Grade 10 LM HEALTH 10 - Quarter 3

10
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Health
Learner’s Material
Unit
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Physical Education and Health – Grade 10
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INTRODUCTION
Your Engagement in active recreation, sports, physical activities, and
understanding of health concepts will contribute to your sense of social
connectedness and help you assume greater responsibility through a variety of roles
as you participate in a real world situation. The Physical Education and Health
modules are uniquely crafted to explore your greatest potential and promote lifelong
skills through active participation in the different learning experiences. Emphasis is
placed on combining tactical knowledge that you will acquire, and the development
of skills for a better performance and achievement of the expected learning
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outcomes.
This module is designed to provide and equip you with knowledge, skills, and
habits that will enable you to achieve competence in maintaining your health and
physical condition. The domain in Physical Education focuses on the importance of a
healthy lifestyle and physical activity through active recreation such as sports,
fitness, street dance and hip-hop dance, while Health Education emphasizes on the
development of the proper skills of a health-conscious consumer, lifelong
participation in health trends, issues and concerns in health care, and planning for a
health career.
Each module follows a standard format or pattern with a short overview of the
lesson, content and performance standards, pre-assessment and instructional
activities categorized into four levels: What to Know, What to Process, What to
Understand, and What to Transfer. Every level provides activities that will allow you
to experience meaningful and varied learning. Your involvement in the different tasks
can take many forms, ranging from self-reflection and group tasks to beyond the
classroom learning activities. Like any good material, you will also be assessed and
evaluated to ensure that you will have a thorough grasp of the lesson before tackling
the next activity. Your deeper understanding of the lesson will help you gain more
relevant skills and information, preparing yourself for the challenges of the world.
As you start putting life into this module, you will discover many great
opportunities and learning experiences that will change the way you spend your time.
You need to visualize a better version of yourself and aspire to achieve a holistically
healthy you.
Come on. Let’s get started!
iii
Table of Contents
HEALTH
Unit 3: Health Trends, Issues, and Concerns (Global level) .............................257
Introduction ......................................................................................................258
Learning Competencies ...................................................................................259
Pre-Assessment ..............................................................................................259
Activity 1: Brainstorming ............................................................................261
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Activity 2: What If…? ..................................................................................265
Activity 3: The Philippine Scenario .............................................................265
Activity 4: Issues, Concerns and Trends (ICT) ...........................................266
Activity 5: Present and Future ....................................................................269
Activity 6: Questions to Ponder ................................................................. 269
Activity 7: Health Initiatives of Our Neighbors ............................................270
Activity 8: The Hold Back ..........................................................................270
Activity 9: Speedy Solutions ....................................................................273
Activity 10: Interpreting Graphs ..................................................................274
Activity 11: Related Articles .......................................................................277
Activity 12: Poem Writing ..........................................................................277
Activity 13: Community Health Programs and Strategies ..........................278
Activity 14: Paired-reflection ......................................................................278
Activity 15: Dear Mr. President! ..................................................................279
Activity 16: WHO Convention ....................................................................279
Activity 17: Infotography ............................................................................ 280
Activity 18: Interpretative Dance ................................................................ 280
Activity 19: Health Infomercial ................................................................... 280
Summary........................................................................................................ 281
Glossary of Terms ......................................................................................... 282
Appendices .................................................................................................... 285
References ..................................................................................................... 298
Unit 3: Health Trends, Issues, and

Concerns (Global level)
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257
Number of Sessions: 10
CONTENT STANDARD PERFORMANCE STANDARD
The learner demonstrates awareness of I. Introduction

global health initiatives. The learner demonstrates competence in
applying knowledge of global health to local or
national context.
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health issues are among the priority concerns
of the United Nations. It thus designated the
World Health Organization to serve as the
lead agency tasked to direct and coordinate
with all member nations regarding leadership,
supervision, technical support and education
on matters about health, which affects many
countries—including the Philippines.
In the 21st century, public health protection is viewed both as a shared duty
and obligation. Thus, people need to understand global issues, concerns and trends
that include fair access to essential healthcare and protection against multinational
threats which directly or indirectly affect the health and lives of billions of people
worldwide.
This module aims to help you learn about different global health issues and
the initiatives made to help address these problems. Readings and activities are
provided to improve your understanding of health concerns and how these are
treated or implemented around the world and locally. At the end of each lesson, a
transfer activity will help evaluate your understanding of the different topics. You will
also be assessed prior to answering the different activities and again at the end of
the lesson to check for knowledge, understanding, attitudes and skills learned.
Are you ready to learn? Then go through each lesson to become health-oriented and
globally adept.
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II. LEARNING COMPETENCIES
The Learner:
1. discusses the significance of global health initiatives;

2. describes how global health initiatives positively impact people’s health in
various countries;
3. analyzes issues in the implementation of global health initiatives; and 4.
recommends ways of adopting global health initiatives to local or national
context
III. PRE-TEST No. of Session: 1 The result of the pre-test will
check your current knowledge,
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understanding and skills about global health trends, issues and
concerns.
A. Word Hunt
Use pencil/ballpoint pen and write the answers in your activity sheet or
notebook.
Procedure:
1. Look for 10 global health issues and concerns that the World Health
Organization and member-nations are facing.
2. Discuss the implications of the different global health issues and concerns
to people across nations.
M A L A R I A I D E N T
W A E R S A F E T Y R
E
A Q S E S A E S I D N E
H T L A E H ‘S N E M O W
M N T A L H E A L T H
PE
X C N M K I L O P O E
E Z
A S D P A O V T R D N U
E N V I R O N M E N T G
E R D N O I T I R T U N
E S T Y R R W E T Y B E
S T O W T O B A C C O D
D
Answer these questions:
1. What are the current health issues and concerns in your community? Share
and discuss these health initiatives.
2. What will the world be like if health issues and concerns are not properly
addressed by peoples around the world?
3. If you are a health worker in your community, what health issues and
concerns do you think should be addressed immediately? Why?
259
B. Self-Check
Read these statements about global health and choose the best answer
by writing the letter in the activity sheet/notebook.
1. Which of these international organizations is the chief body responsible for
providing leadership on global health, setting norms and standards and
providing health support to countries around the world?
a. International Committee of the Red Cross
b. United Nations Health and Life Insurance
c. World Bank
d. World Health Organization
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2. Which area recorded the highest death rate among children aged 5 years
and below?
a. Africa
b. East Asia and Pacific
c. Latin America
d. South Asia
3. Which disease is the leading cause of death among people who live in
developing countries?
a. heart diseases
b. HIV/AIDS
c. malaria
d. respiratory diseases
4. In what region did new HIV infections occur among individuals living in low
and middle-income countries?
a. East Asia
b. Sub-Saharan Africa
c. South Asia
d. Pacific Region
5. Which life-style disease is the top leading cause of death worldwide?

a. diabetes
b. heart disease
c. hypertension
d. stroke
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Part I: WHAT TO KNOW No. of Sessions: 3
In the WHAT TO KNOW phase, you will answer activities which

will assess your background knowledge. At the end of the
phase, you will be assessed again to check for the knowledge
and concepts and information you have learned. A number of
activities are provided for Differentiated Instruction. Some
of these can be used as make-up activities during inclement
weather, holidays and the like.
Activity 1: BRAINSTORMING
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Brainstorm on this: What are the biggest health issues and concerns that people
around the world face today? List them on the board. Your
teacher will help you clarify new terms and concepts.
Global Health and the Millennium

Development Goals
The term “global health” rose in

popularity along with the rise of
globalization.
Both terms improved public awareness
of
vulnerabilities and shared responsibilities
among people for the different injustices
in the
world.
Ilona Kickbush (2006), director of

the Global Health Program at the Graduate
Institute of International and Development
Studies in Geneva, Switzerland states that
global health pertains to various health issues,
concerns, and trends which go beyond national
boundaries and call for global initiatives for the
protection and promotion of peoples’ health
across the world.
Koplan and Associates (2009) states that global health is an area for study,
research and practice that prioritizes health improvement and achieving impartiality in
healthcare and wellness worldwide. Beaglehole and Bonita (2010) gave a short but
meaningful definition of global health: cooperative research and action of international
communities to promote health for all.
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Millennium Development Goals

The United Nations Millennium Development Goals are eight targets that all
191 UN Member States have agreed to achieve by 2015.
The United Nations Millennium Declaration, signed in September 2000
commits world leaders to fight discrimination against women and children, disease,
hunger, poverty, illiteracy, and environmental degradation. All of these goals cannot
be attained without addressing each and everyone. All of them influence, affect and
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depend on better global health programs and policies.
1 Developing countries particularly in Africa and Asia suffer

from extreme poverty and hunger. Poverty and hunger leads to
severe malnutrition which leads to lifelong physical and cognitive
(learning and reasoning) damage and affects health, well-being
and the economy. Some key suggestions to eradicate poverty
and hunger are:
👍 Education
👍 Promoting gender equality
👍 Producing more jobs
👍 Investing more in agriculture
👍 Strengthened nutrition programs for children and infants
👍 Support and protection of developing and vulnerable countries
during crises 2 Persons, particularly women

who are educated, are more likely
to seek medical care especially during pregnancy, ensuring
proper
nutrition for their family, adopting healthy sanitary practices and
ensuring immunization of children. As an effect, infants and children
have better survival rates, are healthier and better nourished. If
these are attained, children who receive primary education are
more likely to:
👍 Marry and have their own families at a later stage in life
👍 Practice family planning and have fewer children
👍 Know rights, responsibilities and civic obligations
👍 Seek employment and sustain personal and family needs
👍 Have decreased risk of getting sexually transmitted infections like HIV/AIDS
👍 Support and protection of developing and vulnerable countries during crises
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3 Gender equality means equal representation of men and

women. It implies that all gender should have equal value and
treatment. Equal gender treatment empowers women and other
groups creating opportunities in education, work, finances, and
other aspects which improves the economy and lessen effects of
financial crises. Gender equality can be achieved through:
👍 Early childhood development intervention

👍 Promotion of women’s political rights and involvement
👍 Improved reproductive health programs and policies
👍 Education and integrating gender equality in school curriculum
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👍 Improved women’s access to work and strengthened labor
policies for women 👍 Support and protection of developing
and vulnerable countries during crises
4 Programs and policies which help reduce child mortality like

improving nutritional intake, healthcare facilities and infrastructure,
and other fields which improve children’s lives. Strengthening local
and national health programs and policies is one way to reduce
child mortality. This includes:
👍 Immunization programs
👍 Assuring the survival and better health of mothers
👍 Improving reproductive health programs and policies
👍 Better nutrition program for infants, children and mothers
5 Improved maternal health is not only about mother’s health but

also involves the health and wellness of the family. Maternal health
also helps eradicate other problems like poverty, gender inequality,
decreased workforce, lower birth deaths, and disability of women.
Some ways to improve maternal health include:
👍 Improved and proper nutrition of mothers

👍 Teaching the benefits of birth spacing and small family size
👍 Educating young boys and girls about the importance of maternal health 👍Better
and improved access to hospital care especially obstetric-gynecology, prenatal and
postnatal care
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6 Emerging and re-emerging diseases like HIV/AIDS, malaria,

influenza and other diseases affect productivity and growth of
nations. Some of the effects of disease outbreak are loss of jobs,
shortage in professional workers, and creating social crises.
Children
are the most vulnerable and are exposed to exploitation and
abuse
undermining their normal growth and development. Some ways to
combat diseases include effective prevention, treatment and care
like:
👍 Improved housing conditions

👍 Increased access to anti-malarial medicines
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👍 Promoting safer sex behavior and preventive education for all
👍 Promoting Tuberculosis (TB) screening of HIV/AIDS persons and
👍 TB - Directly Observed Treatment Short (TB-DOTS)
Course therapy 👍 Promoting the use of insecticide-treated
nets to fight mosquito-borne diseases
7 Investing and supporting sustainable energy like solar, wind

and
water energy help support jobs, create business opportunities, and
save remaining non-renewable energy sources. Environmental
sustainability assures peoples to live healthier and enjoy a clean
and green environment. Some of the benefits of a sustainable
environment are:
👍 Cleaner air and environment

👍 Clean, environment-friendly, and renewable energy
👍 New and aspiring jobs and business in energy
👍 Increased access to sanitation
8 The United Nations, World Health Organization, World Bank and

governments work together to make sure there is fair trade and
that heavily indebted countries obtain relief and funds to combat
poverty, malnutrition and funds for education and social projects.
Some benefits of global partnership are:
👍 Expanded international trade agreements

👍 Improved access to affordable medicine
👍 Reduced poverty through government debt relief grant
👍 Developed information and communication technology (ICT) infrastructure
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Activity 2: WHAT IF…?
Predict the global effects if the eight Millennium Development Goals were
achieved or not achieved. Copy the table below in your notebook or activity sheet and
write your predictions in the columns.
Goal No. Millenium Development Goals What if this What if this goal
goal is is not
achieved? achieved?
Y
7
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Adapted from: Measuring success: the millennium development goals (mdgs) a high school
unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008
Activity 3: THE PHILIPPINE SCENARIO

Do you think the Philippines will be able to achieve these eight goals? Write your
personal report in your notebook or activity sheet. List which goals are highly
achievable and which are not. Explain why and share your report in class.
The Philippine MDG Scenario
Not Highly Achievable Goals
PED Highly Achievable
Goals
DE
Global Health Initiatives
One of the benefits of globalization to the world is the development and

improvement of various health initiatives initiated by different nations and
governments to address health issues and concerns. Global health initiatives are
programs set in motion by the United Nations through the World Health Organization
and in partnership with the World Bank which targets specific health problems
including but not limited to emerging and re-emerging diseases, climate change,
environmental sanitation, mental health, tobacco regulation, and alcohol use.
265
Activity 4: ISSUES, CONCERNS, AND TRENDS (ICT)
Write in each box the different health issues, concerns and trends
encountered around the world. These issues, concerns and trends may have not
been mentioned in the readings but should also be addressed by international and
national communities. Add more boxes if needed.
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Some of the global health initiatives spearheaded by the World Health
Organization include the following:
The Global Fight against Communicable Diseases

C. Roll Back Malaria.
Roll Back Malaria is a global effort to reduce the number of deaths
from malaria infection through heightened prevention tools, rapid response to
outbreaks, development of new anti-malarial products, and effective treatment
of the infection.
Specific objective:
1. To enable and to increase the capacity of
caregivers to recognize malaria promptly
and take early appropriate action;
2. To empower service providers by
imparting adequate knowledge, skill and
capacity which enable them to respond to
malaria illness appropriately; 3. To create an
enabling environment for implementation.
D. Stop TB.
Stop TB is a global effort to prevent further
transmission of tuberculosis or TB around the world.
One of the programs for Stop TB is the implementation
of the TB-DOTS short-course strategy.
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Objectives
1. To achieve universal access to high-quality diagnosis and patient-centered
treatment
2. To reduce the suffering and socio-economic burden associated with TB 3.
To protect poor and vulnerable populations from TB, TB/HIV and multi drug-
resistant – TB (MDR-TB)
4. To support
development of
new tools and
enable their
timely and
effective use.
E. Global Alliance for

Vaccines and
Immunization
The Global
Alliance for
Vaccines
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COPY and Immunization is a global strategy
which aims to strengthen children’s
immunization programs and introduce
new generation of licensed vaccines
into use in developing countries across
the globe. These new vaccines which
could help reduce the number of deaths
in children aged 5 years old and below
includes:
• Hepatitis B vaccine
• Childhood meningitis vaccine
• Yellow fever vaccine
• Influenza vaccine
• Vaccine for pneumonia
F. The Global Fund to Fight AIDS, TB, and Malaria.

The Global Fund to Fight AIDS, TB, and Malaria is a funding project
rather than an initiative. Nevertheless it helps in the prevention, reduction,
and mitigation of the negative impacts of the three diseases to humanity
which contributes to the fulfillment of the Millennium Development Goals.
Global Prevention and Control of Tobacco and

Alcohol Use
• WHO Framework Convention on Tobacco
Control.
The WHO Framework Convention on

Tobacco Control (WHO FCTC) is the prime
international treaty negotiated under WHO. The
WHO FCTC came into existence in reaction to
the global epidemic of tobacco use and abuse. It
reaffirms the right of every individual across the
world to the highest standard of health promoting
public health and providing new legal means for
global health cooperation.
267
The following summarizes the WHO FCTC provisions:
1. Price and tax measures to reduce the demand for tobacco, and
2. Non-price measures to reduce the demand for tobacco, namely:
• Protection from exposure to tobacco smoke;
• Regulation of the contents of tobacco products;
• Regulation of tobacco product disclosures;
• New packaging and labeling of tobacco products;
• Education, communication, training and public awareness;
• Demand reduction measures concerning tobacco dependence and
cessation; and
• Tobacco advertising, promotion and sponsorship.
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Global Strategy to Reduce the Harmful
Use of Alcohol.
The Global Strategy to Reduce the

Harmful Use of Alcohol recognizes the
close ties between the harmful use of
alcohol and the socio-economic
development of a nation. Likewise, this
strategy builds and supports other global
health initiatives like the global strategy
for the prevention and control of non-
communicable diseases.
Global Strategy for the Prevention and

Control
of Non-communicable Diseases.
The Global Strategy for the Prevention

and Control of Non-communicable Diseases
is a global action plan to prevent and control
the following non-communicable diseases:
cardiovascular diseases, chronic respiratory
diseases, cancers, and diabetes and the four
shared risk factors: unhealthy eating, physical
inactivity, tobacco use and alcohol use.
Objectives of the Action Plan:

1. To raise the priority accorded to non-communicable disease at global and
national levels and to integrate prevention and control of such diseases
into policies across all governments
2. To establish and strengthen national policies and plans for the prevention
and control of non-communicable diseases
3. To promote interventions to reduce the main shared but preventable risk
factors for non-communicable diseases: unhealthy eating, physical
inactivity, tobacco use, and harmful use of alcohol
4. To promote research for the prevention and control of non-communicable
diseases
5. To promote partnerships for the prevention and control of non
-communicable diseases
6. To monitor non-communicable diseases and their causal factors and
evaluate progress at the local, nationa,l and global levels
268
Global Initiative for Mental Health
• Comprehensive Mental Health Action Plan 2013-2020
The “Comprehensive Mental Health Action Plan 2013-2020” is the
result of extensive research and consultations by stakeholders, member
nations, academic and non-government centers across the globe. The mental
health action plan should be impartial, life-based, and preventive in nature. It
basically addresses the following:
• To fight and alleviate negative trends in mental health,

• To improve and make mental health services and care accessible,
and
• To prevent abuse of rights and unjust treatment against people
COPY
with mental problems, disorders, and disabilities which are still
prevalent around the world.
Activity 5: PRESENT AND FUTURE
Think of the present status of these global health issues and concerns. Write
these in the Present column. Predict what will happen if these global health issues
and concerns are properly addressed by different nations. Write these in the Future
column.
Present Global Health Issues and Concerns Future
D Communicable Diseases
E Tobacco and Alcohol Use
Mental Health
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Activity 6: QUESTIONS TO PONDER
Answer the following:

1. How does the Philippine government address different local and national
health issues and concerns like HIV/AIDS cases and tobacco and alcohol
related diseases?
2. Who do you think are the stakeholders or partners of the government in
addressing health problems? How can they help curb various health
problems?
3. How can educating the youth help in developing a socially conscious and
healthy individuals who are aware of the various global health threats and
concerns?
269
Activity 7: HEALTH INITIATIVES OF OUR NEIGHBORS
1. Conduct individual research on the positive impact of health initiatives to
different regions around the world.
2. Mention 3-5 countries in the region and some of their national health
initiatives.
3. List down these initiatives in the table. Write your answers in your
notebook. Region Country and Its National Health Initiatives
Southeast Asia
South and East Asia
Middle East & Central Asia

Example: Philippines – TB-DOTS, Yosi-Kadiri
Europe
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North America
South America
Africa
Pacific Islands & Australia
Activity 8: THE HOLD BACK
Now that you know some of the health initiatives in the Philippines, what do
you think are some of the local and national factors, influences and beliefs in the
Philippines which derail the fast and full implementation of these global health
initiatives?
List the factors, influences and beliefs which impede the implementation of
health initiatives at the local and national level. Beside the answers, write how these
hindering factors can be managed.
LOCAL REASONS NATIONAL REASONS
270
BEYOND THE CLASSROOM
• Know the different global trends in improving healthcare such as fighting

communicable diseases like malaria, tuberculosis and HIV/AIDS, preventing
maternal deaths and other health issues and concerns. List these in your
notebook or activity sheet.
• Prepare for a test on knowledge on a date set by your teacher.
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TEST YOUR KNOWLEDGE
Your teacher will assess the knowledge you have gained in the “What
to Know” phase. The result will be recorded under Knowledge.
Part II: WHAT TO PROCESS No. of Sessions: 2
In the WHAT TO PROCESS phase, you will answer and

perform activities which will help you process and improve your
understanding of the previous lesson. At the end of the phase,
you will be assessed again to check your processing skills about
the concepts and information learned. A number of activities are
provided for Differentiated Instruction. Some of these can be
used as make-up activities during inclement weather, holidays
and the like.
271
The United Nations Development Program’s Quick Wins

The United Nations Development Program (UNDP) works with different nations and
organizations to withstand crises, empower lives and improve the quality of life for all.
One of the UNDP’s intervention programs to achieve the eight millennium
development goals is called Quick Wins. Quick Wins are actions that can be
immediately used within the community or locale to produce effective results. If
applied continuously, Quick Wins could change people’s views, and beliefs and trigger
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actions which could lead to helping millions of lives and countries find their right path
towards the goals. Below are some examples of UNDP’s Quick Wins:
• No school fees and free access to educational materials and
facilities in schools to ensure that all children attend classes. This
eliminates poor families’ concept that education is only for those
who can afford it. Finances can include donor assistance from
partnerships with private groups.
• Children are provided with free school meals and take-home rations
using locally produced food.
• Regular annual deworming for all school children especially in

impoverished areas to improve health and education.
• Provision for poor farmers of affordable supplies of soil nitrogen

and other soil nutrients.
• Design community nutrition programs for pregnant, nursing mothers

and children below five years of age. These includes
breastfeeding, feeding programs and micronutrient supplements
like vitamin A and zinc.
• Offer basic skills training of community members in health, farming,

technical-vocational, and infrastructure.
• Free basic health services sponsored by private organizations.
• Expanded access to sexual and reproductive health information

and services. These includes family planning information
campaign
and services.
• Distribution of free, effective and efficient insecticide-treated bed

nets to families especially in malaria and dengue-endemic areas.
272
• Active national and local campaigns to reduce violence against
women and children.
• Reform and enforce legislation protecting and empowering

women’s and children’s rights.
• Empowering women to play an important role in formulating and

monitoring poverty reduction strategies, programs and policies.
• Allowing government-owned hospitals, health centers, schools

and other social service institutions free access to electricity, water,
sanitation and internet using sustainable and renewable energies
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like solar panels, wind and geothermal generators.
• Plant endemic trees at the community level to provide shade,

produce, watershed protection, windbreak and timber.
Adapted from: Measuring success: the millennium development goals (mdgs) a high
school unit (grades 9-12). TeachUNICEF. United States Fund and UNICEF. 2008
Activity 9: SPEEDY SOLUTIONS
Imagine yourself as a member of a local organization that wants to sponsor

one of the LINDP type projects given above to help achieve the millennium
development goals. Follow the procedures below:
1. Form a group of 6 members.

2. Pick a project above. Choose a creative title for the project.
3. Determine with the group which Millennium Development Goal(S) does the
project target.
4. Come up with the group’s slogan that captures the energy and importance
of the chosen project.
5. Follow the format below.
Project Title:
Target MDG Slogan
D
Statement
Project
(Based on the
sample UNDP
Quick Wins)
273
Activity 10: INTERPRETING GRAPHS
Study and use the figures below to answer questions 1-6. Write your answers
in your notebook or activity sheet.
DEP
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Figure 1: Dengue Cases in the Philippines (Year 2010 – 2014)
Source: National Epidemiology Center of the Philippines Department of Health. Retrieved Oc
tober 29, 2014 from www.doh.gov.ph
Processing Questions:
1. What are the estimates of dengue cases for each year?
2. What is the trend of dengue infection from year 2010 to 2014?
3. Why did the number of dengue cases drop in a span of 5 years? Enumerate
several efforts which helped in the control and reduction of dengue
infections.
274
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Figure 2: Global Estimates of HIV/AIDS Infection and Death
due to AIDS 2001 – 2012
Source: UNAIDS global report2013. Retrieved August 25, 2014 from
www.unaids.org/en/ resources/campaigns/globalreport2013/factsheet/
1. Describe the trend of global infection and deaths due to HIV/AIDS from
2001 to 2012.
2. Compare the global estimates of HIV/ AIDS infection and death to the
Philippine National AIDS Council’s data in the country. Check
PNAC.org.ph
275
Table 1: Estimate Number of Maternal Deaths for Year 1990, 2005 and
2010 Maternal Deaths by
Year
Region 1990 2005 2010
Developed Countries 1 300 960 2 200 Caucasus and Central Asia 2 800 1
800 750
Africa 221 000 276 000 164 800

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COPY
Asia 329 000 241 000 134 800 Latin America and the Caribbean 21 000 15
000 8 800 Oceania 1 000 890 510
1. Predict the estimates by 2020. Why do you think the estimates are like
this?
2. What global health trends made this possible?
Do the following in your activity sheet:

1. Construct a graph of the numbers in table 1. You can use a line, bar graph
or pie chart.
4. Interpret the data.
5. Share your interpretation in class and submit for evaluation.
Use the rubric for constructing a graph to improve the
output.
TEST YOUR PROCESSING SKILLS
Your teacher will assess your processing skills. The scores will be
recorded under Process.
276
Part III: WHAT TO REFLECT AND UNDERSTAND No. of Sessions: 2
In the WHAT TO REFLECT AND UNDERSTAND phase, you
will do activities which will assess your deeper knowledge
and understanding of the topics discussed. At the end of the
phase, you will be assessed again to check your reflection and
understanding of the concepts and information. A number of
activities are provided for Differentiated Instruction. Some of these
can be used as make-up activities during inclement weather,
holidays, and the likes.
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Activity 11: RELATED ARTICLES
Search for at least two related articles or case studies about different global
health issues, concerns and trends. Paste these in the activity sheet or notebook.
Share in class your related articles and have a buzz session afterwards.
Use these guide questions:

1. Should the health issues, concerns, and trends you have gathered deserved
to be addressed by international and national government? Why?
2. Rate the top 10 health issues, concerns and trends with 1 as the highest
priority. Explain your opinion on its urgency.
3. What do you think are reasons these health initiatives are difficult to
implement worldwide? Explain.
4. If you are to implement a health initiative in your community, which would
you initiate and why? Discuss the ways you would organize and finance the
program.
Activity 12: POEM WRITING
Choose one global health initiative of the World

Health Organization and write a poem about it. Include the
aims of the initiative and its importance to global health.
Share the poem in class and have a short class discussion.
277
Activity 13: COMMUNITY HEALTH PROGRAMS AND
STRATEGIES
With the same group, gather more information on

your local community’s health programs and strategies.
Interview health workers on the health programs and
strategies implemented in their respective areas. The
interview can be recorded on video.
Prepare to present your gathered reports. The
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presentation can be in the following forms:

COPY
Skit News reporting
Puppet show LCD/LED

presentation
Artists in the group can be utilized to:

• Draw and paint
• Edit and lay-out using a computer
• Act and or dance
Activity 14: PAIRED-REFLECTION
Choose a partner. Share with your

partner your answers to the questions.
Afterwards, allow your partner to share his or
her answers. Reflect on both your answers. At
the GO signal of your teacher, change partners
and do the same procedure. Always reflect on
the answers.
Reflection Questions:
1. The three most important things I learned about LNDP are:

a. ______________________________
b. ______________________________
c. ______________________________
2. How will these experiences help me in the future?
3. How can health initiatives improve global health? Discuss.
278
TEST YOUR UNDERSTANDING
Your teacher will assess your understanding on the concepts
and information learned. This will be recorded under Reflect and
Understand.
Part IV: WHAT TO TRANSFER No. of Sessions: 2
In the WHAT TO TRANSFER phase, you will apply what you
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have learned through a creative performance or by producing a
product. At the end of the phase, you will be assessed again to
check your knowledge, skills and attitudes.
Choose one from the following performances or products.

• Learners who are good in writing can do Activity 15.
• Learners who are good in writing and declamation can do Activity 16. •
Learners who are good in photography and use of visual media can do
Activity 17.
• Learners who are good in dancing and music can do Activity
18.
• Learners who are good in acting and media
arts can do Activity 19. Activity 15: DEAR MR.
PRESIDENT
Write a letter addressed to the President of the

Republic of the Philippines about the full and
immediate implementation of health initiatives. Give
reasons why these health initiatives should be implemented and acted upon to
ensure the health and wellness of Filipinos. Share your letter in class. Use the
grading rubric for letter writing in the appendices as your guide.
Activity 16: WHO CONVENTION
You are to represent your country

to the World Health Convention at the
United Nations headquarters in Geneva,
Switzerland. Write a speech about the
importance of global health in order to
address other global concerns and issues
like poverty, hunger, and environmental
sanitation. You will talk in front of other
delegates and need to convince the UN
member nation representatives of the
importance of addressing your concerns.
Use the rubric for speech in the appendices
as your guide.
279
Activity 17: INFOTOGRAPHY
Form nine groups. Plan a

photo exhibit of the different health
issues, concerns, and trends. Edit the
infotography and add texts and relative
information. Have a photo exhibit and
answer questions from viewers if there
are any. Refer to http://www.un.org/
millenniumgoals/ for some samples.
Use the rubric for infotography in the
appendices as your guide
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Activity 18: INTERPRETATIVE DANCE

COPY
1. Form 4-5 groups.
2. Plan an interpretative dance of a specific health issue, concern or trend.
3. Use relevant music (canned or live) for the dance interpretation.
4. Limit the duration of the dance to an average of 3-5 minutes.
5. Use the rubric for Interpretative Dance in the appendices as your guide.
Activity 19: HEALTH INFOMERCIAL
1. Form 3-4 groups and make a health infomercial. An infomercial is a

commercial presented in a form of a short documentary.
2. Make your group’s infomercial creative and informative. Refer to short
documentaries produced by television networks.
3. Use the rubric in the appendices as your guide.
TEST YOUR KNOWLEDGE, SKILLS AND ATTITUDES
Prepare for a summative test. Your teacher will test your over-all
knowledge, skills, and attitudes about global health initiatives. Write
the answers on a whole sheet of paper.
280
SUMMARY
Global health initiatives are programs and projects which help address global
health issues, concerns, and trends. Global health is a new trend in which the World
Health Organization addresses health concerns in cooperation with member-nations
and private international organizations as partners. Some of these health issues,
concerns, and trends are about mental health, pollution, climate change,
environmental sanitation, tobacco control, harmful use of alcohol, and prevention
and control of communicable and non-communicable diseases.
Along with the health initiatives to prevent if not reduce the prevalence of
health problems, the United Nations formulated the eight millennium developmental
goalsin
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the year 2000 so that nations across the world can reduce poverty and hunger,
promote universal education for all and gender equity, reduce mortality among
children, improve maternal health, combat HIV/AIDs, malaria, and other
communicable diseases, ensure environmental sustainability, and develop global
partnership in addressing global problems.
Among the global health initiatives led by the World Health Organization are:
Stop TB, Roll Back Malaria, Global Fund to Fight HIV/AIDS, Malaria and other
diseases, Framework Convention on Tobacco Control, Comprehensive Mental Health
Action Plan, Global Strategy to Reduce the Harmful Use of Alcohol and Global
Strategy for the Prevention and Control of Non-Communicable Diseases.
281
GLOSSARY
AIDS means Acquired Immune-Deficiency Syndrome. It is a
serious and most often fatal communicable disease of
the immune system transmitted through body fluids like
blood, plasma and mucous usually by blood transfusion,
sexual contact, and use of contaminated syringe
Alcohol a gateway drug which depresses the central nervous

system. It is an active ingredient in beverages like
brandy, beer, rum and wine
Cancer malignant growth or tumor caused by abnormal and

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uncontrolled cell reproduction. It may spread to other
parts of the body through the lymphatic system or the
blood
Cardiovascular disease disease of the heart and blood vessels
Childhood meningitis communicable disease characterized by inflamed

meninges (the tissues that surround the brain and
spinal
cord) caused by bacteria with symptoms like headache,
nausea, fever, and stiff neck
Communicable disease another by direct or indirect contact
any disease transmitted from one person to
Diabetes a non-communicable disease characterized by

abnormally high blood sugar levels with symptoms like
excessive urination and persistent thirst
Health issue any of the important statements in health that is in dispute

and must be settled
Health trend any general tendency to change in health concepts,

information, skills, and values
Hepatitis inflammation of the liver caused by a micro-organism

or a toxin
HIV stands for Human Immunodeficiency Virus, which

causes the Acquired Immune Deficiency Syndrome
Hypertension a disorder in the artery which makes blood pressure
abnormally high
Gender the attributes which distinguishes a person on the basis
of reproductive roles
282
Global health the health of the world as a whole; the area of study, research and practice
which gives priority on improving
and achieving equal health for all people worldwide
Global health initiative a program or strategy which addresses global health issues,
concerns, and trends
Immunization the act of making a person immune from certain diseases
Influenza an acute communicable disease characterized by high fever that lasts for days,
nausea, body pains, and
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Information and communication communication technology with the use of

technology media like computers and other
the integration of information and telecommunication devices
Malaria a communicable disease caused by plasmodium

parasites transmitted through mosquito bites;
characterized by chills and fever
Malnutrition insufficient or excessive intake of food and nutrients;
inability to absorb food properly
Maternal health the health of women during pregnancy, childbirth, and
postpartum period.
MDG also known as the Millennium Development Goals; are
eight goals of the United Nations to address global
health issues and concerns
Mosquito-borne disease mosquitoes
a communicable disease transmitted by
Multi-drug-resistance a condition enabling disease-causing micro-organisms to

resist drugs and medicines
Non-communicable disease energy from a source that is not sustainable as
Non-renewable energy it takes billions of years to form; e.g. fossil fuels
disease not transmitted through direct or like oil, coal, and natural gas
indirect contact and non-infectious
Obstetric-gynecology a branch of medical science which specializes in treating
diseases of the female reproductive organs
and delivering babies
Pneumonia disease of the respiratory system characterized by
inflammation of the lungs caused by bacteria, virus, or
irritants
283
Postnatal occurring after birth or delivery
Poverty the state of having no money and personal properties;

living below minimum economic and social standards
Prenatal occurring before birth or delivery
Renewable energy energy from a sustainable source like geothermal, water,
solar, and wind
Reproductive health the state of physical, mental, emotional and social well
being in all matters related to the reproductive system
throughout life
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Respiratory disease disease of the respiratory system including the upper
respiratory tract, the nerves and the muscles
surrounding it
Stroke the loss of brain function due to lack of or disturbance in
the normal blood supply to the brain
Tobacco the leaves of the tobacco plant which are dried and
prepared for smoking or ingestion
Tuberculosis infection of the lungs but may also occur in other body
parts as caused by a bacteria which causes lesions
(cut
or break in tissue)
Vaccine a substance consisting of weakened or dead pathogenic
cells injected to stimulate production of antibodies
against a disease or a group of infections
Yellow fever a fatal communicable disease affecting the liver and
kidneys transmitted by mosquito bites and common in
tropical countries
284
APPENDIX A
Acronyms
DOH – Department of Health

FCTC – Framework Convention on Tobacco Control
ICRC – International Committee of the Red Cross
TB-DOTS – Tuberculosis – Directly Observed Treatment Short Course
UN – United Nations
UNDP – United Nations Development Plan
WB – World Bank
WHO – World Health Organization
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285
APPENDIX B:
Rubric for Constructing a Graph

Criteria 4 3 2 1
Artistry Artistic Artistic Artistic There is no

designs are designs are designs are effort done
advanced satisfactory fair with to make
minor setbacks output
attractive
Creativity The use of The use of Creativity is
indigenous indigenous fair enough
materials and materials
OPY
creativity is and
advanced creativity is
satisfactory
Outp
ut lacks creativity
Use of media Use of Media and No media
C
and technology different technology and
media and was used in technology
technology Medi was used in
was making the
employed a and output
ED
in making
the technology
output. The was used
outcome is with minor
excellent setbacks in
layout,
making the spacing, and
output. The designs
outcome is
satisfactory
Data Data Data There is

Interpretation interpretati interpretation no data
on is lacks clarity interpretatio
DEP
correct. and coherence. n included
in the
output
Data
interpretation
is correct
and exceeds
expectations.
Grammar Grammar Grammar There are There are

and Sentence and sentence and minor errors numerous
Construction construction sentence in grammar errors in
are all correct constructio and grammar
n sentence and
are correct constructio sentence
n construction
Total: /20 points
286
APPENDIX C: Rubric for Infotography
Criteria 4 3 2 1
Content highly somewhat questionable lacks

creative, non creative, creativity and creativity,
typical; original, originalty, lacks
unique, subject is of subject originality,
appropriate assigned is weakly does not
to topic, conveys related follow
chosen a message, to assigned assignment,
topic, attracts topic, message
conveys audience message incomplete
strong attention unclear, or
message, loses
engages audience
Y
audience attention
immediately
disjointed,
OP
does not
attract
attention of
audience
Quality sharp,clear most photos photos

of photos, all unclear with unfocused;
Photographs photos are unwanted grainy,
free of elements, 7- unwanted
D
unwanted 10 photos, elements
elements, 15+ few included in
photos, photos depict most
elements of photos,
human rights less than
PE C
abuses 6 photos,
photos do
photos not
accurately
generally depict
elements of
accurately clear, some human
depict photos rights
elements of
included abuses
human rights unwanted
abuses elements,
11-4 photos,
most photos
accurately
DE
depict
elements of
human rights
abuses
287
Criteria 4 3 2 1
Introduction presents ideas ideas ideas

original idea understandable confusing, unclear,
with great , but fuzzy; a wordy, focus
detail; bit wordy, all repetitive, all unclear,
concise, text not text not word
focused focused on focused on choice
wording on topic; does not topic; does not weak,does
human rights address all address all not suit
abuse, four guiding four guiding photos,
accurately questions, questions, wordy,
addresses all some questionable repetitive,
four guiding questionable ownership lacks
questions ownership. evidence of
using ownership,
information
specific to
country,
ownership
PY
evident.
addresses
1-2 guiding
questions
only.
Format properly properly bibliography

formatted formatted not properly
bibliography bibliography but formatted
that shows limited to four and/ or only
sites
CO
multiple sites 1-2
explored; explored; sites explored;
excellent average problems
mastery of bibli using chosen
software software
chosen, evident,
ography
ED
appropriate inappropriate
music selection not properly music
for topic formatted selection for
and/ or 3 or topic
less
understanding sites
explored;
EP
of proper
elements for some
software problems
chosen, using chosen
appropriate software and/
music selection or
for topic inappropriate
music
selection for
topic
Total /20 points

288
APPENDIX D: Rubric for Letter Writing
Criteria 4 3 2 1
Layout and The letter The letter is Text may be Letter is

design is creatively eye-catching difficult to unattractive
designed with and read. May or
easily read attractive. have some inappropriate
text. Text is easy grammar . Text is
Grammar, to read. and or difficult to
style, and Grammar, punctuation read. It does
purpose all style, and that indicate not have
excellent for a punctuation it is a proper
friendly letter. are indicative friendly grammar or
of a friendly letter. punctuation
letter.
for Y
a friendly letter.
Information, Information is Information is Information is

style, accurate and well written poorly
audience, tone complete, is and written,
P
creatively interesting to inaccurate,
O
written, and is read. or
cleverly incomplete.
C
So
presented.
me
information
is
provided,
but is
limited or
inaccurate.
Accurate Letter is Most Improper

Parts of the complete with elements friendly letter
Friendly all required out of place form
Letter elements. or missing.
D
elements
Some
out of place
or missing.
Grammar, Style, Information Grammar,
Punctuation, and purpose, is punctuation,
audience, mislabeled and choice of
EPE
grammar, or missing. words poor
and Inaccurate for a
choice of punctuation punctuation friendly
Ex all fair and or letter.
words for indicative of grammar.
the a friendly
cellent job on
friendly letter.
presentation,
letter
style,
grammar, and
punctuation.
Students are Students Students Students are
D
always on stay in occasionally often out of
task, stay in their area leave area their area
their own and talk without without
area, and quietly to permission. permission
Follows work quietly. their own and are
Guidelines Students partner only. disruptive to
and followed the class.
Directions project
directions and
classroom
directions.
Total: /20 points
289
APPENDIX E: Rubric for Poem Writing
Criteria 4 3 2 1
Form Creatively Effectively May use Uses

uses uses appropriate inappropriate
appropriate appropriate poetry form. poetry form.
poetry form. poetry form. Fewer than Too few
Complete Complete four stanzas stanzas or
with more with four of four lines stanza length
than four stanzas of each is incorrect.
stanzas with four lines
four lines each. each.
Word Usage Student’s use Student’s Student’s
of vocabulary use of use of
is precise, vocabulary vocabulary
PY
vivid, and is routine is more
paints a and telling than
strong clear workable. showing.
and Stude
complete
picture in
nt’s use
CO
the
of vocabulary
reader’s mind.
is very basic.
Poetry Effectively Uses some Uses few

Techniques uses poetic poetic
(elements) techniques poetic techniques
techniques
ED
such as such as
figurative such as figurative
language to figurative language.
Uses language to
reinforce the
reinforce the
P
theme.
poetic
the techniques
such as
figurative
me.
language to
reinforce the
theme.
D E
Has mainly May contain May contain
grade level many errors frequent and
appropriate in spelling, numerous
Spelling, Has grade- spelling, grammar, errors in
grammar, grammar, and/ or spelling,
punctuation level and punctuation grammar,
punctuation that may and
appropriate ; interfere punctuation
spelling, contains with the that
grammar, some errors reader’s interferes
and that do not understanding. with the
punctuation reader’s
interfere with
;
the reader’s understanding.
contains few,
understanding.
if any, errors
that do not
interfere with
the reader’s
understanding.
290
Criteria 4 3 2 1
Understandi Student’s Student’s Student’s Student’s

ng of the work work work work lacks
topic demonstrate demonstrate demonstrate understandi
s a s an s some ng of the
complete understandi understandi assignment.
understandi ng of the ng of the
ng of the assignment. assignment.
assignment
Y
and goes
beyond the
requirements.
Total: /20 points
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291
APPENDIX F: Rubrics for Speech
Criteria 5 4 3 2 1
Content Content Content Content is Content Content is

surmounts reaches near the is very basic
anticipatio expected expected beyond and lacks
n. outcome. outcome. the in-depth
Treatment Treatment Treatment expected analysis.
of details of details of details outcome.
Y
is is approach Details
advance proficient es are in the
d and of proficienc developi
and in-depth. good y ng
quality. with some phase
shallow and very
lines. shallow.
OP
Organiza The The The
tion and structure structure structure
Style of the of the of the
essay essay is essay is The Structure
is highly organized somewha is
organized and t structure unorganiz
and shows coherence organized of the ed and
coherence. is obvious. essay not
There is There is is not too coherent
variety in variety in organized with the
style which style which and topic. There
D
makes the makes coherent. is no variety
essay very the essay There is in structure
impressive. little and subject
E
variety matter.
in
C
impr structure
and
subject.
essive.
and
coherent.
There is
somehow
a variety in
style which
makes the
essay good.
P
Grammar There There Grammar
are some are many lacks order
There grammatic errors and
DE
al errors found in neatness.
are found in grammar. There are
the essay. Editing is numerous
Th
minimal suggested. errors.
grammatic Major
al errors reconstructi
ere are no
in the on is
grammatic essay. suggested
al errors
in the
essay.
Spelling There are There are There are There are There are
no spelling 1-3 errors 4-6 errors 7-10 more than
errors in in in errors in 10 errors in
the spelling. spelling. spelling. spelling.
theme.
Total: /20 points
292
APPENDIX G: Rubric for Storyboard
Digital Storytelling: Digital Movie RUBRIC
CATEGOR 1 2 3 4 Score
Y
Images Images create Images create An attempt was Little or no

a distinct an atmosphere made to use attempt to use
atmosphere or or tone that images to create images to
tone that matches some an create an
matches parts of the atmosphere/ton appropriate
different parts story. The e atmosphere/tone.
of the story. images may but it needed
The images communicate more work.
may symbolism Image choice is
logical.
Y
communicate and/or
symbolism metaphors.
and/or
metaphors.
Soundtra Music stirs a Music stirs a Music is ok, and
P
ck - rich emotional rich emotional not distracting,
Emotion response that response that but it
matches the somewhat Music is
story line well. matches the
story line. distracting,
CO
inappropriate,
OR was not
used.
does not add

much to the
story.
Grammar Grammar and Grammar and Repeated

usage were usage were errors in
correct (for the typically correct grammar and
ED
dialect chosen) but errors usage
and contributed to detracted from distracted
the clarity, style, the story. greatly from
Gr the story.
P
and character
ammar and
usage were
typically
development. correct (for
the dialect
chosen) and
errors did not
detract from
the story.
Establishes a There are a few It is difficult to
DE
purpose early lapses in focus figure out the
on and but the purpose purpose of the
Point of Estabishes maintains is fairly clear. presentation.
focus for
View - a most of the
Purpose presentation.
purpose early
on and
maintains
a clear focus
throughout.
Driving Focus/ Driving Focus/Driving Focus/Driving Focus/Driing

Question Question is Question is Question Question is
addressed for addressed lapses in focus, difficult to
most of the throughout the but is fairly figure out.
movie. movie. clear.
293
APPENDIX H: Rubric for Health Infomercial
Criteria 4 3 2 1
Information The video The video The video The video

and played with played but played but did not
communicatio excellent with minor with major play during
n technology screen shots problems. problems. viewing.
and details.
Creativity Excellent Satisfactory Lacks
Y
creativity use of creativity
using various creativity and and used
materials use of various minimal No
and materials and
P
properties. properties. creativity
in the
production
materials of the
and infomercial.
properties.
Accuracy All contents Most All

are correct. contents contents
are correct. are
CO
incorrect
and
misleading.
Most
contents
are
incorrect.
Time frame The video The video The video

played played played
between 4-5 between 2-3 less than 2
minutes. minutes or 6- minutes or
D
7 minutes. more than
7
The
minutes.
video
played
between 3-4
minutes or 5-
6 minutes.
/16 points
E Total:
DEP 294
APPENDIX I: Rubric for Interpretative Dance
Criteria 4 3 2 1
Body The The The The

Alignment/ locomotor locomotor locomotor locomotor
Skill and non and non and non and non
locomotor locomotor locomotor locomotor
movements movements movements movements are not
are are most are memorized and
Y
performed often somewhat
with control, memorized memorized
skill and and
and precision performed performed performed
with some with little
control control and without
and skill. skill. control and
skill.
P
O
Creativity & The The
Interpretation interpretation interpretation
al language al language
clearly The does not
D
reflects the interpretational reflect the
theme or language theme or idea
idea of partially of culture
culture reflects the inspired by a
inspired by theme or piece of art,
C
a piece of idea of my music, or
art, music, culture poetry. Took
The inspired by a no risks in my
piece of exploration of
art, music, or the Elements
interpretationa of Dance. No
PE
l language poetry. Took
very little risk effort has
mostly been made in
reflects the in
exploration of the
theme or idea variation of
of culture the Elements
of Dance pattern and
or poetry. inspired by a
only creativity.
Took risks in piece of art,
exploration music, or demonstratin
of the poetry. Took g simple
Elements some risks in patterns.
of Dance exploration
demonstratin of the
g challenging Elements of
and unique Dance
patterns and demonstratin
a variety g unique
of creative patterns and
options. a variety of
creative
options.
DE
295
Elements of The dance The dance The dance The dance
Dance has been has been has been shows no
abstracted partially abstracted understanding
incorporating abstracted incorporating of abstracting
all elements incorporating only one or the elements
of dance. the elements more of the
The of dance. The elements of
choreograp choreography dance. The
PY
hy demonstrates choreograp
demonstrat some hy
es a variation of demonstrat
developed movement, es very
variation of time, space, little
movement, energy and variation of of dance. The
time, space, body. This movement, choreography
energy and variation is time, space, is not varied
body. This original, and energy and and not
variation is very little body. The developed.
highly dance variation of All movement
original, not choreography has been
borrowed has been borrowed
from the borrowed from the
media/ from the media/
O
peers. media/ peers.
C
peers.
D Elements
of Dance is
slightly
original, and
most dance
choreography
has been
borrowed
from the
media/
peers.
DEPE
296
Effort & Fully Mostly Participated Never

Char acter participated participated in in some HR participated
in all HR all HR activities and in HR
activities and activities and is positive activities
was is positive occasionally. and is mostly
positive at all most of the Seldom negative.
times. time. Often persevered Gave up
Persevered persevered when completely
when expe when experience when
riences experience became experience
became became challenging/ became
challenging/ challenging/
Y
difficult.
difficult. difficult. Rarely
Consistently Demonstrate demonstrated
demonstrat d respect respect
ed respect towards towards
towards oneself and challenging/
oneself and others. difficult.
others. Tried to be Did not show
Was responsible by staying
OP
respect
responsible towards
by staying oneself and
on task and others.
focused Showed no
D
during class sense of
time. oneself and
others. responsibility.
Offered on task Was off task
support Had difficulty
and wasted
towards other being
class
responsible
C
students. time
by staying
disrupting
on task and
E
other
focused
students.
during class
Unable to
and focused time.
offer
during class Offered support
time. occasional to towards other
Offered some little support students.
support towards
towards other other
students. students.
The The The
P
performance performance performance
shows shows shows
The
DE
evidence of evidence of evidence of
rehearsal, some very little
performance often rehearsal. rehearsal,
shows
Perfor focused, Seldom focused,
evidence of and in focused and concentrated
extensive dance lost track or committed
mance
rehearsal, character. of character. to the
focused, and Performed Forgot the performance.
in dance most of the choreograp Face is a
character. steps hy often. blank slate,
Performed correctly with The without
all dance energy and dance character.
steps enthusiasm. demonstrat Audience is
correctly with The dance es very bored and
energy and is somewhat little embarrassed.
enthusiasm. engaging to energy and
The dance is the enthusiasm
engaging audience. which leaves
and the audience
speaks to confused.
the
audience.
Total: /20 points
297
References:
Print materials:
AIDS by the number. UNAIDS 2013
AIDS epidemic update (December 2005). UNAIDS and WHO. Switzerland

Global report UNAIDS report on the global AIDS epidemic 2013. UNAIDS.
2013
Koplan JP, Bond TC, Merson MH, Reddy KS, Rodriguez MH, Sewankambo
NK, et al. Towards a common definition of global health. Lancet 2009;
373: 1993_5
DEPED COPY
Kickbush I. The need for a European strategy on global health. Scand J
Public Health 2006; 34: 561_5
Say L. et al. Maternal mortality in 2005. World Health Organization and The
World Bank. Switzerland. 2007
Online materials:
About WHO. Retrieved February 28, 2014 from http://www.who.int/about/en/
Achieve universal primary education by 2015 (2014). Retrieved July 2, 2014

from www.worldbank.org/mdgs/education.html
Beaglehole, R and Bonita, R. Global health action 2010. Retrieved October

29, 2014 from http://www.globalhealthaction.net/index.php/gha/article/
view/5142
Combat HIV/AIDS, malaria, and other diseases by 2015 (2014). Retrieved

July 2, 2014 from www.worldbank.org/mdgs/diseases.html
Comprehensive mental health action plan 2013-2020 (2014). Retrieved March

2, 2014 from http://www.who.int/mental_health/action_plan_2013/en/
Dyar, O.J. and Costa, A. What is global health? Retrieved March 2, 2014 from
http://www.ghjournal.org/jgh-print/spring-2011-issue/what-is-global
health/Global health initiatives (2014). Retrieved February 25, 2014
from http://www.who.int/trade/glossary/story040/en/
298
Develop a global partnership for development by 2015 (2014). Retrieved July
2, 2014 from www.worldbank.org/mdgs/global_partnership.html
Development of a global mental health action plan 2013-2020 (2014).

Retrieved March 2, 2014 from http://www.who.int/mental_health/
mhgap/consultation_global_mh_action_plan_2013_2020/en/
Ensure environmental sustainability by 2015 (2014). Retrieved July 2, 2014

from www.worldbank.org/mdgs/environment.html
DEPED COPY
Eradicate extreme poverty and hunger by 2015. Retrieved July 2, 2014 from
www.worldbank.org/mdgs/poverty_hunger.html
Global Strategy to Reduce the Harmful Use of Alcohol (2010). Retrieved

March 5, 2014 from
http://www.who.int/substance_abuse/msbalcstragegy.pdf
Improve maternal health by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/maternal health.html
Mental health action plan 2013-2020 (2013). Retrieved March 3, 2014 from
http://apps.who.int/iris/bitstream/10665/89966/1/9789241506021_eng.
pdf?ua=1
Millennium developmental goals. Retrieved February 25, 2014 from http://

www.who.int/topics/millennium_development_goals/about/en/
Promote gender equality and empower women by 2015 (2014). Retrieved

July 2, 2014 from www.worldbank.org/mdgs/gender.html
Reduce child mortality by 2015 (2014). Retrieved July 2, 2014 from www.
worldbank.org/mdgs/child_mortality.html
Symposium on foreign policy and global health (2014). Retrieved February

25, 2014 from http://www.who.int/trade/symposium/en/
299
Taylor, A.L. and Bettcher, D.W (2000). WHO framework convention on
tobacco control: a global ‘‘good’’ for public health. Retrieved March 3,
2014 from http://www.who.int/bulletin/archives/78(7)920.pdf
The history of the WHO framework convention on tobacco control (2014).

Retrieved March 2, 2014 from http://www.who.int/fctc/about/history/en/
The rollback malaria strategy for improving access to treatment through home
management of malaria (2005). Retrieved March 8, 2014 from http://
DEPED COPY
whqlibdoc.who.int/hq/2005/WHO_HTM_MAL_2005.1101.pdf
The stop tb strategy (2006). Retrieved March 8, 2014 from http://whqlibdoc.

who.int/hq/2006/WHO_HTM_STB_2006.368_eng.pdf?ua=1
Trade and health (2014). Retrieved February 25, 2014 from http://www.who.
int/trade/trade_and_health/en/
WHO framework convention on tobacco control (2014). Retrieved March 2,

2014 from http://www.who.int/fctc/text_download/en/
2008-2013 Action plan for the global strategy for the prevention and control of
noncommunicable diseases. (2008). Retrieved March 5, 2014 from
http://whqlibdoc.who.int/publications/2009/9789241597418_eng. pdf?
ua=1
Images:
Johannsen C. Yap, Batasan Hills National High School, NCR - Quezon City
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10

This book was collaboratively developed and reviewed by

We value your feedback and recommendations.

from their respective copyright owners. All means have

Published by the Department of Education

Development Team of the Learner’s Material

Authors: Lualhati F. Callo, Mark Kenneth S. Camiling, Johannsen C. Yap,

Editor: Mercedes Manguerra

Reviewers: Carol Manalaysay, Jhovelyn Espiritu, Alcar Saraza, Jerry Ymson,

Layout Artist: Aileen N. Ilagan, Donna G. Romero

Illustrators: Noel E. Sagayap, Jose Leo Vic O. Albaño, Jason O. Villena,

Management Team: Jocelyn DR. Andaya, Elizabeth G. Catao,

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Come on. Let’s get started!

Unit 3: Health Trends, Issues, and Concerns (Global level) .............................257

Activity 1: Brainstorming ............................................................................261

Unit 3: Health Trends, Issues, and

The learner demonstrates awareness of I. Introduction

1. discusses the significance of global health initiatives;

III. PRE-TEST No. of Session: 1 The result of the pre-test will

check your current knowledge,

5. Which life-style disease is the top leading cause of death worldwide?

In the WHAT TO KNOW phase, you will answer activities which

Global Health and the Millennium

The term “global health” rose in

Ilona Kickbush (2006), director of

Millennium Development Goals

1 Developing countries particularly in Africa and Asia suffer

during crises 2 Persons, particularly women

3 Gender equality means equal representation of men and

👍 Early childhood development intervention

4 Programs and policies which help reduce child mortality like

5 Improved maternal health is not only about mother’s health but

👍 Improved and proper nutrition of mothers

6 Emerging and re-emerging diseases like HIV/AIDS, malaria,

👍 Improved housing conditions

7 Investing and supporting sustainable energy like solar, wind

👍 Cleaner air and environment

8 The United Nations, World Health Organization, World Bank and

👍 Expanded international trade agreements

Activity 3: THE PHILIPPINE SCENARIO

Not Highly Achievable Goals

PED Highly Achievable

One of the benefits of globalization to the world is the development and

The Global Fight against Communicable Diseases

E. Global Alliance for

F. The Global Fund to Fight AIDS, TB, and Malaria.

Global Prevention and Control of Tobacco and

The WHO Framework Convention on

The Global Strategy to Reduce the

Global Strategy for the Prevention and

The Global Strategy for the Prevention

Objectives of the Action Plan:

• To fight and alleviate negative trends in mental health,

Activity 5: PRESENT AND FUTURE

E Tobacco and Alcohol Use

Answer the following:

notebook. Region Country and Its National Health Initiatives

Middle East & Central Asia