinker B has lost physical control, too.
Alcohol drinker B was also lightheaded and feeling
very elated and happy. Alcohol drinker B cannot even
decide properly on what to do.
Situation C
Alcohol drinker C just dropped by a friend’s house,
where some are drinking alcohol. Alcohol drinker C
was teased to just drink 1 glass of wine. After that,
alcohol drinker C started to act silly and talking to
people, sharing a lot of things. Alcohol drinker C was
also a little relaxed and started reacting slowly.
43
D. Discussing new Discuss the answers after the activity. Ask the
concepts and following to the learners:
practicing new a. Do alcohol drinkers think of BAC when drinking?
skills # 1 Why?
b. Can alcohol drinking be controlled?
c. Do these effects vary?
E. Discussing Gateway drug are accepted and legal with restrictions. In

new concept and the Philippines, people below 18 years of age are not
practicing new allowed to buy and use gateway drugs. The use of
skills # 2 gateway drugs puts a person at risk of using more
dangerous and illicit drugs. Tobacco of any form and
alcohol are gateway drugs.
NEGATIVE HEALTH IMPACTS OF DRINKING
ALCOHOL
Short-term Effects
1. Headache and light headedness
2. Slurred speech
3. Slow body reflexes, senses and coordination
4. Overconfident
5. Mood swings (depression, high spirit, aggressiveness)
6. Nausea (headache with vomiting)
7. Experience of black out (loss of consciousness)
Long-term Effects
1. Damage of organs like liver, heart, colon, and brain
2. Cancer
3. Cardiovascular diseases
4. Cirrhosis of the liver
5. Poor study and work performance
44
6. Paralysis and/or loss of limb due to road accidents
and other tragic events
7. Alcohol poisoning which leads to coma and eventual
death
F. Developing Activity 4: Who’s Who?
Mastery Measuring blood alcohol concentration in a person’s
(Leads to bloodstream differs in various factors. Examine the
Formative examples and cross the box of the person who will
assessment most likely get drunk easily.
3)
Discuss the answers with the learners.

Let Us Analyze
Let the learners study the correct answers from the
previous activity. Ask them to fill up the diagram
below.
Say, Based on Activity 2, what are the factors that
affect a person’s ability to get drunk? List them down.
Factors affecting the person’s ability to get drunk

_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Possible responses: Age, Metabolism, Food Intake,

Weight, Amount of alcohol at a given time
Discuss with the students the answers for this activity.
Synthesize by asking, “Based on the factors given, do
45
you think Filipinos in general get easily drunk? Why or
why not?”
G. Finding Now that the learners know about the short and long
practical term effects of alcohol drinking to the body, ask them
application of about how it affects a person’s surroundings. Give the
concepts and learners a few minutes to think about how alcohol
skills in daily drinking affects the relationships of a person to his/her
living family, community and country.
Activity 5: Let’s Hear from Others

Read the following testimonials of other teenagers. They
were asked to explain the effect of alcoholism in the
family, community and the country.
Alcoholism affected our family so much. My father

used to drink alcohol every day. When he goes home
drunk, he scolds us and sometimes even hurts us. He
has stopped working because he cannot wake up
early for work. My father already stopped drinking but
it’s already late. It was detected that my father has
liver problems.
- Teenager A
Our barangay is known for alcohol drinkers. Almost

every week, there are reported cases of fist fights and
murder involving drunk persons. Some of our
neighbors started moving away from the barangay.
We cannot transfer to another place because we don’t
have money. We are worried about our safety.
- Teenager B
I am worried that our country is slowly becoming an

“alcohol capital”. If this continues, tourism in the
country will get weak. Our economy will go down and
we will not be able to eradicate poverty.
- Teenager C
Ask the students to pair up. Have them reflect on the

testimonials.
Let’s Analyze!
How did you find the testimonials of the other
teenagers? Do you share the same answers? Find a
partner and discuss your answers.
H. Making How does alcohol drinking affect the family,
generalization community and country? Write your reflections on the
s of concepts diagram below.
and skills in Activity 5: Making Reflections
daily living
46
Possible responses:
FAMILY: Unemployment of alcoholic parent , Domestic
abuse
COMMUNITY: Pollution, Noise, Gang war,
Streetfights
COUNTRY: Less tourism, Chaos
“How can we avoid the negative impacts of drinking

alcohol in our family, community and country as a
whole?”
I. Evaluating Say: “Get ½ sheet of paper for a quiz.
Learning
Given the situations below, identify the effects of drinking
alcohol by completing the table.
A. Alcohol drinker A went to a nearby barangay to attend

fiesta. He met his friends in the plaza. His friends ask
him to join them in their table full of buckets of beer and
he courteously joined them. After an hour, Alcohol
drinker A consumed 4 bottles of beer and he significantly
lost balance and coordination. It also became difficult to
47
communicate with him because of his slurred speech,
impaired hearing and vision. He lost physical control,
too. Moreover, he was lightheaded and felt very elated
and he could not decide properly on what to do.
BLOOD PHYSICAL MENTAL EFFECTS

ALCOHOL EFFECTS
LEVEL
B. Alcoholism affected our family so much. My father

used to drink alcohol every day. When he goes home
drunk, he scolds us and sometimes even hurts us. It
was very hard to communicate with him because of
slurred speech and mood swings. He has stopped
working because he cannot wake up early for work.
My father already stopped drinking but it’s already
late. It was detected that my father has liver problems.
-Teenager A
Short-term Effects Long-term Effects
Answers:
BLOOD PHYSICAL MENTAL EFFECTS

ALCOHOL EFFECTS
LEVEL
0.05 – 0.14 Lost balance and Lightheaded
coordination Very elated
4 drinks in Impaired speech, Cannot decide
an hour hearing and properly on what to
vision do
Lost physical
control
Short-term Effects Long-term Effects

-headache -cirrhosis of the liver
-slurred speech -poor work performance
-slow body reflexes,
senses and
coordination
48
-mood swings
(depression, high
spirit,
aggressiveness)
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
Other Sources Used:
49
Grade 8
Quarter 4
I. OBJECTIVES
prevention and control
Standards prevention of the cigarette and alcohol use through the
promotion of a healthy lifestyle
C. Learning Explains the impact of drinking alcohol on the family, and
Competencies/ community
Objectives (Write (H8S-IVg-h-32)
the LC Code for
each)
II. CONTENT PREVENTION OF SUBSTANCE USE AND ABUSE
(GATEWAY DRUGS: CIGARETTE AND ALCOHOL)
B. Protective and risk factors in the use of alcohol
III. LEARNING
RESOURCES
F. References
1. Teacher’s pp.13-14
Guide pages
2. Learner’s pp. 390 - 391
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other learning
resources
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the The teacher will show pictures of different alcoholic
previous beverages.
lesson or Ask the learners to name/identify each beverage.
presenting
the new
lesson
B. Establishing The teacher will ask the learners:
purpose of • What can you say about the pictures?
the lesson • What is an alcohol? What kinds of alcohol do you
know? Is it safe to drink different varieties of alcohol?
What are the effects of drinking alcohol?
C. Presenting Ask the leaners, “Have you ever followed a life of an
examples/inst alcohol drinker?” Let the learners read the whole story of
ances of the an alcoholic below. After reading, ask them to arrange
new lesson the jumbled letters to form the long-term effect of alcohol
drinking.
50
Alcoholics
A person is “alcoholic” when he/she starts drinking

obsessively and compulsively, without his/her control.
What long-term effect does alcohol-drinking give you?
Study the following cases and determine the specific
long-term effect of alcohol drinking to him/her.
Alcoholic regularly drinks alcohol

with or without friends. As a result
of often drinking, alcoholic does
not appear intoxicated anymore. ATLERC
But lately, alcoholic was ENO
hospitalized. Upon returning
home, alcoholic stopped drinking.
When stopped, alcohol cannot
sleep and eat properly and often
sweats with fear and tremor. fear
and tremor.
Because of the effects, alcoholic ENCDEN
decided to go back to drinking PEDE
alcohol to eat and sleep properly
again.
Excessive drinking led alcoholic to

have a fatty liver, wherein the
organ is not anymore functioning SHIORIR
normal to breakdown fats. Upon CS
medical check-up, it was found
out that alcoholic’s liver is
damaged and already scarring.
Alcoholic is now admitted in the

ICU and in coma. Alcoholic RBIAN
cannot talk and move anymore. MEAGA
The nervous system is damaged
D
already. Along with this are the
complications of the liver disease.
Ask the learners to check their answers. Initiate

discussion on each of the long-term effects of alcohol
drinking.
a. Tolerance
51
Tolerance happens when a person stops drinking
alcohol then suddenly feels its side effects. In order for
the person not to feel these side effects, he/she will go
back to alcohol drinking.
b. Dependence
This happens when a person literally depends his/her
everyday life on alcohol.
c. Cirrhosis
Cirrhosis doesn’t happen that fast. When alcohol is
consistently consumed, the liver may find it hard to
function normally. When it happens, fat will be stored in
the liver, thus a condition called fatty liver occurs. When
liquids cannot pass through the bloodstream because of
the blockage of the fatty liver, cirrhosis happens.
d. Brain Damage
When alcohol is taken more than water or any other
liquids, the body may not function properly. What will
happen is that the blood that the heart will be pumping to
the whole body, especially to the brain, is not healthy. If
this continuously happens, it will lead to brain damage
and even death.
D. Discussing Now that the learners know about the long-term effects
new concepts of alcohol drinking to the body, ask them about how it
and practicing affects a person’s surroundings. Give the learners a few
new skills # 1 minutes to think about how alcohol drinking affects the
relationships of a person to his/her family, community
and country.
How does alcohol drinking affect the family, community

and country? Write your reflections on the diagram
below.
FAMILY
ALCOHO
L
DRINKIN
G
COMMUNITY COUNTRY
Call some volunteers to share their thoughts on each of

the boxes. Initiate discussion. Synthesize the discussion
by letting the students read the next activity.
52
E. Discussing Read the following testimonials of other teenagers. They
new concept and were asked to explain the effect of alcoholism in the
practicing new family, community and the country.
skills # 2
Alcoholism affected our family so much.
My father used to drink alcohol every day.
When he goes home drunk, he scolds us
and sometimes even hurts us. He has
stopped working because he cannot wake
up early for work. My father already
stopped drinking but it’s already late. It was
detected that my father has liver problems.
- Teenager A
Our barangay is known for alcohol drinkers.

Almost every week, there are reported cases
of fist fights and murder involving drunk
persons. Some of our neighbors started
moving away from the barangay. We cannot
transfer to another place because we don’t
have money. We are worried about our
safety. - Teenager B
I am worried that our country is slowly

becoming an “alcohol capital”. If this continues,
tourism in the country will get weak. Our
economy will go down and we will not be able
to eradicate poverty. - Teenager C
F. Developing
Mastery
(Leads to
Formative
assessment
3)
G. Finding Ask the students to pair up. Have them reflect on the
practical testimonials.
application of How did you find the testimonials of the other
concepts and teenagers? Do you share the same answers? Find a
skills in daily partner and discuss your answers.
living
H. Making What are the impacts of drinking alcohol on the family,
generalization community and country?
53
s of concepts
and skills in
daily living
I. Evaluating The teacher will group the students into two.
Learning Group1: The group members are going to make an
advertisement on how to prevent communicable
disease.
Expected Indicators of student performance
quality High (5) Medium (3)
Low (2)
Advertisem Presents Presents Presents
ent concept advertisem advertisem advertisem
a. Develop ent as ent in a ent as a
ment of a concept form that is rough
concept design, close to or sketch
including just a little
design
detailed more than
for an labeling the concept
advertise design
ment stage with
minimal
labeling
b. Demonst Employs a Employs Employs a
ration of range of some few or
an strategies generally generally
highly appropriate inappropria
awarene
appropriate strategies te
ss of the for the for the strategies
target target target for the
audience audience of audience of target
the the audience of
advertisem advertisem the
ent, Ex. ent advertisem
Power ent
point,
pictures,
etc.
Oral Clearly Explains Experience
presentatio explains the difficulty in
n the advertisem explaining
a. Relevant advertisem ent but not the
and ent to the so clearly advertisem
appropri audience ent to the
target
ate
audience
content
b. Appropri Shows Shows Shows
ate evidence of some limited
structure having evidence of ability to
planned planning structure
of the
and and the
presentat structure structure presentatio
ion the n
presentatio
n logically
54
and
coherently
c. Effective Demonstrat Use some Demonstrat

skills of es a aspects of e limited
oral consistent body awareness
awareness language or
presentat
of the (eye acknowled
ion audience contact, gement of
for the oral posture, audience
presentatio gestures)
n. Ex. By appropriate
actively ly and
promoting effectively
the concept
advertisem
ent and
seeking to
convince
the
audience
Group 2: The group members are going to make a 5

minutes role play on how to prevent communicable
disease.
Exceptio Admirabl Accepta Attempt

Criteria nal e ble ed
5 4 3 2
▪ Factual ▪ Factual ▪ Factual ▪ Inform
informa informa informa ation is
tion is tion is tion is inaccur
accurat mostly somew ate
e accurat hat ▪ Presen
Underst
▪ Indicate e accurat tation
anding
s a ▪ Good e is off
of Topic
clear underst ▪ Fair topic
underst anding underst
anding of topic anding
of topic of topic
▪ Accepts ▪ Accept ▪ Unwillin ▪ Group
ideas of s most g to does
others; ideas compro not
able to without mise work
compro negativ ▪ Few togethe
Coopera
mise e membe r
tion
▪ All comme rs ▪ One
membe nts; person
contribu
rs able to does
compro te
mise
55
contribu ▪ Some all the
te membe work
rs
contrib
ute
▪ Shows ▪ Shows ▪ Unsure ▪ Portray

confide some of al stalls
nce confide respons ▪ Lacks
▪ Informa nce ibility informa
tive ▪ Presen ▪ Somew tion
▪ Entertai ts hat ▪ Audien
ning; some informa ce
engage informa tive bored
s tion ▪ Engage ▪ Mumbl
Present audienc ▪ Engag s es
ation e es audienc ▪ Body
▪ Speaks audien e langua
loudly ce intermitt ge is
and ▪ Can be ently
lacking
clearly heard ▪ Hard to
▪ Appropr ▪ Some hear ;
iate use use of ▪ Some inappro
of body body movem priate
languag langua ent
e ge
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
56
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Other Sources Used:
57
Grade 8
Quarter 4
I. OBJECTIVES
A. Content The learner…
Standards
demonstrates an understanding of factors that influence
cigarette and alcohol use and strategies for prevention
and control.
B. Performance The learner…
Standards
demonstrates personal responsibility in the prevention
of cigarette and alcohol use through the promotion of a
healthy lifestyle.
C. Learning The learner discusses strategies in the prevention and
Competencies/ control of cigarette smoking and drinking alcoholic
Objectives (Write beverages
the LC Code for 7.1 apply resistance skills in situations related to
each) cigarette and alcohol use
7.2 follows policies and laws in the family, school and
community related to cigarette and alcohol use
H8s- IVg-h-33
II. CONTENT Prevention, and Control of Gateway Drugs
III. LEARNING
RESOURCES
G. References
1. Teacher’s N/A
Guide pages
2. Learner’s Physical Education and Health 9 Learners Materials. Pp.
Materials 372-375
pages
3. Textbook N/A
pages
4. Additional N/A
Materials from
Learning
Resource (LR)
portal
5. Other learning 1. What are Gateway drugs? Information and Prevention
resources https://www.drugrehab.com/guides/gateway-drugs/
2. Top 5 ways to prevent substance abuse

https://www.treatmentsolutions.com/blog/top-5-ways-to-
prevent-substance-abuse/
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the
previous Briefly discuss the impact of drinking alcohol on the
lesson or family, and community.
presenting Call at least 5-6 students to share their answers with the
class.
58
the new
lesson
B. Establishing
purpose of Lead them to focus their attention on the objective for
the lesson this lesson.
• apply resistance skills in situations related to
cigarette and alcohol use
• follows policies and laws in the family, school and
community related to cigarette and alcohol use
C. Presenting
examples/inst Study the picture on the right. Describe the picture. Do
ances of the you agree with the picture intends to tell you?
new lesson • Post a picture showing smoking and drinking
alcoholic beverages
D. Discussing
new concepts Emphasize and explain the importance of resistance
and practicing skills in situations like cigarette smoking and drinking
new skills # 1 alcoholic beverages.
Engage the students in the discussion by asking them to
do the Activity 3 on page 364 that can be found in their
Learners’ Module.
E. Discussing
new concept and Discuss the Policies and Laws regarding cigarette
practicing new smoking and alcohol use.
skills # 2 Let the students be involved in the discussion by asking
them this question:
What are the strategies to prevent and control

cigarette smoking and drinking alcoholic beverages?
F. Developing
Mastery
(Leads to
Formative
assessment
3)
G. Finding
practical Answer the following:
application of
concepts and 1. How can you, as a family member and a
skills in daily citizen of our country, help minimize, if not
living totally eradicate the harmful effects of
cigarette smoking and alcohol use?
Explain and give examples.
2. How will you protect your family, friends
and others from the dangers of smoking
and alcohol use?
H. Making
generalization What is the importance of applying resistance skills in
s of concepts situations related to cigarette and alcohol use?
59
and skills in Why do we need to follow policies and laws in the family,
daily living school and community related to cigarette and alcohol
use?
I. Evaluating
Learning The class will be divided The class will be divided
into three groups. Instruct into four (4) groups. Each
them do their assigned group will choose a
tasks. Their work will be situation below to perform.
written in a clean sheet of
paper. Role play
What will I do?
After learning about the
Group 1. laws
and policies against
Cite different situations smoking
related to cigarette smoking and alcohol use,
and drinking alcoholic SMOKING INSIDE THE
beverages, and apply the SCHOOL
resistance skills you’ve • You saw your
learned in the discussion. classmates smoking in
a concealed area inside
Group 2. the school.
How can you minimize the

effects of cigarette smoking
and alcohol use in your Learn to Say
family? Give different NO! With the knowledge
strategies on how to acquired on how to apply
prevent and control such resistance skills, choose
problem. one situation related to
cigarette smoking and
Group 3. alcohol use where you
can
Cite situations related to apply the resistance skill.
this problem where you can
apply and follow the laws
and policies of cigarette
smoking and drinking
alcoholic beverages. Journal!
Write a 3-paragraph-
journal discussing about
the strategies on how to
prevent and control
cigarette smoking and
alcohol use.
60
Poems
Write 4-5 stanzas poem
about the policies and laws
and resistance skills
related to cigarette
smoking and alcohol use.
You may use word or
phrases that describe the
topic word.
J. Additional
activities for Ask your family about smoking and alcohol use policies
application or at their work or school. Share your findings with the
remediation class.
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the remedial
lesson work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
did I encounter
which my principal
or supervisor can
help me solve?
localized materials
did I use/discover
which I wish to
share with other
teachers?
Other Sources Used:
61
Grade 8
Quarter 4
I. OBJECTIVES
A. Content The learner…
Standards Demonstrates understanding of factors that influence
cigarette and alcohol use and strategies for prevention
and control.
B. Performance The learner…
Standards Demonstrates personal responsibility in the prevention of
cigarette and alcohol use through the promotion of a
healthy lifestyle.
C. Learning 8. Suggests healthy alternatives to cigarettes and
Competencies/ alcohol to promote healthy lifestyle( self, family,
Objectives (Write community)H8S-IVg-h-34
the LC Code for
each)
II. CONTENT Prevention and Control of Gateway Drugs
III. LEARNING
RESOURCES
H. References
1. Teacher’s
Guide pages
2. Learner’s Health 8 LM: pp.390-395
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
5. Other learning The Interactive and Innovative Teaching Strategies
resources Resource Book
http://www.cwhn.ca/en/node416
IV. PROCEDURES
AVERAGE ADVANCE
A. Reviewing the The teacher will conduct a short recall about the
previous previous lesson in a form of activity.
lesson or PASS THE BALL::Name of the game (5minutes)
presenting The ball will be passed to rest of the students while the
the new music is played, whoever holds the ball when the music
lesson stops, will answer the following questions?
1. What are the gateway drugs?
2. How will you avoid using gateway drugs?
3. What are the policies and laws in the family, school
and community that you should follow to avoid such kind
of drugs?
62
B. Establishing Activity 26:
purpose of Making reflections (10min)PE&H8 LM p.390
the lesson How does alcohol drinking affect the family,community
and country?Copy the diagram in your activity notebook
and write your reflections.
Students will be called randomly and share their
reflections to the class.
C. Presenting Students will be grouped into 3 ( they will be grouped

examples/inst according to their experiences and observations.(
ances of the Application of Differentiated Instruction)
new lesson Activity 27: Let’s hear it from others! )PE&H8 LM p.390
Each group is asked to explain the effects of gateway
drugs to
1-family
2- community
3- country
D. Discussing AVERAGE ADVANCED

new concepts Students will be called With the same group,
and practicing randomly to do the activity. Do the activity 29,
new skills # 1 Do the activity 29, Learning Learning to say NO!
to say NO! and Let’s Act it and Let’s Act it out
Out- PE & H8 p392-393 PE&H8- p392-393
E. Discussing 15 min. activity 15 min. activity

new concept and With the same group, they With the same group
practicing new are tasked to write on the Conquer the mob
skills # 2 metacards of their own Instructions:
suggested healthy 1. State the objective
alternatives to cigarettes of the activity.
and alcohol to promote 2. Discuss the lesson.
healthy lifestyle (self,family 3. Formulate
and community). questions about the
Instructions: lesson.
1. Metacards will be 4. Call on one student
posted on a manila paper. to conquer the mob
2.Assign 1 member to 5. Ask questions and
present their output to the let the students
class answer those
questions.
6. Eliminate those
with incorrect
answers until the
*rubrics will be given prior mob is conquered
the activity 7. Evaluate the
The teacher and students activity.
will agree about the
rubric(considering the
ability of the students)
F. Developing 1. How did you find the activity?
Mastery 2. What hinders you to do the tasks?
(Leads to 3. What are healthy alternatives to gateway drugs that
Formative you learned from different groups?
63
assessment
3)
G. Finding Do activity 30 PE&H8 LM p.394
practical (posted on the board/thru ppt presentation)
application of
concepts and
skills in daily
living
H. Making Each student is tasked to write his realizations,
generalization suggestions, learnings and generalizations in a ¼ sheet
s of concepts of paper. After which, read it aloud. Fold the sheet into
and skills in small pieces and put it in a bottle to make a “ Bottle of
daily living Hope”
I. Evaluating Answer the following questions:

Learning 1.What are the healthy alternatives to alcohol and
cigarettes to promote healthy lifestyle. Explain each
alternative.
a. self (2)
b. community(2)
c. country (2)
J. Additional
activities for Do activity 31 Bottle of Hope PE&H8 LM p.394
application or
remediation
V. REMARKS
VI. REFLECTI
ON
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
activities for
remediation.
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue
to require
remediation.
E. Which of my
teaching
strategies
worked well?
64
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
Other Sources Used:

RUBRICS FOR VIDEO PRESENTATION
CRITERIA 10-EXCELLENT 8-BETTER 6-GOOD 4-FAIR
CONTENT It covers all the It includes basic It includes The content
topics in depth with knowledge essential includes
details and about the topic. information minor details
examples. The The topic seems about the and it has
knowledge of the to be better topic but it has several
topic is excellent. 1-2 mistakes mistakes in
in facts the facts
ORIGINALITY The product shows The product It uses ideas It uses ideas
great originality. shows certain from people from people
The ideas are originality. It (quoting them) without
creative and witty. shows the use but there is a quoting them
of new ideas little evidence
and of of original
shrewdness. ideas.
USE OF There are no any Three or fewer Four spelling More than 5
LANGUAGE mistakes in spelling or grammar spelling or
spelling or mistakes or mistakes grammar
grammar punctuation mistakes
VIDEOGRAPHY A lot of different Several (3-4) One 0r two Little effort
INTEREST shots, camera and different shots, camera has been
angles, sound shots, camera angles and made to
effects and an angles, sound sound effects provide
adequate use of effects were were used variety of
zooming providing used. shots
variety in the
video.
VIDEOGRAPHY The overall quality Most of the The quality of The quality of
CLARITY of the video the quality of the the video was video was
focus was video and the excellent but very good but
excellent. focus were the focus was the focus was
exccellent not. not.
65

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DETAILED

Detailed Lesson Plan in MAPEH

PREVENTION OF SUBSTANCE USE AND ABUSE (GATEWAY DRUGS:

B. Establishing Self-Inventory (Active or Self-Inventory (Active or

1. Do you smoke? 1. Do you smoke?

What is your score in the

Effects of alcohol abuse Effects of alcohol abuse

Effects of Cigarettes Effects of Cigarettes

For powerpoint For powerpoint

J. Additional Draw a cigarette stick on

Other Sources Used:

B. Establishing Why do teenagers

Above is a picture of the

The teacher will also The teacher will also

Imagine that the body Imagine that the body

GROUP 4: SMOKING IN GROUP 4: SMOKING IN

The following rubric will be the basis for your

Other Sources Used:

Describe the picture. What

Imagine that the body Imagine that the body

For further discussion refer Research and make

For further discussion refer

D. Discussing To KNOW YOU MORE! To KNOW YOU MORE!

ACTIVITY: TEXT ACTIVITY: TEXT

each item to decipher the each item to decipher the

Discuss the following Discuss the following

.Nicotiana tabacum (photo from .Nicotiana tabacum (photo from

Tobacco is a tall, leafy Tobacco is a tall, leafy

List of harmful chemicals List of harmful chemicals

G. Finding Show these pictures in class.

Other Sources Used:

Can you identify which is a Have you seen a person

1. One can drink hard and

ACTIVITY: BOTTOM’S ACTIVITY: BOTTOM’S

Alcohol drinker A went to Alcohol drinker A went to

Alcohol drinker B spent Alcohol drinker B spent

Alcohol drinker C just Alcohol drinker C just

KEY ANSWERS: KEY ANSWERS:

Physical and mental effects Physical and mental effects

Common reasons why a Common reasons why a

E. Discussing Discuss the following concepts to the learners to

Good Reasons to Live

Other Sources Used:

E. Discussing Gateway drug are accepted and legal with restrictions. In

Discuss the answers with the learners.

Factors affecting the person’s ability to get drunk

Possible responses: Age, Metabolism, Food Intake,

Activity 5: Let’s Hear from Others

Alcoholism affected our family so much. My father

Our barangay is known for alcohol drinkers. Almost

I am worried that our country is slowly becoming an

Ask the students to pair up. Have them reflect on the

“How can we avoid the negative impacts of drinking

A. Alcohol drinker A went to a nearby barangay to attend

BLOOD PHYSICAL MENTAL EFFECTS

B. Alcoholism affected our family so much. My father

Short-term Effects Long-term Effects

BLOOD PHYSICAL MENTAL EFFECTS

Short-term Effects Long-term Effects