These are the teacher’s session guides for Module 7, How Do Illegal Drugs Affect Me, My Family, and My Community?, under Learning Strand 2: Scientific and Critical Thinking Skills of the Alternative Learning System Accreditation and Equivalency (ALS A&E) Program for Junior High School. They are written for ALS teachers, instructional managers, and learning facilitators who guide learners through the matching learner’s module. The guides cover three sessions, from common over-the-counter medicines to the effects of illegal drugs on the body, the family, and the community, and they include a full answer key.
The guides were published in 2020 by UNESCO and the Department of Education. They were developed with Asia Pacific College through the project “Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines,” with support from the Korea International Cooperation Agency (KOICA).
What learners will learn
By the end of the three sessions, learners should be able to:
- Identify the common over-the-counter medicines (LS2SC-BC-PSD-LE/AE/JHS-57)
- Describe the uses of common over-the-counter medicines (LS2SC-BC-PSD-LE/AE/JHS-57)
- Identify signs and symptoms of drug abuse (LS2SC-BC-PSD-LE/AE/JHS-58, LS2SC-BC-PSD-LE/AE/JHS-59)
- Describe the effects of drug abuse on the health and well-being of a person (LS2SC-BC-PSD-LE/AE/JHS-58)
- Describe the physical, psychological, social, and economic effects of drug abuse, such as physical, emotional, and mental instability that may make a person a social and economic burden to society (LS2SC-BC-PSD-LE/AE/JHS-60)
- Discuss strategies in the prevention and control of substance use and abuse (LS2SC-BC-PSD-LE/AE/JHS-61)
Lessons in this module
| Session guide | Lesson | Focus |
|---|---|---|
| No. 1 | Lesson 1: What are Drugs? | Over-the-counter (OTC) and prescription (Rx) medicines and their uses |
| No. 2 | Lesson 2: How Do Illegal Drugs Affect My Body? | Addiction, types of drugs, and signs and symptoms of drug abuse |
| No. 3 | Lesson 3: How Do Illegal Drugs Affect My Family and My Community? | Effects of drug abuse on society, and treatment and rehabilitation |
Each session needs only short bond paper and a ballpen or pencil.
What each session covers
Session 1: What are Drugs?
The session opens with a short story in the learner’s module about Enrico, who receives an offer from Josh. Learners discuss whether they would accept the offer and what could happen if Enrico did. They then sort statements into a Venn diagram under RX, OTC, or both, and answer questions on seven scenarios.
In the discussion, learners find out what over-the-counter medicines are and look at their classifications. The answer key lists these as painkillers, gastrointestinal products, menstrual pain products, cold, cough, and allergy products, and antipyretics. The teacher reminds learners that:
- OTC medicines can have the same function but different dosages.
- OTC medicines can have different side effects when taken beyond the recommended dosage.
Learners close by explaining why reading medicine labels matters, what NSAIDs (non-steroidal anti-inflammatory drugs) are, and how OTC medicines differ from prescription medicines.
Session 2: How Do Illegal Drugs Affect My Body?
Learners compare pictures in an advertisement, spot changes in physical appearance, and discuss the ad’s message and why it is important to identify people who take illegal drugs. The discussion then turns to addiction and the different types of drugs: stimulants, sedatives or depressants, and opioid analgesics. Learners name at least five illegal drugs and their harmful effects, and explain why it helps to know the signs and symptoms of drug misuse and abuse.
Session 3: How Do Illegal Drugs Affect My Family and My Community?
Learners read scenarios and explain why it is important to remember local hotlines. The discussion covers how people with substance use disorder (SUD) affect their families and society, and the steps in treating and rehabilitating a person with addiction. The teacher stresses three points:
- Drug abuse leads to social and economic burdens on society, and sometimes to changes that cannot be undone.
- Treatment and rehabilitation involve a series of processes that help a person with SUD.
- Approaches to treatment vary with what works best for the person’s recovery.
The answer key names effects such as isolation from family and friends, violent behavior at home, separation from a partner, excessive spending and gambling, and homelessness. It also names treatment approaches: the multidisciplinary team approach, the therapeutic community approach, the Hazelden-Minnesota model, and the spiritual approach.
How to use these session guides
Each session follows the same steps: activity, analysis, abstraction or generalization, application, and evaluation. Session 1 also begins with an introductory activity.
- Start with the pre-assessment on pages 2 to 4 of the learner’s module before Session 1.
- In each session, have learners do Trying This Out, then lead the discussion questions in the guide.
- Assign Sharpening Your Skills for practice. For Sessions 2 and 3, learners answer on a separate sheet of paper.
- Use Treading the Road to Mastery as the evaluation for each lesson.
- After Session 3, give the post-assessment, Reach the Top, on pages 41 to 42.
The answer key covers the pre-assessment, every Sharpening Your Skills and Treading the Road to Mastery activity, and all four Reach the Top activities. For open-ended tasks, it gives a rubric that scores support and evidence, clarity and conciseness, and strategy and audience.
The User’s Guide asks teachers to orient learners on how to use the module, track their progress while letting them manage their own learning, and encourage and help them as they work through the tasks.
Frequently asked questions
Who are these session guides for?
They are for ALS teachers, instructional managers, and learning facilitators in the ALS Accreditation and Equivalency Program for Junior High School. They guide the teaching of the learner’s module for Learning Strand 2, Module 7.
What lessons does Module 7 cover?
It has three lessons: What are Drugs?, How Do Illegal Drugs Affect My Body?, and How Do Illegal Drugs Affect My Family and My Community?
Is there an answer key?
Yes. The guides include answers for the pre-assessment, the Sharpening Your Skills and Treading the Road to Mastery activities of each lesson, and the Reach the Top post-assessment, plus a rubric for open-ended answers.
What materials are needed?
Each session needs only short bond paper and a ballpen or pencil, along with the learner’s module.
What is the difference between OTC and Rx medicines?
OTC means over-the-counter medicines, and Rx means prescription medicines. Session 1 has learners compare the two, read medicine labels, and learn that OTC medicines can cause side effects when taken beyond the recommended dosage.
Full text of the document
The text below is a transcription of the PDF above, as printed.
Learning Strand 2 Scientific and Critical Thinking Skills: Session Guides for Module 7: How Do Illegal Drugs Affect Me, My Family, and My Community?
GOVERNMENT PROPERTY NOT FOR SALE
SECONDARY JHS
LEARNING STRAND 2 SCIENTIFIC AND CRITICAL THINKING SKILLS
SESSION GUIDES FOR MODULE 7: HOW DO ILLEGAL DRUGS AFFECT ME, MY FAMILY, AND MY COMMUNITY?
ALS Accreditation and Equivalency Program: Junior High School
[illustration: science-themed line drawing of a globe, molecules, atoms, DNA strands, microscope, flasks, and test tubes]
LEARNING STRAND 2
SESSION GUIDES
Alternative Learning System – Accreditation and Equivalency (ALS-A&E)
JUNIOR HIGH SCHOOL: SCIENTIFIC AND CRITICAL THINKING SKILLS
SESSION GUIDES FOR MODULE 7 (HOW DO ILLEGAL DRUGS AFFECT ME, MY FAMILY, AND MY COMMUNITY? )
ALS Accreditation and Equivalency Program: Junior High School Learning Strand 2: Scientific and Critical Thinking Skills Session Guides for Module 7 (How Do Illegal Drugs Affect Me, My Family and My Community?)
Published in 2020 by the United Nations Educational, Scientific and Cultural Organization UNESCO Office, Jakarta Jalan Galuh II No. 5, Kebayoran Baru, Jakarta, Indonesia
and
Department of Education DepEd Complex, Meralco Avenue, Pasig City, Philippines
Copyright © UNESCO and DepEd 2020
This publication is available in Open Access under the Attribution-Share Alike 3.0 IGO (CC-BY-SA) 3.0 IGO) license (http://creativecommons.org/licenses/by-sa/3.0/igo/). By using the content of this publication, the users accept to be bound by the terms of use of the UNESCO Open Access Repository (http://www.unesco.org/open-access/terms-use-ccbysa-en).
The designations employed and the presentation of material throughout this publication do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries.
The selection and presentation of the material contained in this publication, as well as the opinions expressed herein are the sole responsibility of the authors and not necessarily those of UNESCO, nor do they commit the organization in any way.
This educational resource material was developed and printed through the project “Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines” with financial support from Korea International Cooperation Agency (KOICA).
Printed by APC Printers Corporation Printed in Makati City, Philippines
ISBN 888-888-8888-88-8
Development Team
| Name | Position / Office |
|---|---|
| Jenelyn Marasigan Baylon | Master Teacher I, ALS Task Force (On-detail) |
| Kristine Lee S. Lumanog | Education Program Specialist II, ALS Task Force (On-detail) |
| Judy R. Mendoza | Project Development Officer III, Bureau of Learning Resources |
| Reyangie V. Sandoval | Education Program Specialist II, Bureau of Learning Resources |
| Josephine C. Intino | Senior Education Program Specialist, Bureau of Curriculum Development |
| Eric U. Labre | Senior Education Program Specialist, Bureau of Learning Resources |
| Roderick P. Corpuz | Supervising Education Program Specialist, ALS Task Force |
| Daisy Asuncion O. Santos | Chief Education Program Specialist, Bureau of Learning Resources |
| Marilette R. Almayda | Director III/Head, ALS Task Force |
| Ariz Delson Acay D. Cawilan | Officer-In-Charge, Office of the Director IV, Bureau of Learning Resources |
| G. H. S. Ambat | Assistant Secretary for Alternative Learning System Program and Task Force |
| Tonisito M. C. Umali | Undersecretary for Legislative Liaison Office, External Partnership Service and Project Management Service |
| Leonor Magtolis Briones | Secretary |
| Name | Position / Office |
|---|---|
| Joshua Olindan | Author |
| Ferdinand Valencia | Content Expert |
| Bernadette Sison | Admin and Finance Staff |
| Mildred Parbo | Project Lead |
| Ma. Teresita Medado | President |
Content and Language Evaluators and Instructional Design Reviewer
| Name | Position / Office |
|---|---|
| Dalisay E. Esguerra | Schools Division Office of Malabon City, Department of Education |
| Ray Butch Mahinay | Regional Office X – Northern Mindanao, Department of Education |
| Mylene A. Manalansan | University of the Assumption/DLSU |
| Name | Position / Office |
|---|---|
| Ade Sandra | Admin and Finance Assistant |
| Rusyda Djamhur | Project Assistant |
| Marmon Abutas Pagunsan | National Project Consultant |
| Remegio Alquitran | National Project Officer |
| Maria Karisma Bea Agarao | National Programme Coordinator |
| Mee Young Choi | Head of Education Unit |
| Shahbaz Khan | Director and Representative |
User’s Guide
For the ALS Teacher/Instructional Managers/Learning Facilitator:
Welcome to the Session Guides of this Module entitled How Do Illegal Drugs Affect Me, My Family and My Community? under Learning Strand 2 Scientific and Critical Thinking Skills of the ALS K to 12 Basic Education Curriculum (BEC).
This module was collaboratively designed, developed, and reviewed by select DepEd field officials and teachers from formal school and ALS, and private institutions to assist in helping the ALS learners meet the standards set by the ALS K to 12 Basic Education Curriculum (BEC) while overcoming their personal, social, and economic constraints in attending ALS learning interventions.
This learning resource hopes to engage the learners in guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances.
As an ALS Teacher/Instructional Manager/Learning Facilitator, you are expected to orient the learners on how to use this module. You also need to keep track of the learners’ progress while allowing them to manage their learning. Moreover, you are expected to encourage and assist the learners as they do the tasks included in the module.
How Do Illegal Drugs Affect Me, My Family and My Community?
Session Guide No. 1
I. Objectives
- Identify the common over-the-counter medicines (LS2SC-BC-PSD-LE/AE/JHS-57); and
- Describe the use/s of common over-the-counter medicines (LS2SC-BC-PSD-LE/AE/JHS-57).
II. Subject
- A. Lesson 1: What are Drugs?
- B. Materials: Short bond paper, ballpen/pencil
III. Procedure
Pre-Assessment
Let the learners answer the pre-assessment on pages 2 – 4.Introductory Activity
- a. Before starting the session, ask the learners to read Lets Get to Know on page 1 of the module.
- b. Ask the learners to answer the following questions:
- If you were Enrico, would you accept the offer of Josh?
- How would you react to the situation?
- What would be the effects if Enrico accepted the offer from Josh?
Activity
- a. Let the learners do the Venn Diagram activity in Trying This Out on page 6. Instruct them to sort and assign statements 1-5 under the correct heading (RX, both, OTC).
- b. Ask the learners to read the scenarios 1 to 7 on pages 6-7, and instruct them to answer the questions that follow.
Analysis
- a. Instruct the learners to read and find out the meaning of over-the-counter medicines.
- b. Ask the learners to identify the classifications of over-the-counter medicines found in the learners’ module found on page 9.
- c. Remind the learners the following:
- OTCs have the same function but different dosages.
- OTCs have different side effects when taken beyond the recommended dosage.
Abstraction/ Generalization
- a. Why is it important to read the labels of over-the-counter (OTC) medicines?
- b. What is NSAIDs?
- c. What is the difference between over-the-counter (OTC) medicines and prescription (Rx) medicine?
Application
- a. Ask the learners to answer Activities I and II in Sharpening Your Skills on page 11 and 13.
- b. After doing the activity, let the learners answer the question, “Based on each pair, how are they different from each other?”
IV. Evaluation
Let the learners answer the questions given in Treading the Road to Mastery Test I and Test II on page 14.
Session Guide No. 2
I. Objectives
- Identify signs and symptoms of drug abuse (LS2SC-BC-PSD-LE/AE/JHS-58, LS2SC-BC-PSD-LE/AE/JHS-59); and
- Describe the effects of drug abuse on the health and well-being of a person (LS2SC-BC-PSD-LE/AE/JHS-58).
II. Subject
- A. Lesson 2: How Do Illegal Drugs Affect My Body?
- B. Materials: Short bond paper, ballpen/pencil
III. Procedure
Activity
- a. Let the learners do the activity Trying This Out on page 16.
- b. Ask the learners to spot the difference/s between the physical appearance of the pictures.
- c. Let the learners answer the questions:
- What is the significant message of the advertisement?
- How do you feel about the message of the ad?
- Why is it important to identify people who are taking illegal drugs?
- What do you think will happen if they will take higher amount of illegal drugs?
Analysis
- a. Ask the learners to define addiction.
- b. Instruct the learners to read pages 17-18 of the learners’ module to identify the different types of drugs.
- c. Initiate a discussion by asking the following questions:
- What is addiction?
- How would you differentiate stimulants, sedatives or
depressants, and opioid analgesics? – Can you enumerate at least five (5) illegal drugs and their negative effects on the users? – Is it important to be aware of the signs and symptoms of drug misuse and abuse? Why?
Abstraction/ Generalization
- a. Using the learners’ module, present the key concepts on the signs and symptoms of drug abuse, classifications, and negative effects of illegal drugs.
- b. Let the learners answer the following questions:
- What do you know about drug abuse?
- What are the signs and symptoms of drug abuse?
- What are the classifications and negative effects of illegal drugs to the users?
- How will you describe the effects of drug abuse on the health and well-being of a person?
Application
Ask the learners to answer page 19 and 24, Sharpening Your Skills Test I and Test II. Have them do it on a separate sheet of paper.
IV. Evaluation
Let the learners answer the questions on page 25 and 26, Treading the Road to Mastery.
Session Guide No. 3
I. Objectives
- Describe the physical, psychological, social and economic implications of drug abuse such as physical, emotional and mental instability which may result in being a social and economic burden to society (LS2SC-BC-PSD-LE/AE/JHS-60);
- Discuss strategies in the prevention and control of substance use and abuse (LS2SC-BC-PSD-LE/AE/JHS-61).
II. Subject
- A. Lesson 3: How Do Illegal Drugs Affect My Family and My Community?
- B. Materials: Short bond paper, ballpen/pencil
III. Procedure
Activity
- a. Let the learners do the activity Trying This Out in the learners’ module on pages 28-29.
- b. Ask the learners to read the given scenarios.
- c. Let the learners answer the question on page 29, “Why is it important to remember the local hotlines?”
Analysis
- a. Initiate a discussion by asking the following questions:
- How do SUD people affect their family members and the people in the society?
- What are the common effects of illegal drugs to the society?
- What are the steps in treating and rehabilitating a person with addiction?
- b. Remind the learners of the following:
- Drug abuse leads to social and economic burdens to the society
- a. Initiate a discussion by asking the following questions:
and sometimes an irreparable change which does not bring about benefits nor rewards. – Undergoing treatment and rehabilitation involves a series of processes which ultimately help a person with substance use disorder (SUD); and – Approaches in treatment and rehabilitation vary according to the preference and best recovery mechanism of the person under addiction.
Abstraction/ Generalization
Ask the learners to answer the following questions:- a. How do SUD people affect their family members and the people in the society?
- b. What are the common effects of illegal drugs to the society?
- c. What are the steps in treating and rehabilitating a person with addiction?
Application
Ask the learners to do the Sharpening Your Skills Test I and Test II on page 33 and 36. Have them do it on a separate sheet of paper.
IV. Evaluation
Let the learners answer the question given in Treading the Road to Mastery on page 37.
V. Post Assessment
Let the learners answer the questions on pages 41-42, Reach the Top of the learning module.
Answer Key
PRE-ASSESSMENT
PAGE 2
- A
- B
- C
- B
- A
- B
- C
- D
- A
- B
- C
- D
- A
- B
- C
LESSON I: WHAT ARE DRUGS?
SHARPENING YOUR SKILLS
PAGE 11
Activity I and Activity II
Rubric for Discussion of Results
| CRITERION | Exemplary (2) | Proficient (1) |
|---|---|---|
| Support/ Evidence (x3) | Argument is clearly supported by accurate evidence considered credible by the audience; there is sufficient detail to support the main points of the argument | Some evidence is provided, but information is not fully explained; important pieces of evidence have not been included; some data are relevant or credible but inaccurate |
| Clarity/ Conciseness (x2) | Sentences flow smoothly, are structurally correct, and convey the intended meaning; no wordiness | The majority of ideas expressed are awkward, incorrectly constructed, or wordy |
| Strategy/ Audience | Content, structure, and language of argument is geared to intended audience | Argument is missing a substantial portion of content required by audience |
TREADING THE ROAD TO MASTERY
PAGE 14
Activity I
- FALSE
- FALSE
- TRUE
- TRUE
- FALSE
Activity II
- D
- C
- B
- A
- E
Answer Key
LESSON II: HOW DO ILLEGAL DRUGS AFFECT MY BODY?
SHARPENING YOUR SKILLS
PAGE 19
ACTIVITY I
- ST
- OA
- SA
- OA
- ST
- SA
- OA
- SA
- ST
- ST
ACTIVITY II
- HA
- CD
- OC
- ST
- OC
- CA
- OA
- CD
- CD
- OA
TREADING THE ROAD TO MASTERY
PAGE 25
- ADHD
- anxiety
- severe pain
- cramps
- depression
- hepatitis
- slowed breathing
- HIV
- depression
LESSON III: HOW DO ILLEGAL DRUGS AFFECT MY FAMILY AND MY COMMUNITY?
SHARPENING YOUR SKILLS
PAGE 33
ACTIVITY I
- TRUE
- FALSE
- TRUE
- TRUE
- FALSE
- FALSE
- FALSE
- TRUE
- FALSE
- TRUE
ACTIVITY II
- Legal Affairs Division of the Dangerous Drugs Board
- DOH-Accredited Physician
- voluntary
- DDB Legal
- authorized representative
- parent/spouse/relative
- multi-disciplinary approach
- therapeutic approach
- Hazelden Minnesota model
- spiritual approach
TREADING THE ROAD TO MASTERY
PAGE 37
Rubric for Discussion of Results
| CRITERION | Exemplary (2) | Proficient (1) |
|---|---|---|
| Support/ Evidence (x3) | Argument is clearly supported by accurate evidence considered credible by the audience; there is sufficient detail to support the main points of the argument | Some evidence is provided, but information is not fully explained; important pieces of evidence have not been included; some data are relevant or credible but inaccurate |
| Clarity/ Conciseness (x2) | Sentences flow smoothly, are structurally correct, and convey the intended meaning; no wordiness | The majority of ideas expressed are awkward, incorrectly constructed, or wordy |
| Strategy/ Audience | Content, structure, and language of argument is geared to intended audience | Argument is missing a substantial portion of content required by audience |
REACH THE TOP
PAGE 41
ACTIVITY I
- painkillers
- gastrointestinal products
- menstrual pain products
- cold, cough, and allergy products
- antipyretics
ACTIVITY II
- dosage
- non-steroidal anti-inflammatory drugs
- prescription medicines
- use
- medicine label
ACTIVITY III
- stimulants
- cocaine
- opioids/opioid analgesics
- opioid analgesics
- sedatives or depressants
ACTIVITY IV
( 1 – 2 )
- improper behavior at social gatherings,
- getting caught for driving while intoxicated (under the influence of illegal drugs),
- getting caught for carelessly and recklessly driving on the road,
- disregarding proper hygiene and clothing,
- being involved in accidents (physical contact, road),
- women who become drug addicts show less sensitivity and emotional availability to infants (babies)
( 3 – 4 )
- isolation and withdrawal from family, friends, church, leisure activities, unpredictable or violent behavior at home,
- having multiple sexual partner,
- having HIV from sexual intercourse,
- separation or divorce from partner,
- excessive spending and gambling,
- homelessness
( 5 – 8 )
- Multidisciplinary team approach
- Therapeutic community team approach
- Hazelden-Minnesotta Model
- Spiritual approach
( 9 – 10 )
- DOH
- Regional trial court
The development and printing of this learning resource was made possible with the cooperation of Asia Pacific College. This is a component of the project “Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines” implemented by UNESCO Office, Jakarta in partnership with the Department of Education. This initiative received a generous financial support from Korea International Cooperation Agency (KOICA).
For inquiries, please contact:
Department of Education, Bureau of Learning Resources (DepEd BLR)
Office Address: Ground Floor, Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City, Philippines 1600
Telefax: +63-2-8631-1072; +63-2-8634-1054; +63-2-8631-4985
Email Address: blr.qad@deped.gov.ph; blr.lrpd@deped.gov.ph
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