10
HEALTH
Third Quarter
Module 1: Global Health
Initiatives
(Week 1)
Health – Grade 10
Alternative Delivery Mode
Quarter 3 – Module 1 (Week 1): Global Health Initiatives
First Edition, 2021
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Published by the Department of Education Secretary:
Leonor Magtolis Briones Undersecretary: Diosdado
M. San Antonio
Development Team of the
Module Writer: ORLENE G. CANAPE
Editors: QUEENIE ROSE YVE Q. ALEGADO
Grammarian: LEIZL C. SANCHEZ
Reviewer: PHILIP A. NACARIO
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ADM Coordinator: RYAN B. REDOBLADO
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10
HEALTH
Third Quarter
Modules 1: Global Health
Initiatives
(Week 1)
Introductory Message
For the facilitator:
Welcome to the Health – Grade 10 Alternative Delivery Mode (ADM) Module on Global Health
Initiatives!
This module was collaboratively designed, developed and reviewed by educators both from public
and private institutions to assist you, the teacher or facilitator in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into 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.
In addition to the material in the main text, you will also see this box in the body 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 this module. You also need to
keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks included in
the module.
For the learner:
Welcome to the Health – Grade 10 Alternative Delivery Mode (ADM) Module on Global
Health Initiatives!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need This will give you an idea of the skills or
to Know 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 This includes questions or blank sentence/paragraph
Have to be filled in to process what you learned from the
Learned
lesson.
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.
Additiona In this portion, another activity will be given to
l Activities 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. Do not 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 not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
What I Need to Know
A healthy community reflects a sense of well-being. It is the foundation for achieving all other
goals and is essential for a productive society. Thus, it also helps in building our country’s
economy and in equipping our students to be healthier in order to learn and succeed academically.
This module aims to help you learn about different global health issues and 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 this 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.
In this lesson you are going to:
1. discuss the significance of global health initiatives, and
2. identify the current health issues and concerns in your community
Before you start exploring the
lesson of this module
you need to answer first the
activity below.
What I Know
Directions:
Read the questions carefully and choose the correct answer. Write the letter before the number.
1. Which of the following is the most appropriate term an individual use to refer areas where
groups may target for global health efforts?
A. Poor country
B. Third world country
C. Developing country
D. Resource limited setting
2. Which of the following is NOT one of the UN Millennium Development Goals?
A. To completely end gender inequality
B. To ensure environmental sustainability
C. To achieve universal primary education
D. To eradicate extreme poverty and hunger
3. Which of the following promotes maternal health?
A. Limited access to day care center
B. Using high heels during pregnancy
C. Spacing of child birth for at least 2 years
D. Absence of education on cervical cancer and other diseases
4. Which disease is the leading cause of death among people who live in developing
countries?
A. Malaria Heart diseases
B. HIV/AIDS
C. Heart diseases
D. Respiratory diseases
5. Which region did new HIV infections occur among individuals living in low and
middle-income countries?
A. Easy Asia
B. South Asia Sub-Saharan Africa
C. Pacific Region
D. Sub-Saharan Africa
6. Which lifestyle disease is the top leading cause of death worldwide?
A. Stroke
B. Diabetes
C. Hypertension
D. Heart disease
7. Which of the following is not a Millennium Development Goal?
A. Reduce child mortality
B. Improve maternal health
C. Ensure environmental sustainability
D. Dig more wells for water in developing countries
8. Which of these international organizations is the chief body liable in providing leadership
on global health, setting norms and standards and providing health support around the world?
A. World Bank
B. World Health Organization
C. United Nation Health and Life Insurance
D. International Committee of the Red Cross
9. Which of the following conditions do not transmit the HIV virus/AIDS?
A. Blood transfusion
B. Use of recycled syringe
C. Hugging an AIDS patient
D. Pregnant mother is a HIV positive
10. What factor affects the increasing number of children despite of low birth rates in the
country?
A. Birth rate
B. Immigration
C. In-vitro fertilization and new fertility methods
D. None of the above
11. Which of the following conditions are sustainable?
A. Funding for AIDS research
B. Reduction of consumption patterns
C. Shift to the use of wind-powered electricity
D. Clearing of agricultural lands for grazing cows
12. What period did the United Nations member states work to achieve their Millennium
Development Goals?
A. 1990 – 2015
B. 2000 – 2015
C. 1990 – 2005
D. 2000 – Present
13. Which of the following is an example of breast cancer screening?
A. Primary prevention
B. Tertiary prevention
C. Secondary prevention
D. Quaternary prevention
14. Which of the following illnesses is not a common cause of death among children
particularly in underdeveloped countries?
A. Malaria
B. Diarrhea
C. Hypertension
D. Typhoid fever
15. Which of the following is not part of the Sustainable Development Goals?
A. Provision of internet services
B. Promotion of decent jobs for all
C. Access to sustainable energy for all
D. Availability of water and sanitation for all
Lesson
Global Health Initiatives
1
Global health embraces several perspectives that focus on the determinants and distribution of
health in international contexts. It is determined by problems, issues and concerns that transcend
national boundaries. Koplan et al, define global health as an area for study, research, and practice
that places a priority on improving health and achieving health equity for all people worldwide.
The Millennium Development Goals are an ambitious agenda for reducing poverty and improving
lives that world leaders agreed on at the Millennium Summit in September 2000. For each goal one
or more targets have been set, most for 2015, using 1990 as a benchmark.
What’s In
The lessons in the previous quarter discussed about health trends, issues and concerns in the
national level, deepen our understanding on how the government works with various institutions
and sectors, to address issues and concerns, and orient us about the importance of knowing these
policies, that embodied our rights as a citizen of our country.
Instructions: Write a short reflection on how HIV/AIDS affects a person’s life. Read the rubrics
below as your guide on how your output is being rated.
Rubric for Reflections
Rubric for
Above Meets Approaching Below
Student
Expectations Expectations Expectations Expectations
Reflections
4 3 2 1
The reflection The reflection The reflection The reflection
explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
Reflective learning his/her own learning but is thinking and/or
Thinking processes, as learning vague and/or learning.
well as processes. unclear about
implications for the student’s
future personal
knowledge. experiences.
The reflection is The reflection is The reflection The reflection
an in-depth an analysis of attempts to does not move
analysis of the the learning analyse the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the knowledge the value of the experience
derived gained. information to
Analysis knowledge to the student or
self others is vague
or others, and and/or unclear.
the
enhancement of
the student’s
appreciation for
the discipline.
The reflection The reflection The reflection The reflection
articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning or
learning experience and learning experiences.
experience and content from experience and
Making
content from other courses, past content from
Connections
other courses, information, other courses,
past information, and life past knowledge
life lesson experiences. or personal
and/or future goals, but the
goals. connection is
vague and/or
unclear.
What’s New
Instructions: Using a pencil, answer the crossword puzzle by encircling ten words associated
with global health issues and concerns that the World Health Organization and member-nations are
facing at present. Then, complete the table below by writing the words on the first column and its
effects to the people on the second column.
Procedure:
1. Loop at least ten words associated with global health issues and concerns that the World
Health Organization and member-nations are facing at present.
2. Complete the table by writing the words on the first column and its effects to the people
on the second column.
M A L A R I A I D E N T
W A T E R S A F E T Y R
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 E N T A L H E A L T H
Z X C N M K I L O P O E
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
Issues/Concerns/Trends Effects to People
1. Tobacco Tobacco can cause lung cancer.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What Is It
Millennium Development Goals (MDG)
These are goals set by the United Nations (UN) for its member-nations to be fulfilled on an agreed
span of time (2015) and to be evaluated and counter-checked under world standards. UN created
MDG in 2000 in effort to change life in developing regions in 2015.
Instructions: Read and analyze the descriptions and choose the letter of the correct answer.
Write it on the space provided.
Answers Description of MDG 8 MDG
1. Gender equality means equal
representation of men and A. To eradicate extreme
_ women. It implies that each poverty and hunger
individual should
have equal value of treatment. Equal B. To achieve universal
gender treatment empowers women and primary education
other groups creating opportunities in
education, work, finances and other aspects C. To promote gender
which improves the life and lessen effects equality and empower
of monetary crises. women
Gender equality can be achieved through:
• Early childhood development D. To reduce child mortality
intervention
• Promotion of women’s political E. To improve maternal
rights and involvement health
• Improved reproductive health
programs and policies
Education and integration of gender F. Combat HIV/AIDS Malaria
equality in school curriculum and Other Diseases
2. The United Nations, World
Health Organization, World G. Ensure Environmental
_ Bank and governments work Sustainability
together in order to
have fair trading which heavily indebted H. Global Partnership for
countries obtain relief and funds to combat Development
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)
3. Improved Maternal Health –
this 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 obstetrics-
gynecology, prenatal and postnatal care
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 a method to scale
back child mortality. This includes:
• Immunization programs
• Assured the survival and better
health of mothers
• Improved reproductive health
programs and policies
• Better nutrition program for
infants, children and adults
5. Developing countries
particularly in Africa and Asia
suffer from extreme poverty
and hunger. Poverty and
_ hunger may result to severe malnutrition,
and also lifelong physical and cognitive
learning and reasoning that affects health,
well-being and economy.
Some Key suggestions to eradicate
poverty and hunger are:
• Education
• Gender equality
• More jobs
• Invested more in agriculture
• Strengthened nutrition programs
for children and Infants
6. 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 having 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
7. Persons particularly women
who are educated are more
_ likely need medical attention
especially during pregnancy to make sure
proper nutrition for his/her family to adopt,
healthy sanitary practices and to ascertain
immunization of children.
As a result, infants and youngsters 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 high risk of getting
sexually transmitted infections like
HIV/AIDS
8. Emerging and re-emerging
diseases like HIV/AIDS,
_ malaria, influenza and other
diseases affect productivity and growth of
countries. Some of the consequences of
disease outbreak are loss of jobs, shortage
in professional workers, and creating
social crises.
Children are the foremost vulnerable and
are exposed to exploitation and abuse
undermining their normal growth and
development. Some ways to combat
these diseases include effective
prevention, treatment and care like:
• Improving housing conditions
• Increased access to anti-
malarial medicines
• 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
disease
What’s More
Modified True or False
Tell whether these statements are true or false. Write TRUE if the statement is correct and change
the underlined words to make the statement correct if it is false.
_1. The World Health Organization is the main International body which
promotes international leadership in health, sets norms and standards, and sets policies for global
health awareness and campaign.
2. In the Philippines, the lead executive department of the government which
ensures every Filipino’s access to public health through quality and efficient health care programs
and services is the Department of Public Works and Highways.
3. All of the eight millennium development goals are essential in the
fulfilment of healthy and sustainable growth and development of every Filipino.
4. Many nations have common programs and services which help to prevent
and control the spread of emerging communicable diseases like malaria, dengue, filariasis, and
HIV/AIDS.
_ _5. World Health Organization (WHO)is the primary international body
responsible for developing leadership in health, setting norms and standards and providing health
support among nations around the world.
Instructions: Pretend that you are presently working at the World Health Organization as a
Health
Expert. A number of students will interview you about community and environmental health. Here
are some of the questions that you will be asked. Write your response to each question on another
sheet of paper.
1. How do you know if your community is healthy? What are the characteristics of a healthy
community?
2. What are some of the benefits that we can enjoy with a healthy community?
3. How do we maintain, protect, and preserve health amidst the rising development of our
community?
What I Have Learned
Instructions: Fill in the blanks with the necessary words to make the paragraph complete.
Choose your answer/s from the words given inside the box.
Global health World Health Organization
projects health issues
alcohol non-communicable
sanitation climate
mental prevention
pollution trends
Global Health initiatives are programs and 1) which help address
global health issues, concerns and trends. 2) is a new trend in
which the 3) _ addresses health concerns in
cooperation with member-nations and private international organizations as partners. Some of
these 4) , concerns, and trends about 5)
_ health, pollution, 6) change, environmental 7)
, tobacco control, harmful use of 8) , and 9)
and control of communicable and 10) _
diseases.
What I Can Do
Instructions: Write your personal report about the Philippines’ capability to achieve the Eight
Millennium Development Goals. List which goals are highly achievable and which are not. Copy
the table below on a one whole sheet of paper.
THE PHILIPPINE MILLENNIUM DEVELOPMENT GOALS SCENARIO
Highly Achievable Explanation Not Highly Achievable Explanation
Goals Goals
References
Offline References:
Physical Education and Health 10, LM
Physical Education and Health 10, TG
Our World Our Future, A teaching resource on development for Senior Primary Geography,
for 5th and 6th classes, Irish Aid, 2006
AIDS by the number. 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
Online References:
http://www.oneworldyouthproject.org/pdfs/settinggoals.pdf
http://www.emro.who.int/health-topics/global-health-initiative/index.html
Global Health Lessons
https://www.global-workforce.globalization101.org/category/global-health/globalhealth-
lesson-1-activities/
The Eight Millennium Development Goals https://www.google.com/search?
q=millennium+development+goals&oq=millennium&
aqs=chrome.2.69i57j0l3j46j0l2j46.13448j0j7&sourceid=chrome&ie=UTF-8
Top 10 most Common Health Issues https://www.google.com/search?
q=millennium+development+goals&oq=millennium&
aqs=chrome.2.69i57j0l3j46j0l2j46.13448j0j7&sourceid=chrome&ie
Introduction to the Millennium Development Goals
http://www.oneworldyouthproject.org/pdfs/settinggoals.pdf
Rubrics
http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-
forReflection.PRINT.pdf
For inquiries and feedback, please write or call:
Department of Education – Carcar City Division (Learning Resources Management
Section)
P. Nellas St., Poblacion III, Carcar City, Cebu, Philippines 6019 Telephone No.:
(032) 487 – 8495
Email Address: carcarcitydivision@yahoo.com
