Grade 8 Health Education Quarter 1

Learning Material No. _____1_______

FAMILY HEALTH
Gender and Human Sexuality

1
 LEARNING MODULE FOR
HEALTH - GRADE 8
QUARTER 1
Family Health
Module 1

Gender and Human Sexuality

Introduction FOCUS
As you continue to grow and develop, it is
important that you know how to manage the crucial CONCEPTS TO
aspect of your personality, your sexual health. This LEARN
module will help you understand the concept of gender
and human sexuality. It will also enhance your
decision-making skills to help you manage sexuality- Sexuality is a vital component of
related concerns. one’s personality.
Sexuality is the totality of one’s
attitudes toward one’s self and
Knowledge of Sexually Transmitted Infections toward others.
Knowledge of gender and human
(STIs) like Human Immunodeficiency Virus (HIV) and sexuality is significant in
Acquired Immune Deficiency Syndrome (AIDS) as link enhancing the quality of one’s
to gender and human sexuality issues is particularly relationships.
significant for one’s sexuality as significant factor to Good decision-making skill is
the optimum development of family health. Prevailing essential in managing gender
norms and standards of society relative to gender and and sexuality issues.
human sexuality have greatly influenced the important Understanding sexuality is
growing implications for the HIV and AIDS challenge. essential to family health.

As a final point, education for human sexuality will

help you make intelligent decisions concerning sexual
behaviours and will help you grow into a mature man
or a mature woman.

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 OBJECTIVES

At the end of the quarter, you should be able to

1. discuss sexuality as an important component of one’s personality.

2. explain the importance and dimensions of human sexuality.
3. analyze the factors that affect one’s attitudes and practices related to
sexuality.
4. assess personal health attitudes that may influence sexual behaviour.
5. relates the importance of sexuality to family health.
6. discuss the signs, symptoms, and effects of sexually transmitted infections
(STIs), such as Human Immunodeficiency Virus (HIV) Infection and
Acquired Immune Deficiency Syndrome (AIDS).
7. enumerate steps in the prevention and control of STIs.
8. analyze why abstinence is the most effective method for the prevention of
HIV and AIDS and other STIs.
9. follow government policies in the prevention and control of HIV and AIDS
(RA 8504 or Philippine AIDS Prevention and Control Act).
10. explain other government efforts in ensuring a clean blood supply to
prevent issues and problems related to sexuality (RA 7719 or Blood
Services Act of 1994).
11. apply decision-making skills in managing sexually-related issues.

The Learning Material is composed of two (2) lessons; Lesson 1 is

about the importance and dimension of human sexuality. It discusses
personal health, attitudes that may influence sexual behaviours. Lesson 2
comprises the problems and issues related to sexuality specifically STI, HIV
and AIDS.

In every lesson, you will answer the pre-assessment tests and

accomplish the different activities prepared for you in this Learning Material.

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 Are you ready?
You may first consider doing some activities that will brighten you
up while expressing your knowledge about sexuality as an important
component of one’s personality.

Pre-Assessment
A. DIRECTIONS: How much do you know about gender and
human sexuality? Find out by answering the following
questions. Write your answers in your activity notebook.
1. What term defines a man or a woman based on biological characteristics?
a. sex
b. gender
c. sexuality
d. androgyny
2. Which of the following illustrates gender?
a. Miguel loves to cook.
b. Marco does not cry in public.
c. Hazel has a positive body image.
d. Ahmed is attracted to Felicity.
3. What do you call the sets of activities that society considers as appropriate for
men and women?
a. gender role
b. gender identity
c. gender equality
d. gender sensitivity
4. Why is it important to understand human sexuality?
a. We will all be mature adults.
b. We have similar sexuality issues.
c. There is a specific age for developing one’s sexuality.
d. It will help us build a better relationship with ourselves and others.
5.DoWhich
you think you got the
characterizes correct
a good answers?
decision?
a. Easy to make
b. When
Makes youyour
finish this module,
friends happy you will have the opportunity to change your
c. answers
One that based
your on what you
teacher told have
you tolearned.
make
d. Arrived at after a thoughtful consideration of consequence/s

4
 B. DIRECTIONS: Read the following statements. Analyze your personal stand on
each item. Write a short explanation why you agree or disagree with it.

1. Teaching is a job for women.

2. Men have no right to cry in public.
3. Both men and women can be police officers.
4. It is the responsibility of both parents to take care of their children.
5. Both the father and the mother should share in meeting the financial needs
of the family.

Check Up!
Take a minute to review your conclusion.
 Did it reflect your views regarding gender and human
sexuality?
 Why did you agree with some statements?
 Why did you not agree with some statements?
 What did you realize from the activity?

C. DIRECTION: Before you start studying the next lesson on

human sexuality, you are going to answer the self-inventory test
about STI and HIV/AIDS.

How familiar are you with STIs HIV AIDS?

1. I have never heard of them or I have heard of them but don't know what they are.
2. I have some idea what they are, but don't know why or how they happen.
3. I have a clear idea what they are, but haven't discussed them.
4. I can explain what they are and how do they occur what they do that may affect family
life.

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 Have you made a personal health plan on how to protect yourself from risky
sexual behaviour?
1. I have neither planned nor thought about it.
2. I have planned but not thought about it.
3. I have planned but not practiced it.
4. I have both planned and practiced it.

D. DIRECTIONS: For each of the following topic, place a check mark in

the cell if it describes your experience.

Topic/Concept Have Have Have seen a TV or Have written a

read it heard it movie production report paper on it

STIs HIV/AIDS

Abstinence

Refusal Skill

Blood
donation/transfusion

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 E. DIRECTIONS: Fact or Fiction: Are the following statements
true or false?
Write true or false on the space before the number in order to find
out your knowledge in sexually transmitted infections particularly
HIV/AIDS. When you finish this module, you will have the
opportunity to plan for yourself on how to avoid being infected with
HIV/AIDS and live a healthy lifestyle in order to have a healthy
relationship with your family.

1. A person can acquire HIV/AIDS from using intravenous syringe used by the infected
person
2. Most sexually transmitted infections can be treated and cured without medical
attention.
3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a greater
chance of being infected too.
4. A person always knows when he or she has a sexually transmitted infection.
5. People who get sexually transmitted infections have a lot of sex partners.
6. All types of sexually transmitted disease can be cured.
7. Parental consent is needed before you are treated for a sexually transmitted disease
if you are under 18 years of age
8. You can have no symptoms, yet be infected with a sexually transmitted disease and
be able to pass it on to someone else.
9. You can get several sexually transmitted diseases at one time.

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Lesson 1 – Gender and Human Sexuality

OBJECTIVE
At the end of the lesson, you should be able to do the following:

1. discuss sexuality as an important component of one’s personality.

2. explain the importance and dimensions of human sexuality.
3. analyze the factors that affect one’s attitudes and practices related to
sexuality.
4. assess personal health attitudes that may influence sexual behaviour.
5. relates the importance of sexuality to family health.

LEARNING GOALS AND TARGETS

Write your targets on what you expect to learn after reading
and accomplishing this learning material.

Learner’s Goal:
What do I need/hope to
1.
learn?
2.

3.

4.

At the end of 5.
this quarter, I
have to learn 6.
the following:
7.

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 Lesson 1

Gender and Human Sexuality

Sexuality as an Important
Component of One’s Personality
Sexuality is a natural and healthy part of life. It is everything
about being a male or female. It’s the most important aspect
is masculine or feminine identification. Sexuality involves the
name given at birth, the toys played with, the clothes worn, the
friends played with, the roles and responsibilities at home, and
it provides a sense of self – worth when sexual understanding
is positive.

Part I. WHAT TO KNOW

Sex is a major aspect of personality. It is closely related to emotional and

social development and can be best understood by connecting it to the total
adjustment of the individual in the family and society. The process of sexual
development begins from birth to adulthood thus it is a continuous developmental
process throughout life.

The purpose of gender and human sexuality education is to promote

wholesome family and interpersonal relationships. It aims to provide you with the
Sexuality
knowledge involves
and the physical,
skills needed mental, and
to establish social, emotional,
practice and behaviours.
healthful
Finally, it aims to produce students like you who can take responsibility for sexual
health.
ethical dimensions of one’s personality.
Effective sexuality education can provide you with culturally relevant and
scientifically accurate information that includes opportunity to explore attitudes,
values, and life skills to be able to make informed choices about sexuality.

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 Sexuality refers to your total self

physical self The way you look as a man or a woman

mental self The way you think as a man or a woman

he way you interact with others social self

emotional
self
he way you feel about yourself and others

he way you value your relationships

ethical self

It is important to have a clear outlook of yourself. Then you will

be able to focus on your good points and develop your weaknesses.
If you know yourself well, you will know what you must do to stay
healthy.

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ACTIVITY # 1

Here is someone who wrote about herself in a poem. Read and analyze how the
author wanted to express herself.

The Wonder of ME
by: Bernadette Borja Rosaroso

Look at me in the eyes,

Tell me who am I.
Think of me just like you are,
As I take you as mine.
Gaze into my innermost world,
You’ll learn who I am.
Interact with me,
And acquire a little of myself.
Feel my soul
And together we’ll discover each other’s

Answer the following questions:

 How do you express yourself?
 How do you see yourself?
 How much do you know yourself?
 How much do others know you?

Write your answers in your activity notebook.

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 Sexuality means you have to be aware of yourself better. As you
grow older, you will experience a range of social, emotional, and
physical changes. As these occur, you need an intensive knowledge
on how to deal with your attitudes and behaviour.

Sexuality refers to your attitudes and behavior toward yourself

how you
see
yourself

sexualit
how you how you
feel about
y think of
yourself toward yourself
yourself

how you
love
yourself

Healthy sexuality means taking high sense of responsibility for all

your actions since this can affect self-esteem, decision-making, and
behaviour.

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 ACTIVITY # 2
Graffiti You!

On a half-size cartolina, write quotations, sayings, slogans, and so

on that will describe and reveal your likes, passions, and aspects of
your personality. After sharing this in class, you can post it on your
bedroom walls and be inspired! A sample has been done below.
GO FOR IT!!!

NEVER GIVE
I can
make
I am beautiful!

UP!
it!
I DANCING!

If others can, why can’t I?

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 Sexuality can be best understood through the help
of the people around you.

Sexuality refers to your perceptions, feelings, and behaviours

towards others

how you see others

how you think of others

Sexuality towards
others

how you feel about others

how you love others

The way you see yourself is influenced by many people. It is

important to maintain good relationships with others. They will
support you and give you confidence, provide companionship and
will keep you from being lonely.

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ACTIVITY # 3

How I See Myself – How Others See Me

Listed below are characteristics which may or may not

 Yes, this is very much me!
represent you. Using the icon at the left side, see if you
X No, not me at all. can rate yourself. After you are done, fold the paper in half
o Unsure. and ask a classmate to rate you.

Extrovert _____ Extrovert _____ Extrovert ______

Selfish ____ Selfish ____ Selfish ______
Confident _____ Confident _____ Confident ______
Aggressive ____ Aggressive ____ Aggressive ______
Shy _____ Shy _____ Shy ______
Attractive _____ Attractive _____ Attractive ______
Good listener ____ Good listener ____ Good listener ______
Approachable ____ Approachable ____ Approachable ______
Liked _____ Liked _____ Liked ______
Fun ____ Fun ____ Fun ______
Sincere ____ Sincere ____ Sincere ______
Irresponsible ____ Irresponsible ____ Irresponsible ______
Kind _____ Kind _____ Kind ______
Dependable ____ Dependable ____ Dependable ______
Other/s: Other/s: Other/s:
______________________ ______________________ _______________________
_______________________ _______________________ _
_ _ _______________________
_

After accomplishing this task, compare your response with the answers of your
classmates regarding your characteristics. Are they the same? Do your classmates see
you as you see yourself? Reflect on this matter.

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 Healthy sexuality encompasses the following characteristics:

SELF-
SELF- EXPERESSIO
SELF- SELF- RESPECT N your way of
SELF- CONFIDENC
LOVE KNOWLEDG your regard showing your
E your E your
your for yourself individuality in
understanding of awareness of
acceptance as a expressing
your feelings and the things that
of yourself your character worthwhile yourself as a
you can do well
person man or as a
woman.

man sexuality is

uman need.
sexual identity.
nd another person’s

ges and you need to

hese changes.
ife began.
ed on how to be
hy lifestyle.

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ACTIVITY # 4
Puzzle-Puzzle
Fill up the pieces with the words/phrases hat describe your personality.
Afterwards, fix the puzzle.

Piece 1 –what is your idea of being a man or a

woman?
Piece 2 – how does the link of thinking of a woman
differ from that of a man?
Piece 3 – how do you behave as a man or a
woman?
Piece 4 – how do you feel about yourself and
others?
Piece 5 – what are your guiding principles about
relationships?

 What figure have you formed?

 What picture do you see that comprise the individual’s personality?
 What do you think will happen if you lack any of these pieces?
Gender and Human Sexuality
Gender is a social concept on how men and women
should think, feel, and act. It refers to femininity or
masculinity of a persons’ role and behaviour as defined by
society.

Human sexuality is the quality of being male or female.

It is the way in which we experience and express ourselves
as sexual beings.

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 Ooopppsss!
Before we go
further, let us
first unlock
some words and

Are you familiar with

these symbols? Where do
you usually see these?

Gender and sexuality are two issues that affect your life as a
teenager. These two concepts have some of the greatest impact on how
you view yourself and deal with other people especially with the opposite
sex. Sexual feelings are normal and healthy. As a teen, you will
experience a heightened desire to explore your sexuality. This is
completely normal and healthy. Just keep in mind that sexuality
encompasses our whole being. Managing sexuality-related issues should 18
be founded on values particularly self-respect and respect for others.
 Below is a diagram showing health attitudes that can influence
sexual behaviour. Which of these do you possess?

SELF
► appreciates own body PEERS
► takes responsibility for own behaviours ► express love and
► knowledgeable about sexuality issues intimacy in
appropriate ways
► have the skills to
FAMILY evaluate readiness for
► communicates mature relationship
effectively with family ► interact with both
► able to express love genders in
appropriate and
to your family
respectful ways
members
► respect both gender in
► perform your duties
all apects
and responsibilities

at home.

Levelling Off

SEX gender
equality
GENDER
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Gender Role
Please read and analyze the following key terms.

Sex – centred on the biological basis of being a male or female.

Gender – is a social concept on how men and women should think, feel,
and act. It refers to femininity or masculinity of a person’s role and
behaviour.

Gender Equality– permits man and woman equal enjoyment of human

rights.

Gender Role - refers to set of roles, characteristics, and expectations of

how a man or woman should feel, think, and act as influenced by parents,
peers, and society.

Sexuality –is an integral part of what we do and who we are; it is the way

ACTIVITY # 5

Gender Assumptions
In your activity notebook, draw the symbol for
the male gender if the phrase states a usual
role for men and draw the symbol for the
female gender if it is the usual role for women.

1. giving birth
2. making a living
3. fixing the broken faucet

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 4. doing household chores
5. helping the children with their homework

ACTIVITY # 6

Write the changes that you expect as you mature from a boy/girl to a
man/woman. Copy the example figure below and write your own figure in your activity
notebook.

playful responsible

boy/girl man/woman

Gender Role is often an outward expression of gender identity.

It is manifested within society by observable factors such as
behaviour and appearance. Your gender role demonstrates the
typical characteristics of a person in his or her behaviour.

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ACTIVITY # 7
Let us further enrich your
vocabulary by undertaking
this activity.

Society Says
In your activity notebook, copy the table as shown below and write words or
phrases that you associate with the words masculine and feminine.

GENDER ROLES
MASCULINE FEMININE
Example: breadwinner Example: babysitter

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 Sexual
This Behaviour
table will Standards
help you identify are behaviours
the gender roles and sexualthat have
behaviour of malecome to be as
and female accepted by society.
well as differentiate the roles
and behaviour of each gender.
Social and cultural norms are some of the factors which
influence gender roles.

The aim of education for human sexuality is to develop in a boy the

characteristics of the personality belonging to his sex, and in a girl the characteristic of
her own sex, thus turning a boy into a mature man and a girl into a mature woman,

Using Life Skills to Improve Sexual Health

The life skills that are mentioned below will give you the tools to deal with
problems both big and small.

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 Assessing Your Health

Making Good Decisions

LIFE SKILLS Communicating Effectively

Practicing Wellness

Setting Goals

Using Refusal Skills

Evaluating Media Messages

Assessing your Health means evaluating your well-being periodically. This

includes your sexuality. Figure out what you can do to improve your health if it is not as
good as it can be.

Making Good Decisions means making choices that are healthy and
responsible. You must have the courage to make difficult decisions and stick to them.

Communicating Effectively. Communication skills help you avoid

misunderstanding by expressing your feelings in a healthy way. This means if you listen
to what people say, they will want to listen to you as well.

Practicing Wellness can be accomplished through information about good

sexuality.

Setting Goals or aiming for something that will give you a sense of
accomplishment. Just be sure to be realistic with your target goal.

Refusal Skill is a way to say no to something that you don’t want to do. This
skill requires practice. But first, you must feel strongly about what things you want to
avoid.

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 Evaluating Media Messages is being able to judge the worth of media
messages. It is a big challenge knowing that most media messages are very convincing

ACTIVITY # 8

Give an example of a situation for each of the life skills learned. Explain how
you will use each skill in these situations? Write you answer in your activity notebook.

Which of the life skills do you feel will be the easiest one for you to use? Which is
the most difficult to use? Explain your answer.

A decision is a choice you make or act upon. A good decision is a decision in which
you have carefully considered the outcome of each choice. To accept personal
responsibility is to accept how your decisions may affect you and other people.
Decision-making skills will help you make decisions based on your needs and
desires. At the same time, it helps you to resist peer pressure Decision-making skills
must be practiced and exercised in resolving issues and concerns about sexuality. At
the end, you have to understand gender and human sexuality with a lesson in decision-
making.

25
Take a look at the illustration below.

This will guide you in enhancing your

decision-making skills.

26
 D E
C I
D E

The Six Steps of

Your decisions related to your
Decision Making sexual behaviours affect yourself and
other now or later in your life. These
Determine the problem sexual behaviours may be toward
yourself, your family, your friends, or
Explore the alternatives other people.
Consider the consequences Thus, what you choose to do,
Identify your values and how you behave, should be
guided by family, social and spiritual
Decide standards, and should be based on
27
Evaluate decision-making steps or procedures.
ACTIVITY # 9

Making Good Decisions

In your activity notebook, label the page with the letters D E C I D E vertically.
Use the six steps in decision making in going through this activity.

1. Your classmates are going to a party this weekend, this is the first time that you
are asked to attend by a friend but then you discern that your parents will not
approve it. You don’t want to make your friends angry by not going, but you also
don’t want to get in trouble with your parents. Determine what decision you
should make.

2. One of your closest friends tells his/her problem and asks for your support. He
got his girlfriend pregnant / she got pregnant. How can you show your support
and stand firm with the morals that having children should be the choice of
matured individuals under the blessing of marriage?

The following guide questions may help you decide.

 Is it safe?
 Is it legal?
 Is it healthful?
 Does it show respect for me and others?
 Does it follow norms and standards of society?

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 Part II. WHAT TO PROCESS

These activities will help you

understand further your own personality
and sexuality as we relate it to family
health.

Accomplish it with pride!

ACTIVITY # 10

Follow the instructions below to help you complete the poem “I Am” and make it
a poem about you. Write this in a whole sheet of paper. Post it in the display area of the
classroom.
I Am
Line 1: I am (write your name).
Line 2: I am the child of (write the full names of your parents).
Line 3: I am the grandchild of (write the full names of your four
grandparents).
Line 4: I am the sibling of (write the first names of your brothers and
sisters, if any).

29
Line 5: I am the friend of (write the names of a few friends).
Line 6: I am (write three descriptive words that describe you).
Line 7: I am a (write something that you do well – for example, I am a
volleyball player).
Line 8: I am a resident of (write the name of the barangay and the city in
which you live).
Line 9: I am (write your citizenship).

 How did you find the activity?

 What else did you discover about your family background?
 How does this activity help you understand your personality and
sexuality?
 Write your answer in your activity notebook.

You probably spend most of you

day interacting with other people.
Having good understanding of
your sexual health allows you to
ACTIVITY # 11 get along with the people you
meet every day.
Dealing with People

We all encounter people in our lives. Here are some descriptions of people. In
your activity notebook, jot down some positive ways of dealing with each type of
personality.
1. Show off (people who would like to be the center of attraction whenever
possible).
2. Worriers (people who worry about everything).
3. Gossips (people who spread rumors and often exaggerate information).
4. Bullies (people who use threats, fear, and cruelty to control others).

30
 5. Whiners (people who grumble and complain about everything).

 Do you possess any of these personality traits?

 What will you do to turn each trait positively in order to improve your
personality and sexuality?
 Discuss it with your classmates.

ACTIVITY # 12

How Well Do I Know Myself

On your activity sheet, trace your

left and right hand on each side of the
paper. Each finger represents a
characteristic of a healthy sexuality.

List your specific behaviors on List sp

each component.

Thumb Finger Little Fi

-Self-Expression (how do you -
express your sexuality?) you wa
Index Finger confiden
-Self-Respect (what do you do Ring Fin
to improve your self-respect?) –
Middle Finger be loved
-Self-Knowledge (what are the Middle F
things that make you happy?) -
Ring Finger achieve
-Self-Love (how do you Index F
express your love to -
yourself?) self-resp
Little Finger 31 Thumb
-Self-Confidence (what do you -
do best?) develop
 By doing this activity, you can reflect on the things/behaviour that
you develop and improve for you to be sexually healthy.

Share your answer with your classmate and learn more about
sexuality.

ACTIVITY # 13

Male versus Female

In your activity notebook, copy the Venn diagram as shown below. Write the
roles played by male and female in the space provided. In the space where the two
circles meet, write the common roles played by both. Where they don’t join, write their
specific roles. Choose the specific roles from the box below.

MALE FEMALE

32
 cook kiss mom kiss dad back out of a fight
play with doll ride a bike baby-sit
sing in public play baseball dance have long-hair wear an
earring have tattoo wash dishes cry wear jewelry

take ballet lessons join rock band clean the house invite
a person
Part III. WHAT TOonREFLECT
a date change
AND diaper
UNDERSTAND
fixing a broken faucet

You can reflect and understand better your personality by

accomplishing the activity below.

33
ACTIVITY # 14
Read and reflect on the article below.

Love In Action
Teofilo Guiang Jr.
Retired Secretary, Bangko Sentral ng Pilipinas
Philippine Daily Inquirer
February 28, 2000

I am now 67 years old. And many times, I find myself seated on an

old bench in front of our sari-sari store where I could have a clear view of
schoolchildren and office workers en route to different places.
I’m glad I don’t have to endure the rigors of rushing things anymore
like waking up early in the morning, fixing myself orderly and neat, having
breakfast hurriedly and trying to beat other people rushing for seat in a
passenger jeepney bound for the office.
Among the lifetime of things remembered is this one which occupies
my mind when I’m lonely. The fourth commandment says: “Honor your
father and mother.” I have no parents anymore for death had caught up
with them some years ago.
During the remaining days of my mom, she and dad stayed with us
at Quezon
Indeed,City.
thoseI were
was then
tryingvery
timesinvolved
for us ininthe office work
family. andstill
I can Church
picture in
activities,
my mind how dad would wash the face of mom, how he would comb dad.
not fully aware that I was spending little time with mom and her hair,
Mom
how he waswould
practically blindanforinteresting
tell her she had beenstory,sick
howof he eyewould
disease
givecalled
her the
glaucoma for 18 long years.
prescribed medicines on schedule and how he would strum his old guitar as he
sang a sweet kundiman for her.
Dad was the ever patient and competent “nurse” of mom. No doubt, he
was a model husband and father. Then the unexpected thing came. Mom was
hospitalized. She was in her sick bed and comatose.
Surprisingly, there were moments when she would repeatedly utter the
words: “Ang anak kong bunso hindi ako mahal.” I was somewhat disturbed for
she was referring to me. When I went home that night, I tried to find out why
she uttered those words.
Perhaps the nice little things I’ve done for her like giving her money for
her medicines and talking to her in her room were not enough to make her feel
the warmth of my love for her. I should have spent more quality time with her. I
should have talked to her more often. And I should have broughy her
somewhere for recreation more often.
Later, when mom regained full consciousness, I did exactly what my dad
and two brothers did for her with loving care. I massaged her arms tenderly,
fixed her silvery hair in place with my hands and told her some petty jokes that34
made her chuckle.
From that time on until she expired peacefully, she didn’t utter anymore
the words: “Ang anak kong bunso hindi ako mahal.”.
  Did you like the story?
 What lesson/s did you learn from it?
 Do you know how to express affection to your loved ones?
 How do you do it?
 Express yourself.
 Write a short essay about this in your activity notebook.

ACTIVITY # 15

35
 Role Play

To better analyze the factors that affect the attitudes and practices related to
human sexuality, you are going to internalize a given character.

Gather your classmates, group yourselves into five

(5). Each member of the group will assume the role
of any of the following:

1. one who grew up in a very religious family

2. one who was raised by authoritative parents
3. one who has been strongly influenced by media
4. one who has good friends from the opposite sex
5. One who has been educated in an exclusive school
 You are given ten (10) minutes to prepare a short skit.

 Each group shall present the skit in two (2) minutes.

 After the presentation, analyze the factors that shape the sexual attitudes of the
various characters.
 Answer the following questions. Use them as your guides.
o What are the factors that shape our sexual attitudes?
o How do these factors positively or negatively affect our sexual attitudes?
o What can we do to maximize the negative effect of these factors on our sexual
attitudes?

 Rate yourselves accordingly using the rubrics below.

APPROACHING
ADVANCE PROFICIENT DEVELOPING
CRITERIA PROFICIENT
(20) (15) (5)
(10)

Work Attitude Always Usually Sometimes Rarely

(cooperative cooperative cooperative cooperative and cooperative
with the group) and focused on and focused on focused on task and focused
task during task during during group on task during
group work and group work and work and group work

36
 and
presentation. presentation. presentation.
presentation.

Convincing in Competent in Adequate in Limited in

Presentation of communicating communicating communicating communicating
character’s character’s character’s character’s
Character
feelings, feelings, feelings, feelings,
situation and situations and situation and situation and
motives. motives. motives. motives.

Actions are Actions are Actions are

Actions are
clearly clearly vaguely
Relevance of established but
established and established and established
the actions may not be
effectively generally and may not
sustained.
sustained. sustained. be sustained.

Use of Non-
Verbal Impressive Good variety of Satisfactory Limited variety
variety of non- non-verbal variety of non- of non-verbal
Cues (voice, verbal cues is cues is used in verbal cues is cues is used in
gestures, eye used in an a competent used in an a developing
exemplary way. way. acceptable way. way.
contact )

Demonstrate Choices Choices Choices

Imagination,
demonstrate
insight that Demonstrate Demonstrate little
Creativity, and
thoughtfulness awareness that awareness
powerfully
Choices that completely acceptably and do little to
enhance role enhances role enhance role enhance role
play play. play. play.

Congratulations! You did a great job! Please refer to the boxed entries for you to assess
how you fare in Activity # 15.

37
  A - 81 -100 points
 P - 61 – 80 points
 AP - 41 – 60 points
 D - 21 – 40 points
 B - 0 -20 points

Education for human sexuality deals with the formation of

 virtuous habits
 right attitudes
 integration of positive values

ACTIVITY # 16

For each factor listed below, provide examples of how this factor affects your
sexual attitudes and behaviors. Write your answer in your activity notebook.

1. Family. Family values oftentimes determine your own values.

Describe how your family affects your values regarding human sexuality.

2. Culture. Filipinos living in different regions have diverse cultures and beliefs. Your
cultural background can affect your values regarding sexuality, along with the
norms and standards set by society.
Describe how your culture affects your human sexuality.

3. Peers. Like your family, your friends can also have a significant impact on your
views on human sexuality.
Describe how your friends affect your human sexuality.

4. Media. The media plays a significant role in our lives as we regularly watch
televisions, listen to radio, search the internet, read newspapers, etc.
Describe how media affects your human sexuality.

38
ACTIVITY # 17

Analyze Media Message

Think of a commercial and write how men and women are being portrayed. Then,
respond to the following:

 What is the commercial all about?

 What messages were presented about being a man or a woman?
 Is the information real and accurate? Why or why not?

DOUBLE STANDARD OF MORALITY

boys and girls are given
the impression of men being superior to women. In as much as we would like to practice
gender equality, the rules for human conduct and human appropriateness are not alike
for both sexes as practiced in most areas in the Philippines. This is likely shown in the
examples below:

A. Boys and men are permitted to stay out more and up to a later time than the girls
and women.

B. A philandering or immoral man is considered as demonstrating his manliness or

“pagkalalaki”. A philandering or immoral woman is considered as cheap, bad, or
“masamang babae”.

C. Women are expected to remain virginal until they marry, while it is generally
acceptable for men to have sexual experience before marriage.

D. Women are socially judged and legally penalized for adultery and for having
children out of wedlock.

E. Men who stay at home to do household chores instead of having jobs to earn
money for the family are considered by some as “under ‘d saya.”

39
ACTIVITY # 18

In your activity notebook, answer the following questions:

1. What is your stand on double standard of morality?
2. How can we possibly eliminate the double standard of morality?

VIRGINITY a virgin is a person who has not had sexual interaction.

Staying virgin until marriage keeps you…

PHYSICALLY
-free from
EM O TIO NALLY pregnancy &
-free from venereal diseases
exploitation by -free from having to
SO CIALLY choose a hurry-up
others.
-free to
develop -free from guilt, wedding and an
doubt, illegitim ate child
m any
disappointm ent,
relationship
and loss of
s
reputation.

40
 VALUE
your virginity for your
own good and your
future spouse ACT
- choose friends with high
KNOW standards
-stay away from dangers
your attitudes & and temptations
standards -be kind, firm, and proud of
your values.
How
does
one stay
Virgin?

ACTIVITY # 19

My Abstinence Bag

Abstinence is the best decision one can make in safeguarding sexual health. In
this activity, list five items that you value most in life and will help you say no to
unhealthful practices. Explain how this item can encourage you to make right decisions.
For example, putting a family picture in my abstinence bag can remind me of how
I value my loved ones and how I would like to make them proud of my achievements.

ACTIVITY # 20

In your activity notebook, answer the following questions:

1. Do you believe that virginity is important for both boys and girls? Why?
2. What are your attitudes and standards towards virginity? Compare it with the
norms and standards set by society. Does it confirm?
3. How do you value virginity?

41
Now it’s time to take a comprehensive
test based on what you have learned!

Let your teacher lead you in the

assessment process!

Good luck!

Part IV. WHAT TO TRANSFER

You are expected to demonstrate the

knowledge you have obtained upon
learning this module.

42
 Values are strong beliefs held by persons, families and
group of people about important issues. It is essential to
know one’s own values, beliefs and attitudes, how they
influence on the rights of others and how to stand up for them.
As you mature, you develop your own values which may be
different from one another. Social norms and standards can
affect your sexual decision-making and behaviour as it
influences values and behaviour.

ACTIVITY # 21

What Do You Value?

Values are qualities or conditions that are important to a person. Complete this survey
by determining what you value in yourself. In your activity notebook, tick on the
appropriate box based on the importance you assign to each attribute.
Not Very
Important
Important Important
1. To be respected by my parents.
2. To be respected by my friends.
3. To have a positive image of myself.
4. To have lots of friends.
5. To do well in school.
6. To give and receive love.
7. To stay virgin until marriage.

43
8. To build healthy relationships with members
of both sexes.
9. To appreciate sexuality as factor of
personality.
10. To make intelligent decisions concerning
sexual behaviour.

 After completing this survey, what observations can you make about your
values?

Your sex role should not limit your interests. You can be
masculine and feminine and participate in events and
professions that are usually chosen by persons of only one sex.
Healthful sexuality is being comfortable and contented with your
attitudes about your sex role.
ACTIVITY # 16

ACTIVITY# 22

Visualize & Learn!

a. You will be given five minutes to close your eyes and imagine a scenario in the past
where kings and queens once lived. Imagine you are the king (if male) or queen (if
female). The queen is captured and needs recuing from her captors. The king
assumes the conventional role of a brave king who rescues his queen, while the
queen takes on the role of a meek and mild queen who needs looking after.

b. Visualize a scenario of a typical Filipino

family. Analyze and enumerate the roles
being played by the male members of the
family (grandfather, father, male siblings)
and the female members of the family

44
 (grandmother, mother, female siblings). Does it conform to the norms set by the
society?

After going through activity # 22,

 Analyze and discuss with your classmates the strengths and weaknesses of the accepted
roles of men and women in the past.
 Which gender takes on which role in the present day?
 How can you say that a particular gender role conforms to the standard of the society?

ACTIVITY # 22

Critical Thinking
Let us try to connect our lesson to current issues in our country.

Here are some current issues that focus on sexuality, gender equality, and sexual
orientation:

*bullying *RH Bill * sexual harassment *cybercrime law

 Choose one topic and write your personal views..
 Discuss how it will affect the health of the community as a whole.
 Suggest ways on how to manage this issue.
 Write your answers in your activity notebook.

45
 ACTIVITY # 23

Watch and Relax!

This is your opportunity to show your understanding of gender role in the
media.

 Choose a movie or a television show which you believe has gender role
labels in it and you must deconstruct and analyze.
 Extract any gender-biased content.
 Recreate one of the scenes of the film by submitting a script of your own for
this scene.
 Write a reflection on why you think the gender role depiction in media must be
addressed.

ACTIVITY # 24

K W A Chart

46
 In your activity notebook, copy the table as shown. List your top five (5) issues
concerning sexuality regarding what you know, what you want to learn, and what you
have learned. Give a brief explanation of your answer.

How I Will Apply

Sexuality Issue What I Know What I Learned (the concept/skill
learned)
1.

2.

3.

4.

5.

47
 Human sexuality is the totality of being a man or being a woman. It includes
everything that makes you a male or a female – your ideas, behavior, feelings and
judgements.

ACTIVITY #25

As you analyze the significance of sexuality to family health, ask yourself the following
questions:

 Do I periodically evaluate my sexual health?

 Am I making good decisions?
 Am I setting and meeting my goals?
 Do I use refusal skills when I need to?
 Am I communicating my feelings and expectations?
 Do I compare and evaluate media messages as to the norms and standards of
society

SUMMARY

Think back on something that you have learned from this

Learning Materials. Reflect on the following questions and then write
your answers on the box.

1) What did you learn?

48
2) How did you go about learning 3) Why did you choose to learn
the lesson? it?

4) What/Who helped you learn it? 5) What hindered your learning?

49
6) How did you know that you had learned it?

LEARNING MODULE FOR

HEALTH - GRADE 8
QUARTER 1
Family Health
Module 1

50
Issues and Problems Related to Human
Sexuality

 Sexually Transmitted Infections

(with emphasis on HIV/AIDS )

 Government Policies and

Republic Act No. 8504 and 7719

Introduction:

After learning about human sexuality and gender, you will now be introduced to
the nature and prevention of sexually-transmitted infections (STIs) like Human
Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS).
Sexually-transmitted Infection (STI) is a communicable disease that is spread
from person to person through sexual contact. Despite the efforts of government and
civil society, the incidence of STIs particularly HIV/AIDS continues to increase. Thus, it
poses a serious threat to Filipinos especially to young people like you. According to the
Department of Health’s Philippine HIV and AIDS Registry, we had already exceeded the
10 thousand mark in HIV infections since 1984 when the disease was first documented
in the country. More than a thousand of these already developed into full-blown AIDS.
Sexually-transmitted infection is preventable. The first step is to remain sexually
abstinent until marriage. Next is to obtain accurate information about these diseases
and recognize inaccurate information. Third is to enhance life skills. By knowing how to
make decisions and practice refusal skills you can never go wrong in safeguarding your
health.

51
 OBJECTIVES:
At the end of this module you will learn to
1. Discuss the signs, symptoms and effects of sexually transmitted infections
(STIs) such as Human Immunodeficiency Virus (HIV) infection and Acquired
Immune Deficiency Syndrome ( AIDS)
2. Identify and analyze steps in the prevention and control of STIs
3. Realize why abstinence is the only sure way to avoid sexually transmitted
infections particularly HIV/AIDS
4. Follow government policies in the prevention and control of HIV and AIDS (RA
8504 or Philippine AIDS prevention and control Act)
5. Explain other government efforts in ensuring a clean blood supply to prevent
issues and problems related to sexuality.
6. Applies decision-making skills in managing sexuality related issues.

This time you will answer the following pre assessment activity. This is
non-graded test. The purpose is to identify your learning needs. It is important
that you answer the items to help you find out what you need to know.

PRE-ASSESSMENT

A. DIRECTIONS: Before you start studying the next lesson on

human sexuality, you are going to answer the self-inventory test
about STI and HIV/AIDS.

How familiar are you with STIs HIV/AIDS?

1. I have never heard of them or I have heard of them but don't know what they are.
2. I have some idea what they are, but don't know why or how they happen.
3. I have a clear idea what they are, but haven't discussed them.
4. I can explain what they are and how they occur, what they do that may affect family
life.

52
Have you made a personal health plan on how to protect yourself from risky
sexual behaviour?
1. I have neither planned nor thought about it.
2. I have planned but not thought about it.
3. I have planned but not practiced it.
4. I have both planned and practiced it.

B. DIRECTIONS: For each of the following topic, place a

check mark in the cell if it describes your experience.

Have Have Have seen a TV or Have written a

Topic/Concept
read it heard it movie production report paper on it

STIs HIV/AIDS

Abstinence

Refusal Skill

Blood
donation/transfusion

C. DIRECTIONS: Fact or Fiction: Are the following statements true or false?

Write true or false on the space before the number in order to find out your
knowledge in sexually transmitted infections particularly HIV/ AIDS. When you
finish this module, you have to plan on how you can avoid being infected with HIV/AIDS
and live a healthy lifestyle in order to have a healthy relationship with your family.

53
 1. A person can acquire HIV/ AIDS from using intravenous syringe used by the
infected person
2. Most sexually transmitted infections can be treated and cured without medical
attention.
3. If an HIV/AIDS woman gives a normal birth to a child, her child may have a
greater chance of being infected too.
4. A person always knows when he or she has a sexually transmitted infection.
5. People who get sexually transmitted infections have a lot of sex partners.
6. All types of sexually transmitted disease can be cured.
7. Parental consent is needed before you are treated for a sexually transmitted
disease if you are under 18 years of age
8. You can have no symptoms, yet be infected with a sexually transmitted disease
and be able to pass it on to someone else.
9. You can get several sexually transmitted diseases at one time.

Check if your answers are correct.

What you will do!

Learning Goals and target

A. Let’s agree on this

You should propose responsible and informed decisions that w
demonstrate understanding of issues and problems related to h
sexuality particularly Sexually Transmitted Infections (STIs ) wit
emphasis on HIV / AIDS
B. What are your goals?
Complete the following statements below. Write your answer
health journal.
1. The behavior I would like to change or improve to avoid r
behaviours are_____________________________
____________________________________
54
____________________________________

2. The steps involved in making this change are_________

_____________________________________________
Read the questions below and fill out the column in my response column Write your
answer in your activity notebook. What? / So What?/ Now What?

Strategy: My response

What:

 What I want to

55
 know about the
topic?

 What behavior I
would like to
change or improve
to have a healthy
sexual behaviour?

 What steps are

involved to
accomplish this
healthy sexual
behavior?

So what:

 Why is this important?

 What does it mean to

me?

 How does knowing

about this information
change my thinking?

 What other ideas in

56
 human sexuality do I
have or connections can
I make to STIs and
HIV/AIDS?

Now what:

 What are the

implications human
sexuality to a healthy
family life?
 What am I going to do or
apply to protect and
promote healthy
sexuality?
 What measures will I do
to prevent HIV/AIDS?

Just enjoy and have fun in learning!

Your teacher will help and guide you as you walk through your
learning journey.

57
 Part I. WHAT TO KNOW

Are you ready?

What is STIs?
Sexu ally-transmitted infection or STI, also known as sexually-
transmitted disease (STD) is a communicable disease that is spread
by a pathogen (disease-causing organism) from one person to another person through
sexual contact. A person who has a sexual relationship with someone who is infected
can get one or more of these diseases. STIs are transmitted through an exchange of
bodily fluids during sexual intercourse. These infections are commonly caused by
bacteria and viruses. Some STIs can be treated successfully but many STIs such as
HIV/AIDS still have no cure. The good news is, all STIs can be prevented.

58
 Symptoms of STIs depend on the type of infections. Common symptoms include
discharge from the genitals, warts, blisters or sores in the genital area, a rash, painful
urination, or flu- like symptoms. Some STIs don’t have any signs or symptoms. In fact
one of every 10 people can have STIs but be asymptomatic. These people are carriers
and are very dangerous because they can transmit an infection without even knowing it.
.
The only certain way to prevent/to keep from catching these diseases is by abstinence.
Sexual abstinence is the deliberate choice to refrain from all sexual activity

Let’s Review
1. What is a sexually transmitted infection?
2. What is abstinence, and why is abstinence the only certain way to prevent STIs?
Knowing About STIs
Teens are the age group most likely to get STIs that is why it is important for teens to
learn about STIs
Study the table below and identify sexually transmitted infections. Make a summary and
identify the major ways on how to prevent sexually transmitted infections.

COMMON SEXUALLY TRANSMITTED INFECTIONS

Genital
AIDS Chlamydia Gonorrhea Syphilis
herpes

Pathogen Human Chlamydia Herpes Neisseria Treponema

Immunodeficiency Trachomatis Simplex-2 gonorrhoea Pallidum
(causative
Virus (HIV) bacterium
agent)

59
 Virus bacterium bacterium

Long term Immune systems In women, If left Sterility, liver If left

effects failure, severe illness pelvic untreated, it disease, untreated,
leading to death,8-10 inflammation may cause testicular mental illness,
years to see signs of with abdominal cervical disease, heart and
infection, infection of pain, fever, cancer in infection of kidney
infants leading to menstrual women and heart lining, eye damage, and
death bleeding, cause infections for death may
ectopic deformities in newborn result
pregnancy unborn babies leading to
blindness
In men,
enlarged lymph
glands of the
groin, infection
of the testicles.
Infection during
birth can cause
blindness or
illness in
newborn

Prevention Abstinence from Abstinence Abstinence Abstinence Abstinence

measures sexual intercourse from sexual from sexual from sexual from sexual
and from use of intercourse intercourse intercourse and intercourse
intravenous drugs and from use from use of and from se of
of intravenous intravenous
intravenous drugs drugs
drugs

60
What are HIV and AIDS?

Acquired Immune Deficiency Syndrome (AIDS) is a fatal communicable disease with

no effective treatment or known cure. It is the final stage
of infection caused by the human immunodeficiency
virus (HIV). When HIV enters the body it attacks the
body’s immune system. Thus, the body becomes
vulnerable to opportunistic infections or diseases that
develop when the body’s defense system becomes weak.
Among these infections are Kaposi’s sarcoma, a rare but
deadly type of skin cancer, recurrent pneumonia, and
toxoplasmosis within the brain.

Early symptoms of infection with HIV may include a rash, sore throat, fever, and
tiredness. Nearly everyone with HIV develops AIDS. People with AIDS cannot fight off
diseases that healthy people could easily resist. Because AIDS has no cure, people
with AIDS eventually die from one of these diseases.

Ways of Acquiring HIV

Activity 1. Deal or no deal

Let us deal with how HIV AIDS can be transmitted from one person to another. The
following chart lists ways of acquiring HIV. If the manner is false, put an X on the No Column
meaning no deal, but if the manner is an actual way of acquiring HIV put an X in the Yes
Column meaning we need to deal it.

Ways of Acquiring HIV Yes No

1. Breastfeeding .

61
2. Handshaking

3. Sharing the eating utensils with someone infected with HIV.

4 . Donating blood with Red Cross

5.Selling blood in blood banks

6. Someone who has HIV who cough and sneeze near you.

7.Hugging someone with HIV

8. Having unprotected intercourse with someone with HIV

9. Sharing contaminated syringes, needles or other sharp instruments
with someone infected by HIV

10.Receiving transfusion of blood infected with HIV

11.Sitting in the toilet seat used by the HIV patient

12. Mosquito bites

13. Tattooing using an infected needle

14.Swimming with an HIV infected person

15. Wearing clothes of an infected person

16. Ear and Body piercing with an infected needle

62
 HIV must enter into the person’s bloodstream to infect the person. HIV has been found in
many body fluids including blood, semen, vaginal fluids, and breast milk of infected person.

Which items have you already known and been informed about how HIV/AIDS can be acquired?
Have you heard of other ways AIDs can /can’t be transmitted or not transmitted? How can you
correct misconceptions?

Check your answer. Your teacher will help you analyze the responses .

Make a generalization on how a person can acquire HIV AIDS.

I learned that HIV can be transmitted by I learned that HIV cannot be transmitted
___________ by_________________

1 1

2 2

3 3

4 4

5 5

6 6

7 7

Activity 2 REDUCING THE RISK OF HIV

63
 In small groups, brainstorm on how HIV can be transmitted and then create a
chart or web to illustrate it.
For each method of transmission, you and your partners will list at least three
ways to reduce one’s risk of exposure to HIV. A sample chart appears below. Groups
share their charts/webs and discuss.

Mode of Ways to prevent and control

Transmission
 ____________________________________________
 ____________________________________________
Sexual Contact  ____________________________________________
(Infected Body
Fluids, Blood .
Semen).

Injecting drug  ______________________________________________

and sharing  _______________________________________________
 _______________________________________________
infected needles
 ________________________________________________

Maternal  ________________________________________
transference  ___________________________________________
(Mother to baby  ___________________________________________
during
pregnancy)

64
 Activity 3 Good Reasons for Abstinence
A. DEFINING ABSTINENCE
How will you define abstinence? Have you experience giving up one thing in your
life in one-week period? Try this with a partner or classmate. Choose one or two from
the activityies.
1. You will refrain from any of the following activity- watching television, not
eating a particular food, or not playing a particular game or sport for the entire
one-week period.
2. During that time, you will keep a diary of your feelings and attitudes about
being “abstinent.”
3. After a week is up, you and some of your classmates will meet in small groups
and share your feelings and discoveries.

Answer the following questions in your small group.:

a. How hard was it to abstain for the entire week?

b. Did it get more or less difficult as the week went by? Explain.
c. Did friends or family members try to tempt you during the time period?
d. How did you handle the pressure?
Abstinence is _____________________________________________. Now what is
sexual abstinence?

How can sexual abstinence keep a person from getting pregnant and protect them
from STIs HIV AIDS? Some people choose abstinence for other reasons as well.

Read the article and use the information in the article to complete the chart that follows.
Remember to copy the chart in your activity notebook and fill it with required entries.
SOME THOUGHTS ON ABSTINENCE
Marta ,15 years old, wants to finish her schooling without delay and give her full attention to helping her parents in
their business. She has a close friend Jonathan , 17 years old , who invited her to attend a party with their friends. Marta knew
that this group of friends has been drinking alcohol and using drugs. She knows that using drugs and alcohol affects one’s
ability to make decisions regarding sexual behavior. This means that when a person uses drugs or gets drunk, his/her ability
to think clearly and wisely can be affected . So, he told Jonathan that in order to avoid getting infected with STIs such as
HIV/AIDS they must refrain from doing risky behavior that may tempt them to have undesirable sexual activities. She was
able to convince Jonathan to stay away from this group of friends who engage in unhealthful practices. Jonathan realized that
abstinence is a good way to avoid getting into trouble. 65
Their classmates , Peter and Joanna, have also chosen abstinence. They promise to abstain from sexual behavior
because they would like to keep their purity until marriage. Instead, they focus on their studies in order to prepare for their
future together.
Racquel does not engage in sexual behavior because she would like to protect her reputation and that of her family.

There is an increasing number of young people being infected with Sexually

Transmitted Infections (STIs) or for every 10 cases 1 is a child. The most serious of
these diseases is AIDS

Activity 4 TEENS’
STRAIGHT TALK

66
 Name Reason for choosing Your name______
abstinence (Your thoughts concerning
this reason)

Marta

Jonathan

Peter and Joanna

Racquel

Noemi

Reducing the Risks of Sexually Transmitted Infections

KEEPING FIT

 Safeguarding one’s sexual health starts from accurate information and

awareness of sexuality-related issues.

 Sexually-transmitted infections could be completely eradicated if people

practice wise decision-making skills and firmly say no to risky sexual
behaviors.

 The best way a teenager can prevent sexuality-related problems is through

sexual abstinence. Abstinence is refraining completely from sexual relations
with other people.

67
Rubric 4 3 2 1 Points
for your
Activity 2
and 4

Explanation Complete Good Response Explanation is Misses key

response With clear not clear points
with detailed explanation
explanation
Demonstrated Shows Shows Response Response
Knowledge complete substantial shows some shoes lack of
understandin understanding understanding understanding
g of the
question
Sensible Complete Meets the Hardly makes Does not meet
opinions response sensible opinion sensible sensible
with bright opinion opinions
opinion

Total points

YOU ARE PROTECTED!!!

68
 Government Policies in the Prevention and Control of HIV/AIDS and
other STIs

 Republic Act No. 8504 also known as Philippine AIDS

Law
 Government efforts in ensuring a clean blood supply to
prevent issues and Problems related to sexuality (RA

 7719) or the Blood Services Act of 1994)

Republic Act 8504 also known as the Philippine Aids Law

The Philippine AIDS Prevention and Control Act of 1998 or RA 8504 is the government’s response to the
threat of HIV/AIDS in the country. Important provisions of the law include the following:

 The State shall promote public awareness about HIV/AIDS through various modalities:
integration in the curriculum or development of special modules in basic education;
inclusion in tertiary and vocational curriculum; providing education in the workplace, for
Filipinos going abroad and among community people in general.

 The State shall also ensure safe practices and procedures regarding donation of
blood, organ or tissue.

 The State shall provide a mechanism for anonymous HIV testing and shall guarantee
anonymity and medical confidentiality in the conduct of such tests.

 The Philippine National AIDS Council (PNAC) shall oversee an integrated and
comprehensive approach to HIV/AIDS prevention and control in the Philippines.

69
Let’s Appreciate
What is the government doing to protect the health of the Family in terms of
STIs HIV AIDS?
How are you protected in case of blood donation and blood transfusion?

Here’s more….
Have you donated blood? Or received blood transfusion?
How does it feel? There is a law that covers the proper ways to give and receive blood
services.

RA 7719 or the Blood Services act of 1994.

This law protects and promotes public health through provisions related to blood donation. The
government promotes voluntary blood donation as a humanitarian act. However, there are
requirements that you need to meet if you want to donate blood. This is to ensure a clean and safe
blood supply. Thus, you need to live a healthy lifestyle in order for you to be a voluntary blood donor in
the future.

To protect you from blood transfusion transmissible diseases like HIV/AIDS, this law lays down
the legal principle that the provision of blood for transfusion is a professional medical service and
not a sale of a commodity. They establish scientific and professional standards for the operation
of blood collection units and blood banks/centers in the Philippines.
People don’t have to sell blood as a commodity. To be a responsible voluntary donor you donate the
blood for a cause through medical and scientific care.

70
 PART II. WHAT TO PROCESS
Activity 1 Let’s Think Critically

Reflect on the following focused points and write your ideas in your activity
notebook
1. Analysis: How can good general health practices be healthful in preventing STIs.
2. Only two strategies if practiced consistently reduced the risk of STIs to zero. Name
the steps in the prevention and control of STIs particularly HIV/AIDs
3. Analyze why sexual abstinence is the most effective method for the prevention of
HIV/ AIDS and other STIs.

Activity 2. Life Skills in Action

Common Sense and Good judgment are powerful strategies to prevent and control STI
HIV AIDs. Think about this
1. How does alcohol affect the persons judgment in making responsible sexual
behavior?
2. Why do we need to practice saying NO to behaviors that are risky to your
sexuality?
3. Explain how you can practice refusal skills to prevent and control STI HIV/AIDS.

Activity 3 Tracing the Link

The drug, the blood, the alcohol connections to STI HIV AIDS

How does it contribute to the

transmission of STI HIV AIDS?

Blood Drugs Alcohol

Read the article below

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Dr. Jane Perez is a school physician lecturing about STI HIV AIDS in Bangkalan
National High School asks the students the following questions:
“How many of you have seen the effects of drinking alcoholic beverages or have
read the effects of taking dangerous l drugs? “What is the danger of using shared
syringe in cases of blood transfusion? “ “What are the possible harmful effects to
people being tattooed using needles? “ Have you donated blood? Or received blood
transfusion?
She received varied responses, and she continued asking them to see a strong
links or connection in the prevalence of STI HIV/AIDS.

What are the connections of alcohol, drug abuse, blood donation and transfusion to
STI and HIV/AIDS? Can you give your response? Write your answer on the space
provided and discuss your answer with your classmates.

1. How can drinking alcohol leads to STI HIV ?

_____________________________________________________

_______________________________________________________

2. What are the dangers of using shared needles in tattooing, or shared syringe in
injecting drugs?
______________________________________________________________
___________________________________________________________________

3. Have you donated blood? Or received blood transfusion?

How does it feel?
There is a law that covers the proper ways to give and receive blood services. It is
RA 7719 or the Blood Services act of 1994.

 What is Blood Services Act of 1994 (RA 7719 )?

______________________________________________________________

______________________________________________________________

 Why is it important that blood donors be qualified to donate blood? Can you
relate this law to STI and HIV/AIDS protection and prevention?

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 ______________________________________________________________

______________________________________________________________

Day Eight

PART III. WHAT TO REFLECT AND

UNDERSTAND
These are activities you will do to help you acquire adequate
and significant information about this topic. It is important that you clarify ideas about
the lesson.
You are going to watch an interactive video and video news episode about HIV AIDS
incidence in the Philippines this will help you and be aware of the

Activity 1 Interactive Video

• You are going to watch an interactive video entitled “Power of You”.

This video aims to raise awareness on STI and HIV/ AIDS among
young people like you. Would you like to make intelligent and informed
decisions about Human sexuality? This interactive Video was
especially made for you by the Dept Education and the UNICEF.

a. Visit the web sites and collect materials and Fact sheets about STI HIV / AIDS.

b. View some video clips on HIV updates in the Philippines like Kapuso mo Jessica Sojo
www.you tube.com

c. The “Power of You” by the DEP ED -UNICEF

Activity 2: Investigative Reporting HIV/AIDS

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  Visit your school clinic or barangay health center.

 Interview a health personnel about HIV/AIDS using the following guide

questions:

What is HIV? What is AIDS?


What are the signs and symptoms of Human

Immunodeficiency Virus ( HIV) and Acquired Immune
Deficiency Syndrome (AIDS)
 How can HIV/AIDS be spread from one person to another
person?
 What are the effects of HIV/AIDS to our body?
 How can HIV and AIDS be prevented?
Report the information that you have gathered in class. Compare this with what
you already learned in class.

Activity 3 I Believe

 After the activity you can make a compilation of facts and information about
HIV / AIDS.
 Be ready to make an advocacy campaign about preventing HIV /AIDS.
 You need to be heard and speak out on the topic” HOW can I be safe from
HIV / AIDS.”
 Tell the class what you believe

Activity 4 Just Say NO!

How to say no and remain friendly to someone you like?

Is it difficult for you to refuse? If somebody ask you to do risky behavior like drinking
and smoking or even doing pre-marital sex , how will you refuse?

Throughout life you are likely to meet people who will persuade you to do things
you do not want to do. How do you say no and still remain friendly with someone you

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like? Is it difficult for you to refuse? If somebody asks you to do risky behavior like
drinking and smoking or even do pre-marital sex, how will you refuse?

The ability to say NO to unhealthful practices is called Refusal Skills.

The following are the different ways of saying NO to things that you don’t want to
do.

Technique of The Response Whats Your Response?

saying NO

Maintain eye Person A: Do you want to __________________________

contact and say smoke cigarette __________
NO firmly

Person B: NO,( firmly) __________________________

__________

Be true to yourself Person A: Do you __________________________

and to your belief. _________
Give reasons for want to be my drinking
saying NO buddy?

__________________________
__________
Person B: NO ! I love my
body. I don’t want to die
young.

If you know that the group

are doing risky sexual
Walk away or

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avoid the situation behavior that you don’t want __________________________
to do or join, then JUST don’t __________
GO

Change the
subject
Try suggesting something __________________________
better to do with your time, __________________________
____________-______
Person B: Let’s smoke.

Person A: I think it would be

better if we eat instead.

Match verbal with Shake your head and say

NO !
non-verbal __________________________
communication __________________________
_____________

Give your personal Conclusion:

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Internalize how you will firmly refuse an offer to engage in risky behavior

For more skills on Refusal Skills Visit http://www.thecoolspot.gov/index.asp

Activity 5

Role-play the following situation showing how you can express feeling or
thought on resisting pressures using refusal skills. Practice with your friend.

1. A friend inviting you to drink alcohol after school

2. Ramon told you to cut classes so you can attend a birthday party.
3. Carmen invited you to try smoking.

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 Activity 6. Check it out:
1. Find out what government agencies are responsible
for educating the public about HIV/ AIDS in our
country. List them in your notebook and write their
specific task/s.
2. How does the government protect the rights of
people living with HIV/AIDS?
3. What services are available for people living with
HIV/AIDS? How can they avail of these services?
4. What will be your behavior toward a person with HIV/AIDS? What will you tell
her/him?
SUMMATIVE ASSESSMENT
Answer the summative test before you proceed .

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 PART IV. WHAT TO TRANSFER

Activity 1

Let us apply what have you learn. Design a

poster that tells teenager on how to avoid STIs
and HIV/AIDs using Abstinence and Refusal Skill.

Activity 2 Applying Health Knowledge

1. Design a booklet or a health journal entitled “STI and HIV/ AIDS ALERT” that
summarizes the major points presented in the lesson.

2. What steps should public health agencies take to further control the spread of
STI and HIV/AIDS?

3. As a teenager, how will you avoid being infected by this disease?

4. You will need parental involvement. Ask your parent or another adult at home
how they learned about blood donation, STIs and AIDS/HIV. Ask them about the
accuracy of the information. Seek advice from your parents on how you can
prevent being infected by HIV/ AIDS

5. Community Involvement. Find out what kind of services are available to help
people who have HIV/AIDs in your community. Look also in your community

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 measures they are doing in relation to Blood donations. Prepare a report to share
your findings with your classmates

Activity 3 Thinking Critically

1. Application. Develop a law of your own that you think would be effective in the
prevention and control of STIs HIV/AIDS. Explain your thinking.

2. Application. The only known way to prevent a kind of STI is to abstain from
sexual contact. What strategies can you suggest that would be effective in telling
this concept to teens who are already sexually active?

Are you ready to answer the following questions?

Activity 4 Critical thinking

Imagine that you have a chance making solutions on how to decrease the number of
HIV/ AIDS in our country, what are the three things that you will do?

 What shall we do to decrease the number of HIVAIDS

in our country?

What will I do to protect myself

from contacting STI and HIV/
AIDS?

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1. Write all your answers in your health journal.
2. Post your decisions in the form of sticker messages on the bulletin board or in any
display board

3. Suggest activities for you and your class to decide.

a. You may want to present a theater presentation on how you will prevent and
Protect yourself from contacting STIs and HIV/AIDS
b. Organize a Parent’s forum on STI and HIV/AIDS. Invite your teachers, and parents
to this information campaign.
c. Start a students’ advocacy campaign on how teenagers can be protected from
HIV AIDS

Independent Study

Activity 5

Check yourself. Reflect and Understand

After you complete the guided practice review and answer the questions below to
review what you have learned
1. In your own words, can you give the difference between HIV and AIDS.
2. What are the four ways that HIV can be passed from one person to another person?
3. If you become HIV positive, what will you do to prevent AIDS? And what will you do
to live longer?
4. AIDS is not curable but it is preventable. What are the best methods of prevention?
5. Name two ways teenagers can do to reduce the risk of HIV infection.
6. How can using alcohol and illegal drugs increase a person’s risk of having HIV
infection?

Use the chart below in answering the items

SUMMARY

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Think back on something that you learned on this Learning Materials.
Reflect on the following questions and then write your answers on the
box.

1) What did you learn?

2) How did you go about learning 3) Why did you choose to learn
the lesson? it?

4) What/Who helped you learn it? 5) What hindered your learning?

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6) How did you know that you had learned it?

Supplemental Readings

RA 8504 OR THE PHILIPPINE AIDS LAW OR

THE PHILIPPINE AIDS PREVENTION AND CONTROL ACT.
Article1

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 The Government must promote education and information campaigns. Schools and non-
formal education programs must include HIV/ AIDS education.
 The DOH must conduct public health education campaigns.
 The government must provide education for Filipinos going abroad.
 Employers, working with DOLE must develop workplace education and safety.
 The Department of Tourism must provide education for tourists and transients.
 LGUs must develop local HIV prevention and education efforts.
 Accurate information about prophylactics will be provided.
 It is against the law to give false or intentionally misleading information on HIV/AIDS.

Article 2
The Government will develop and promote safe medical practices
 All blood, organs, and tissue for donation will be tested. If it tests positive, it will be disposed
of safely, and not used.
 The DOH will provide guidelines on safe surgery and medical procedures.
Article 3
 The Government will provide appropriate confidential HIV testing.
 HIV testing can only be done with the consent of the person tested.
 The DOH will provide anonymous HIV testing

 Counselling will be conducted before and after testing

 The DOH will make adequate and affordable HIV testing available in all of the barangays
in the Philippines.
Article 4
The Government will ensure adequate health and support services for people with HIV.

 Hospitals will provide adequate care for persons with HIV.

 LGUs must provide community-based prevention and care efforts.
 Livelihood efforts will be made available for people with HIV.
 The DOH is to do STD prevention and control efforts.
 The DOH is to make sure that health insurance is available to people with HIV.

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Article 5
The Government will monitor HIV/AIDS

 The Government will establish an AIDSWATCH council.

 Reporting procedures will be developed to track HIV rates, while respecting client
confidentiality.
 Contract tracing is permitted provided confidentiality is not breached.

Article 6
Confidentiality will be protected on HIV status.

 All healthcare workers and anyone handling health records will strictly preserve patient
confidentiality on HIV status, and the identity of people with HIV.
 HIV status can be shared by health officials in three circumstances; officials of the
AIDSWATCH council, health workers who are involved in treatment and need to know for
their own safety, and a judge if under subpoena for an official court case.
 HIV results may be given to the person tested, an official of the AIDSWATCH council, and
a parent or guardian. It cannot be given to anyone else.
 Legal penalties can be provided for breaching confidentiality.
 People with HIV must inform spouses and sex partners as soon as reasonably possible.

Article 7
Discrimination against people with HIV is illegal.
 Employers cannot discriminate in hiring, firing, promoting, or assigning based on
actual or suspected HIV status.
 Schools are not allowed to refuse admission, punish students, or deny participation in
activities based on real or perceived HIV status.
 A person with HIV has the legal right to travel, live, and lodge with the same freedom as
any other citizen. Quarantines and other restrictions are illegal.
 A person with HIV has every legal right to seek public office.
 Credit services cannot be denied based on HIV status. Insurance cannot be refused based
on HIV status, provided the person does not lie about their HIV status.

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  Hospitals can health services cannot refuse treatment or discriminate based on HIV
status.
 Decent burials cannot be denied based on HIV status.
 Legal penalties for discrimination will be enforced.
Article 8
The government will establish a Philippine National AIDS Council

 This council will be responsible for implementing the act and conducting all national
AIDS performances.

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