Health9 - q2 - Mod1 - Drug Scenario in The Philippines

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Description

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Health Quarter 2 – Module 1:Drug Scenario in the Philippines Republic Act 8293, section 176 states that: No copyright shall subsist in any work ofthe Government of the Philippines. However, prior approval of the government agency or officewherein the work is created shall be necessary for exploitation of such work for profit. Suchagency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,trademarks, etc.) included in this module are owned by their respective copyright holders.Every effort has been exerted to locate and seek permission to use these materials from theirrespective copyright owners. The publisher and authors do not represent nor claim ownershipover them.

Published by the Department of EducationSecretary: Leonor Magtolis BrionesUndersecretary: Diosdado M. San Antonio

JUNIOR HS MODULE DEVELOPMENT TEAM

Author : Melissa T. Del Rosario Co-Author - Content Editor : Melody P. Del Rosario Co-Author - Language Reviewer : Normita S. Garcia Co-Author - Illustrator : Cristina P. Eredia Co-Author - Layout Artist : Rovinia A. Resuello Co-Author - Team Leader : Dionisio N. Cojeda Jr.

DIVISION MANAGEMENT TEAM: Schools Division Superintendent : Romeo M. Alip, PhD, CESO V OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE Education Program Supervisor, AP/ADM : Romeo M. Layug Education Program Supervisor, MAPEH : Maria Teresa C. Perez Project Development Officer II, LRMDS : Joan T. Briz Division Librarian II, LRMDS : Rosita P. Serrano

Printed in the Philippines by Department of Education – Schools Division of BataanOffice Address: Provincial Capitol Compound, Balanga City, BataanTelefax: (047) 237-2102E-mail Address: [email protected] 9

Health Quarter 2 – Module 1:Drug Scenario in the Philippines Introductory MessageFor the facilitator:

Welcome to the Health- Grade 9 Alternative Delivery Mode (ADM) Modules onDrug Scenario in the Philippines!

This module was collaboratively designed, developed and reviewed byeducators both from public and private institutions to assist you, the teacher orfacilitator in helping the learners meet the standards set by the K to 12 Curriculumwhile overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided andindependent learning activities at their own pace and time. Furthermore, this alsoaims to help learners acquire the needed 21st century skills while taking intoconsideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in thebody of the module:

Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use thismodule. You also need to keep track of the learners' progress while allowing them tomanage their own learning. Furthermore, you are expected to encourage and assistthe learners as they do the tasks included in the module.

ii For the learner:

Welcome to the Health – Grade 9 Alternative Delivery Mode (ADM) Modules onDrug Scenario in the Philippines!

This module focuses on waste reduction techeniques and how these can beimplemented. As a learner ,students will empower with appropriate knowledge andresources to achieve the waste reduction goal. It helps the students form theknowledge – base and values that are carried into their adult lives. These valuesand judments impact student’s relationship to the environment.

This module was designed to provide you with fun and meaningfulopportunities for guided and independent learning at your own pace and time. Youwill be enabled to process the contents of the learning resource while being an activelearner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module.

What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module.

What’s In This is a brief drill or review to help you link the current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills.

What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank sentence/paragraph to be filled in to process what you learned from the lesson.

iii What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns.

Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency.

Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do nothesitate to consult your teacher or facilitator. Always bear in mind that you are notalone.

We hope that through this material, you will experience meaningful learningand gain deep understanding of the relevant competencies. You can do it!

iv What I Need to Know

This module is designed to inform you about the present drug scenario in thePhilippines, the different classifications of drugs abuse and their harmful short- termand long- term effects on the body. Common and informative terms encountered indrug education are included. Signs and symptoms of drug use and abuse amongteenagers will also be tackled. You will also learn about the effects of drug addictionto self, family, community and the country as a whole.

This material provides you with a solid knowledge from which you may gain moreinformation to prevent the use, misuse and abuse of drugs.

Objectives:

At the end of this module, you are expected to:

• Describe the drug scenario in the Philippines H9S-IIa-14 • Discuss risk and protective factors in substance use and abuse H9S-IIb- 16 • Analyze situation for the use and non- use of psychoactive substances H9S- IIb-17 • Identifies the types of drugs and substance abuse H9S-IIc-18 • Correct myths and misconceptions about substance use and abuse H9S-IId- 19 • Discuss harmful short- and long- term effects of substance use and abuse on the body H9S-IId-20, H9S-IIe-f-21 What I Know

Pre- Assessment:Let’s play ADD (Agree, Disagree, Don’t know)

Direction: Write thumbs up if you are agree in the statement below, thumbsdown if you’re not and a peace sign if you don’t know.

Statements:

1. Drugs are not a concern in the Philippines! 2. Filipino males are more prone to drug abuse than females. 3. Teenagers are in danger to drug use, misuse and abuse. 4. All medicines are drugs but not all drugs are medicines! 5. Drug change the way the brain thinks and processes information. 6. There are many healthy alternatives to combat drug use and abuse. 7. Shabu is one of the commonly used and abused drugs in the Philippines. 8. Drug dependence is the state of physical and psychological dependence on drugs by a person following its continuous use and abuse. 9. Drug abuse is the continuous use of a drug or several drugs other than their specified purpose. 10. A drug is a substance which brings about mental, emotional, behavioral and physiological changes to a person. Lesson Describe the Drug Scenario 1 in the Philippines

What’s In

Activity 1. Word Search

Direction: Find the words in the box which are related to drugs. They are writtenhorizontally, vertically, diagonally or in reverse. Write the answer in your activitynotebook. S N E G O N I C U L L A H S A H U N G A I C O S S A G R E R I O P O P P T T L U C L D A S D G N N O I L R O P S Q Z X C A P Y M U D S S Q W E R S R T Y U C Y S A S D E S S C O O L I A F D O S E F G O L U A N W W R W R C V Y T M T N A E A O P W G F D I N H T T T S E S E B N M C V U S I A D S F D D T L S G N O O G A G I N H A L A N T S N What’s New

Activity 2: Buzz Time

Direction: Look at some of the headlines in the news, analyse and answer theprocessing questions in your activity notebook.

Processing Questions:

a. What can you say about the report? b. Why do people take drugs? c. Do you believe that drugs have something to do in some crimes that happened nowadays? What is It

Lesson 1: Drug scenario in the Philippines

In the year 2004, an estimate of 6.7 million drug users in the Philippines wasrecorded by the Dangerous Drug Board (DDB). The “2008 National Household Surveyon the Nature and Extent of Drug Abuse in the Philippines” conducted by the sameagency revealed that there is a downward trend in the number of drug users downto 1.7 million users. The decline may be associated with the government’s intenseefforts in combating drugs. The following are the reasons for the decline of drug abusein the country.

• Operations conducted by different law enforcing agencies like the Philippine National Police (PNP), National Bureau of Investigation (NBI), Philippine Drug Enforcement Agency (PDEA), Bureau of Customs and other law enforcers have helped arrest local and international drug syndicate members, traffickers, and destroy secret laboratories and warehouses. • Strict implementation of policies under the “Dangerous Drugs Act of 2002” like the compulsory drug test for application of driver’s license, entrance to military service, application for firearms licensing and others. • Actualization of Dangerous Drugs Board’s programs and projects in partnership with other agencies like the Department of Education (DedEd), Department of Social welfare and Development (DSWD) and other local government units (LGU) and non- government organizations (NGO)

Profile of Filipino Drug Users

Profile Findings

Ratio of Users (Male to Female) 10:1

Mean Age: 28 years old

Civil Status: Single (68.2%)

Employment Status: Unemployed

Educational Attainment: High School Level

Average Monthly Household Income Php 16,290.80

Duration of Drug Use: 6 years and more Residence: Urban Areas

Nature of Drug Use: Poly- drug use ( Multiple Drug Use)

Common Drugs of Abuse Used: Shabu (1st)

Marijuana (2nd)

Inhalants (3rd)

The following are the usual words you will encounter in studying substance use and abuse:

• Drugs are any substances or chemicals which when taken into the body either through nasal, oral, transdermal or intravenous way have psychological, emotional, and behavioral effects on a person. • Drugs of Abuse are drugs commonly abused by users. In the Philippines the three drugs of abuse are shabu, marijuana and inhalants. • Drug Dependence is a cluster of psychological, behavioral and cognitive phenomena of variable intensity in which the use of a dug takes on a high priority thereby creating a strong desire to take the substance. • Drug Misuse is the use of substance incoherent or inconsistent with the prescribed dosage or frequency of use. • Drug Abuse is the use of substance for non- medical purposes. Abuse leads to organ damage like brain damage and liver damage, addiction and troubled behavioral patterns. • Drug Tolerance is the condition of the body to adapt to the effects of substances to the body thus requiring an even larger amount of the substance to experience the same psychological and mental effect experienced when taking the smaller dasage. Lesson Discusses Risk and 2 Protective Factors of Using DrugsRisk and Protective Factors for Drug Use, Misuse, Abuse, and Dependence

The use, misuse, and abuse of drugs are the result of various factorssurrounding a person. These factors either increase or decrease the posibility ofa person to use drugs.

Risk factors are those influences which increase the chances of using,misusing, and abusung drugs.Protective factors, on the other hand, are thoseinfluences which decrease the chances of using , misusing, and abusing drugs.According to studies, protective factors counterbalance negative effects of riskfactors. It is important to understand that it does not necessarily mean thatseveral risk factors present make a person highly susceptible to drug use, misuse,and abuse. Protective factor even if few in number may be enough to work againstthe risk factors, more so if there are several of these protective influences. Thesefactors are composed of influences in different domains of life.

Personal Family Peer and Friends School Community Below are the risk and Protective Factors in the Use, Misuse, and Abuse of drugs.

Personal (Early Aggressive Behaviour vs Self- Control) X Risk Factors √ Protective Factors • Use of drugs at an early age • Self- control behavior • Risk taking behavior • Good reasoning skills • Experimentation • Excellent social skills • Poor Social skills and interaction • Positive interaction with people • Childhood problems • Sense of belonging • Feeling of isolation Family (Weak Parental Guidance vs. Strong Parental Guidance) X Risk Factors √ Protective Factors • History and Patterns of drug use • Good communication with people • Attitudes toward drug use • Positive family relationship • Poor parenting and child rearing • Clear and consistent family rules • Inconsistent family rules • Strong family values • Poor family values • Positive expectation to child’s • Poor family ties success in family, school, and community • Reliance on family for emotional support Peers and Friends (Substance Abuse vs. Academic Excellence) X Risk Factors √ Protective Factors • Association with peers and friends • Association with peers and friends known to use gateway drugs who do not use gateway drugs (cigarettes and alcohol) • Formation of friendships • Preference to stay with peers and • Reliance on friends for emotional friends than with family support • Inviting friends at home to know the family School (Availability of Drugs vs. Strong Anti- Drug Policies) X Risk Factors √ Protective Factors • Poor Academic Performance • Good to excellent academic • Lack of commitment to studies performance • Poor attendance in school • Joins extra- curricular activities • Involvement in fights and conflicts and school organizations • Shows interest in attending classes Community (Poverty vs. Strong Community Relationship) X Risk Factors √ Protective Factors • Easy access to gateway drugs • Strong community relationships • Poor community organization and • Active and positive community neighborhood relationship programs, projects, and activities • Poor implementation of for the youth community laws • Positive attitude which combat drug • Negative attitudes which favor use drug use • Strong community advocacy against drugs Lesson Types of Drugs and 3 Substance AbuseThe Dangerous Drugs Board listed three major drugs of abuse in the Philippines.These are methamphetamine hydrochloride or “shabu”, cannabis sativa or“marijuana” and inhalants better known as “solvents”. These drugs of abuse areincluded in the six classifications of drugs.

Six Classifications of Drugs:

1. Gateway Drugs Gateway drugs such as cigarettes and alcohol are legal drugs that a non- drug user might try, which can be lead him/ her to more dangerous drugs such as marijuana and shabu. Teenagers who engage in early smoking and early drinking have a higher chance of using and experimenting with dangerous drugs of abuse.

2. Depressant Drugs Depressant drugs slow down a person’s central nervous system (CNS). The Central nervous system includes the brain, spinal cord, and nerves. Doctors commonly prescribe depressant drugs to help certain persons to be less angry, less stressed, or tensed. Depressant drugs relax muscles and nerves. These drugs also make patients feel sleepy and light- headed. Depressant drugs include alcohol, barbiturates, and tranquilizers.

3. Stimulant Drugs Stimulant drugs speed up a person’s central nervous system. Stimulant drugs have the opposite effect of depressants. Stimulants make a person’s energy high. Negative effects of stimulants include depression and tiredness. Stimulants include amphetamines which include shabu, caffeine, nicotine, and cocaine.

4. Narcotics Narcotics are drugs which relieve pain and induce sleepiness. In medicine, these drugs are administered in moderation to patients with mental disorders and those in severe pain like cancer. Narcotic drugs include cocaine, heroin, and marijuana. These drugs are illicit and dangerous if taken.

5. Hallucinogens Hallucinogens are drugs which distorts reality and facts. It affects all senses and makes a user see, hear and feel things that don’t exist in the time being. The name hallucinogens came from the word hallucination which is to perceive illusions. Hallucinogens include lysergic acid diethylamide, psilocybin obtained from mushrooms and mescaline.

6. Inhalants Inhalants are found in ordinary household chemical products and anesthetics. It is readily available and accessible to young children. Inhalant intoxication is similar to the signs and symptoms of alcohol intoxication. One difference is the foul smell of chemicals sniffed, inhaled or huffed by the user. Continuous use and abuse leads to delusions, brain damage, liver damage, coma and death. Examples of household products used as inhalants are acetone, rugby or solvent, ordinary and spray paint, cleaning fluids and air conditioner fluid (Freon).

Lesson Myths and Misconceptions 4 about Drug Use and AbusePeople give several reasons for taking drugs. Some believe that these drugs can makethem feel and look good. Certain drugs of abuse produce pleasure or euphoria.

Continuous and prolonged drug use has a very bad effect in a person. It can alterhis behaviour, and his mental, physical, and psychological condition. Mostimportantly, drug dependence results in drug abuse, drug tolerance, problems withsociety and law, withdrawal symptoms, severe health problems, poor of quality of lifeand eventually death.

You must understand that it is not easy to know and feel the effects of drugs on thebody. Effects are not always the same with drug users. A small amount of asubstance may create a feeling of pleasure to a person but the same amount maycause restlessness, stress or even immediate death to another person. It is importantto remember that each individual’s brain capacity and function and total bodychemistry are different from other persons, thus we have different reactions to drugsand substance. Myths, Misconceptions about Drugs of Abuse

Drugs of abuse improve Drugs of abuse shut down proper brain memory. functioning. Certain drugs stimulate the brain but do not really help improve memory. Most drug users claim they think better and clearly after taking drugs but tests on performance and cognition have proven that they performed worst. Drugs of abuse do not improve memory. Drugs of abuse help in the Certain drug of abuse stimulates the production of digestion of food. stomach acids. Constant exposure to higher than normal acid level damages stomach linings which can result to ulcers. Drugs of abuse do not help in the digestion of food. Drugs of abuse make a Certain drugs of abuse remove shyness and person bold and brave. inhibition. In psychology, normal inhibition prohibits a person to do unacceptable things, thoughts and desire. Normal inhibition includes not taking other people’s things, not crossing a busy street and knowing what is right from wrong. The temporary courage brought about by taking drugs is a dangerous one as it makes a drug user lose normal judgment which is a part of the person’s normal inhibition. Drug of abuse place a user in a dangerous and life- threatening situation. Drug of abuse remove life’s Drugs of abuse are not the solution to problems and problems and worries. worries people encounter. Some people believe that using drugs eliminates one’s problems and worries in life. The truth is drugs of abuse will only worsen the scenario and further add more problems some of which are even harder to solve. Drugs of abuse worsen life’s problems and worries. Drugs of abuse heat up the Drugs users believe that certain drugs cause the body blood to become warmer which makes the body temperature rise. In Cold countries, drugs are used to heat the body. The truth about this is far from reality. Drugs dilate blood vessels in the skin which makes the blood to flow nearer to the skin which enhances convection of heat from the body to the outside environment. Convection transfer heat from inside the body to the outside. Through convection of heat, body heat is lost faster than normal. Drugs of abuse do not heat up the body; instead they make the body lose heat faster than normal. Lesson Short-Term and Long-Term 5 Effects of Substance Use and AbuseEach classification of drugs has different short- term and long- term effects. Short-term effects last for a couple of days, hours or even shorter periods while long- termeffects can be felt for weeks, months and even for a life time. The following is anoverview of the short- term and long- term effects of substance use and abuse.

A. GATEWAY DRUGS Gateway drugs are acceptable and legal with restrictions. In the Philippines, people below 18 years of age are not allowed to buy and use gateway drugs. The use of gateway drugs puts a person at risk of using more dangerous and illicit drugs.

Gateway Drug Short- Term Effects Long- Term Effects A. Alcohol - Headache and light - Damage of organs like headedness liver, heart, colon and - Slurred speech brain - Slow body reflex, senses and - Cancer coordination - Cardiovascular diseases - Overconfident - Cirrhosis of the liver - Mood swings (depression, high - Poor study and work spirit, aggressiveness) performance - Nausea (headache with - Paralysis and/ or loss of vomiting) limb due to road accidents - Experience of blackout (loss of and other tragic event consciousness) - Alcohol poisoning which leads to coma and eventual death B. Tobacco - Stress - Development of asthma - Rapid heart rate and pulse - Atherosclerosis rate - Thrombosis - Persistent cough - Cardiovascular diseases - Difficulty in breathing - Chronic Obstructive Halitosis or bad breath Pulmonary disease - Sinusitis and otitis media - Cancer of the mouth, - Increase phlegm production throat, skin, lungs, and other body parts - Hypertension or increase blood pressure - Heart attack and stroke which leads to coma and death B. DEPRESSANTS Depressants, also known as “downers”, suppress or slow down the central nervous system. In the medical field, depressants are also called sedatives which are used to treat anxiety, mental disorders and sleep disorders like insomnia. Types of depressants are tranquilizers, barbiturates, and hypnotics. Tranquilizers are mild depressants which are used to treat anxiety. Barbiturates are stronger than tranquilizers and are used to treat insomnia and other sleep disorders and control seizures. Hypnotics are the most powerful depressants. Alcohol is also a depressant.

Short- Term Effects Long- Term Effects - Agitation and aggressive behaviors - Slow brain function which leads - Depression leading to mental to temporary memory loss disorder - Slow heart rate and pulse rate - Hypertension or high blood - Below normal breathing pattern pressure - Low blood pressure - Cardiovascular diseases - Inability to concentrate and poor - Paralysis of the muscles and judgment nerves - Confusion and irritability - Brain stroke - Dizziness and light headedness - Chronic liver disease - Slurred speech - Renal or kidney failure - Loss of body balance and - Cancer of the colon and other form sluggishness of cancer - Depression - Diabetes - Coma and death

C. STIMULANTS Stimulants are also known as’ “uppers” or “speeders”. They stimulate or activate the central nervous system. A person stays awake for longer periods under the influence of stimulant drugs. Some stimulants are legal while some are illicit and dangerous. Caffeine is a stimulant which is found in soft drinks, energy drinks, coffee, tea, and chocolate. Illicit stimulants include cocaine and methamphetamine or shabu.

Short- Term Effects Long- Term Effects - Increase heart rate and pulse rate - Paranoia - Increased respiration (breathing) - Heart attack rate - Brain stroke - Increased Digestive Process - Brain Damage - Increased blood pressure - Kidney damage - Increase body temperature - Liver damage - Decreased apatite - Coma which leads to death - Alert body responses - Inability to sleep - Euphoria - Depression (the “down” that follows the “up” sensation)

D. NARCOTICS Narcotics are known as “painkillers”. They also induce sleepiness. Narcotics are administered to patients with mental problems. They are also given to cancer patients to relieve severe pain. Narcotic drugs include cocaine, heroin, and marijuana.

Short- Term Effects Long- Term Effects- Drowsiness - Development of diseases like- Euphoria Hepatitis, tetanus and HIV- AIDS- Loss of appetite due to needle sharing- Vomiting - Overdose leading to coma and- Nausea death.- Muscle cramps and pain- Chills and shaking- Weight loss- Difficulty in breathing- Inflammation of the veins- Panic attacks

E. HALLUCINOGENS Hallucinogen creates hallucinations. Hallucinations distort what is real. Everything the person sees, hears, and feels are the opposite of reality. Lysergic Acid diethylamide (LSD), psilocybin, and mescaline are some of the common hallucinogens.

Short- Term Effects Long- Term Effects - Euphoria - Flashback (effects of the drug - Hallucinations (seeing things comes back after a long time of which are not really there) not using it) - Poor judgment of time and - Increased blood pressure distance - Brain damage - Inability to sleep - Psychosis (a mental disorder in - Loss of appetite which lasts up to which reality is distorted or 10 hours twisted) - Nausea - Coma and death - Poor body coordination - Feeling of super strength - Increased blood pressure and heart rate - Aggressive behavior - Memory loss - Slurred speech F. INHALANTS Inhalants are found in common household chemical products. Inhalants are huffed or sniffed. The effects of inhalants are similar to the effects of alcohol intoxication.

Short- Term Effects Long- Term Effects - Slurred speech - Loss of hearing - Poor coordination - Uncontrolled muscle spasms - Euphoria - Brain damage - Dizziness and Nausea - Bone marrow damage - Feeling of lightheadedness - Foul breath - Hallucinations - Delusions

High Risk Behaviors:

A. Injecting Drug Users (IDUs) The risk of getting HIV- AIDS through intravenous injection (IV) is very high. Drug users are particularly vulnerable to this risky behavior. The need to inject drugs through needle sharing during sessions with co- users puts each person at risk of getting HIV- AIDS.

B. Poor Judgment and Risky Sexual Practices Drug intoxication greatly affects the person’s way of thinking and decision- making skills. This can lead the person to perform risky sexual practices which further aggravate HIV- AIDS infections.

C. Prognosis of disease and drugs. Drug abuse and addiction worsen HIV- AIDS infection. A medical study has shown that HIV damages a larger percentage of brain cells and nerve cells among users of methamphetamine. In animal subjects, viral presence in brain cells is more than the other cells in the body.

D. Delay in drug abuse treatment Medical study has found that the longer drug users delay drug abuse treatment, the higher the chance of getting spreading HIV. Delayed drug abuse treatment mean the person will engage in more intravenous drug sharing and risky sexual behavior and practices. The earlier a drug user seeks intervention and treatment, the better the chance of not acquiring and spreading HIV- AIDS and other diseases. Drug abuse treatment also educates and counsels the user and the family about the risk of drug use and abuse Effects of Drug Use

Aside from oneself, drug use and abuse also affects the immediate family, school andcommunity where the drug users live. Below are some of the effects of drug use andabuse on the family, school and community.

A. Effects of Drug Use and Abuse on the Family • Broken and unhappy family ties • Ignored duties and responsibilities • Financial constraint due to drug dependence and addiction • High cost of drug treatment and rehabilitation • Family dishonor and embarrassment • Separation of family members

B. Effect of Drug Use and Abuse on the School • Poor academic performances • Increased rate of absenteeism and tardiness • Increased incidence of school fights • Low academic achievement rate • Incidence of disrespect to school authorities

C. Effects of Drug Use and Abuse on the Community • High incidence of crime which includes stealing, robbery, and snatching • High incidence of accidents, e.g. road accident, accidental falling, etc. • Affected economy due to low manpower production • Loss of government funds due to drug- related operations, treatment and rehabilitation.

What’s More

Activity 3. Key Drug ConceptsDirections: Fill in the necessary concepts about each term related to drugs. Addmore tags if necessary.

DRUG DRUG DENPENDENCE

DRUG MISUSE

Activity 4: You be the Judge of It!

Direction: Read the editorial below and answer the questions on your activitynotebook.

Though it seems that society is winning in the battle against illegal drug use and abuse, I believe that we are still a long way from declaring victory in the battle. Teenagers are still victimized by drug addiction. Everyone complains? But only a few propose ways to completely stop drug use and abuse. The following are some suggestions to stop this terrible and frightening habit.

First, the film industry should stop glamorizing drug addiction. Drug addicts and drug pushers should not come out as heroes and saints in films and television programs. They should realize that young people look up to these actors and actresses and what they portray on camera is something that looks cool and good for the young viewers. The government and the actors’ guild should come up with a law banning the industry from showing drugs of all forms on television and film.

Second, the government should have strict laws and policies on drug trafficking and possession of drugs and their paraphernalia. We should follow our neighboring countries which include death penalties as sanction to drug traffickers. Right now, the Philippines serve as a drop- off point for drugs coming from other countries. Drug laboratories have been discovered in residential houses and old abandonedfactories. Foreign members of syndicates have been caught and charge byauthorities. These are proofs that there is a need to review and revise our presentlaws on drug abuse and trafficking.

Third, horrific videos of people dying from drug- related illnesses should be usedby the government as advocacy materials for students to see and know the realdeal about drug use and abuse. If the students will understand the ugly truthabout through these advocacies and they will no longer start to take drugs, thenthe approach will be effective and the experience worthwhile.

There are still more ideas I can share with you regarding drug abuse preventionbut I think that these three suggestions are more than enough to change thescenario. My parting words are to “think several times before acting out foolishly”

- The Editor

Questions:

1. What are the ideas of the editor to stop drug use, abuse, and drug trafficking? Summarize these ideas. 2. Do you think the ideas of the editor will be effective? Why or why not? 3. Do you have other ideas that might help stop drug use, abuse, and drug trafficking? Write one idea in each box. Activity 5: The Drug Concept Map

Direction: Copy the concept map below in your activity notebook and add informationto complete the map.

Harmful Harmful Classification Classification Effects Effects

D R Harmful Harmful Effects Classification U Classification Effects G S

Harmful Harmful Classification Classification Effects Effects What I Have Learned

Acrostic Poem…..

Directions: Make an acrostic poem about drugs. Use the letter of the words “SAY NOTO DRUGS” as the first letter of each stanza.

S ___________________________________________________________________ A ___________________________________________________________________ Y ___________________________________________________________________

N ___________________________________________________________________ O ___________________________________________________________________

T ___________________________________________________________________ O ___________________________________________________________________

D __________________________________________________________________ R __________________________________________________________________ U __________________________________________________________________ G __________________________________________________________________ S __________________________________________________________________ What I Can Do

Now that you have learned the concept about drugs, create an advocacy brochureabout drug and its effect on the body. Approaching Proficient Developing Beginning Criteria Advance (5) Proficiency (4) (2) (1) (3)

Not much of All Almost all Much of the the InformationAccuracy of information information information information is not trueContent is true and is true and is true and is true and and correct. correct correct correct. correct.

Format and Format and Format and Format and Format andVisual lay-out are lay-out are lay-out are lay-out lack lay-out areAttractiveness exceptionally attractive organized organization disorganized attractive

Graphics and Graphics and Graphics Graphics No graphics pictures are pictures are and pictures and pictures and pictures good but are good but are do not goGraphics and go well with are used in too many too few that well with thePictures the content the making that texts text making and of the dominate dominate the the material information material the material. disorganized material.

No 1-3 7-9 10 or more 4-6 grammatical grammatical grammatical grammaticalGrammar and errors and/ errors grammatical errors errorsSpelling or and/or errors and/or and/or and/or misspelled misspelled misspelled misspelled misspelled words. words. words. words. words.

Almost all Writing is All parts of Most parts of Only a small parts of the unorganized the material the material part of the material whichWriting have a have a material has have a makes itOrganization beginning, beginning, a beginning, beginning, hard to middle and middle and middle and middle and convey the an end. an end. an end. an end. message.

Total Score: / 25 Assessment

Drugs as a Burden to the World…

Direction: Think of creative way of showing how drugs are burden to health, socio-cultural, psychological, legal, and economic magnitude. You may write a poem, drawa cartoon, poster, etc.

Criteria:

Creativity 4 3 2 1Neatness of Work 4 3 2 1Message 4 3 2 1Interpretation 4 3 2 1 Additional Activities

Dear Sir/ Madam

Make a recommendation letter to your mayor or barangay captain about thedangers bought by drug abuse in your community. Sight some possible evidencesof drug abuse. Activity 1: 1. Gateway drugs 2. Depressants. 3. Stimulants 4. Narcotics 5. Hallucinogens 6. InhalantsAnswer Key ReferencesDepEd (2013), Physical Education and Health 9. Teacher’s Gide (English). First Edition.

DepEd (2013). Physical Education and Health 9. Learner’s Material (English). First Edition.

DepEd (2016). K to 12 Curriculum Guide. Health For inquiries or feedback, please write or call:

Department of Education – Region III,Schools Division of Bataan - Curriculum Implementation DivisionLearning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]