MAMATID NATIONAL HIGH
SCHOOL GRADE LEVEL 8
SCHOOL
TEACHER Jobilee-May R. Marquez LEARNING AREA HEALTH
Grade 1 to 12 TEACHING February 21, 2025
Daily Lesson QUARTER 4
DATE AND TIME 3:50-4:30 pm
Log
At the end of the lesson, the learners are expected to:
a. Discuss the gateway drugs.
I. OBJECTIVES
b. Analyze the negative health impact of cigarette smoking.
c. Value the importance of self-abstinence.
A. Content Standards The learners demonstrate understanding of cigarette and
alcohol use prevention for a healthy family life.
B. Performance Standards The learners prepare advocacy materials that promote
healthy family life.
C. Most Essential Learning Competencies (MELCs) The learners
● Discusses gateway drugs.
● Analyzes the negative health impact of cigarette smoking,
● Describe the harmful short- and long-term effects, dangers
of mainstream, second hand and third hand smoke and
explain the impact of cigarette smoking on the family,
environment, and community.
D. Enabling Competencies
(If available, write the attached enabling competencies
any)
II. CONTENT CIGARETTE SMOKING
III. LEARNING RESOURCES
A. References
PHYSICAL EDUCATION AND HEALTH LEARNER’S MODULE
1. Teacher's Guide page/s
pp.355-382
2. Learner's Materials page/s LEAP-Q4-HEALTH-8-WEEK 5
3. Textbook page/s
https://pdfcoffee.com/dll-cot2-gatewaydrugs-cigarettes-pdf-
free.html
4. Additional Materials from Learning Resources
https://blogs.sas.com/content/sastraining/2015/04/22/more-
(LR) Portal
reasons-to-stop-smoking/
https://www.youtube.com/shorts/ZPX9VUsdVLM
B. List of Learning Resources for Development and PowerPoint presentation, Television, Manila Paper, Marker,
Engagement Activities Tape, Chalk and board
IV. PROCEDURE
I - Introduction What I need to Daily Routine:
know? The teacher will GREET the learners and let one of the
students lead the PRAYER. It will be followed by checking
of ATTENDANCE, wherein one student (monitor) will
report students who are absent that day. The teacher will
instruct the learners to maintain the proper arrangement of
chairs throughout the learning activities.
Objectives:
The teacher will state with clarity the OBJECTIVES of
the LESSON.
The learner should be able to…
1. Discuss the gateway drugs.
2. Analyze the negative health impact of cigarette smoking.
3. Value the importance of self-abstinence.
What's new? Indicator 2: The teacher ensures the positive use of ICT
to facilitate the teaching and learning process.
Motivation (The Brands)
Guess what specific brand name the following pictures
show.
Answers:
1. Marlboro
2. Fortune
3. Champion
4. Winston
Guide Questions:
1. Based on our guessing game, what is our topic for
today?
2. Which body part is affected by cigarette smoking?
3. What addictive substance is present in the cigarette?
D - Development What I know? Indicator 8: The teacher will plan and deliver teaching
strategies that are responsive to the special
educational needs of learners in difficult
circumstances including: geographic isolation; chronic
illness; displacement due to arm conflict, urban
resettlement or disasters; child abuse and child labor
practices.
Note: The students will be group based on the result of
the self-inventory, in which the group will be
categorized as at risk of exposure to smoke, does not
see the right against smoking, beginning to stand for
rights, heading towards standing for rights, and says
no to smoking. Each group will select task to
accomplish in their engagement activities.
Self-Inventory
Read and answer each item below with YES or NO. Total the
number of your responses for the interpretation of score.
1. Do you smoke?
2. Is there someone who lives with you, who smoke?
3. Do you have friends who smoke?
4. Are you often exposed to cigarette smoke?
5. Do you stay around people who smoke?
6. When people around you smoke, do you let them know that
you do not want to inhale or smell their smoke?
7. Have you tried giving disapproving look at people who smoke
to let them know that you indirectly dislike smoking?
8. Have you ever commented about someone smoking but not
directly to the smoker?
9. Have you ever asked smokers to get rid of their smoke?
10. Have you ever asked smokers to transfer to another place so
that you would not inhale their smoke?
11. Have you ever tried moving away from a smoker who does
not listen to your appeal?
12. If you are in a vehicle and someone is smoking, do you roll
down the window or turn towards the window to avoid
inhaling smoke?
13. Have you ever tried moving away from a smoker without
asking him / her to move away instead?
14. Will you just let smokers smoke near you, choosing to be
passive, saying nothing, and doing nothing?
15. Are you afraid that if you speak out and ask a smoker to stop
smoking or move away from you, that he / she will laugh or
get mad at you?
What is your score in self-inventory?
If you answered YES for items 1-5, you might be “at risk
of exposure to smoke.”
Now, for item 6-13, if you answered YES to five or more
questions, you are in the “active zone” and you stand for
your rights and protect your health. If you answered YES
to 3-4 questions, you are heading towards standing for
your rights and protecting your health. If you answered
YES to 1 or 2 questions, you are beginning to stand for
your rights and protect your health.
If you answered NO to items 6-13, you are a passive
smoker and need to learn to stand up for your rights and
protect your health.
If you answered YES to items 14 and 15, it is important
to learn how to be active in standing up for your rights
and protecting your health.
Based on the result of your self-inventory score, encircle the part
that best describes your current position on the chart below.
What's in? Indicator 1: The teacher will integrate content knowledge
WITHIN curriculum teaching area in MAPEH 10 (Qaurter 2-
Week 1), “The learner discusses the existing health related
laws.” (Note: No code number indicated in BOW)
*Cigarette smoking primarily affects our RESPIRATORY
SYSTEM.
CIGARETTE IS ONE EXAMPLE OF GATEWAY DRUGS.
NICOTINE is the addictive chemical in smokeless tobacco and
cigarettes.
NICOTIANA TABACUM OR COMMON TOBACCO is a plant
whose leaves can be rolled in a cigar or pipe and can be
smoked.
* The Tobacco Regulation Act of 2003 is also known as
REPUBLIC ACT 9211 is the law governing tobacco production,
distribution and use some of its important provisions are the
following:
Section 5. Smoking Ban in the Public Places
a. Centers of youth activity such as playschools, preparatory
schools, elementary schools, high schools, colleges and
universities, youth hostels and recreational facilities for
persons under eighteen years old.
b. Elevators and stairways;
c. Locations in which fire hazards are present, including gas
stations and storage areas for flammable liquids, gas
explosives, or combustible materials;
d. Within the buildings and premises of public and private
hospitals, medical, dental, and optical clinics, health centers,
nursing homes, dispensaries and laboratories;
e. Public conveyances and public facilities including airport and
ship terminals and train and bus stations, restaurants ad
conference halls, except for separate smoking areas; and
f. Food preparation areas.
Section 9. Minimum Age Sales
for any retailer of tobacco products to sell or distribute
tobacco products to any minor (persons below 18 years
of age);
for any person to purchase cigarettes or tobacco
products from a minor;
for a minor to sell or buy cigarettes or any tobacco; and
for a minor to smoke cigarettes or any other tobacco
products
It shall not be a defense for the person selling or distributing that
he/she did not know or was not aware of the real age of the
minor. Neither shall it be a defense that she/he did not know nor
had any reason to believe that the cigarette or any other tobacco
product was for the consumption of the minor to whom it was
sold.
Section 10. Sale of Tobacco Products within School
Perimeters
The sale or distribution of tobacco products is prohibited within
one hundred meters away from any point of the perimeter of a
school, public playground, or other facility frequented particularly
by minors.
There are three smokes produced by cigarette smoking namely:
1.Mainstream Smoke-refers specifically to the smoke that a
smoker directly inhales.
2. Sidestream Smoke- the smoke that comes out of the lighted
end of a cigarette or pipe. This is also called second-hand
smoke or environmental tobacco smoke (ETS). This is the
more dangerous than mainstream smoke.
3. Third-hand smoke- smoke left for a long time on sofa,
beddings, pillow, and other objects.
Cigarette smoking causes environmental pollution by releasing
toxic air pollutants into the atmosphere. The cigarette butts
also litter the environment, and the toxic chemicals in the
residues seep into soils and waterways, thereby causing soil and
water pollution, respectively.
What is it? Indicator 4: The teacher will use effective verbal and
non-verbal classroom communication strategies
to support learner understanding, participation,
engagement and achievement.
I AM CHOKING
Using the regular sized straw, each student will keep his/her
nostrils pinched close while inhaling and exhaling through the
straw. The teacher will instruct that if their hands signal is up
they will inhale and if the hands will down, they will exhale. They
will do it while the teacher is also playing a video about cigarette
smoking.
Note: The teacher will input other facts related to cigarettes.
https://www.youtube.com/shorts/ZPX9VUsdVLM
Guide Question: What was it like to breathe through straw?
E - Engagement What's more? Indicator 5: The teacher will maintain supportive learning
environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning.
Indicator 7: The teacher will design, adapt and implement
teaching strategies that are responsive to learners with
disabilities, giftedness and talents.
Group Activity
The teacher will divide the class into 5 group based on the result
of their self-inventory and each group will choose an activity that
best matches your interest and level of understanding to
demonstrate your knowledge about cigarette smoking. Each
group will present their work in the class.
Indicator 3: The teacher will use a range of teaching
strategies that enhance learner achievement in literacy and
numeracy skills.
Numeracy: “Use appropriate graphs to represent organized
ungrouped data (pie, chart, bar graph, line graph) and
grouped data (histogram, ogive). (MATH7-Q4-MOD3)
Literacy: “Interpret simple graphs, tables and pictographs.”
(EN3RG IVh-j-1.2/EN3ESS-IVcd-1.2.7)
Activity 1: Visual Verbal Relationship
The students will analyze the information
being presented in the GRAPH and answer
the questions below. They will write the
answer in the cartolina/manila paper and one
member of the group will present their
answer in class.
Guide Questions:
1: What does the pie graph represents?
2: Are the data quite alarming?
3: What does it implies to the youth?
4: How will you stop the trend?
5: What do you feel about it? Why?
What other Indicator 1: The teacher will integrate content knowledge
enrichment ACROSS curriculum teaching areas in MATHEMATICS 3,
activities can I “Illustrates the properties of multiplication in relevant
engage in? situation”. (M3NS-IIa-41.3)
Indicator 6: The teacher will apply a range of successful
strategies that maintain learning environment environments
that motivate learners to work productively by assuming
responsibility for their own learning.
Activity 2: Problem Solving with Chink+
Compute the following situation:
John take 3 cigarette per day and each cost Php 5.00 pesos per
stick.
Guide Questions:
1. How much it cost for a day?
2. How much it cost for a week?
3. How much it cost for a month?
4. How much it cost for a year?
5. Do you think it is better for John to save the money rather
than to buy it a cigarette? Why or why not?
6. Imagine the amount the John spent in buying a cigarette, if
you were John what can you buy for that sum of money?
Activity 3: Tag your line
Make a tagline/slogan about cigarette smoking on “how to say
No”
Activity 4: Make your own advocacy materials
The students will make their own advocacy material and they will
choose which among the three formats the group will you in their
advocacy.
a. Song or Poem
Write a song or poem which focuses on alternative
strategies or ways to prevent cigarette smoking. Include
how cigarettes can destroy one’s life and family.
b. Artwork/Poster
Create a poster either manual or digital which depicts the
cause and effect of cigarette use. You can use junk
materials to create a three-dimensional art. Include a title
and short description of your masterwork.
c. Video presentation
Create five to ten-minute video presentation about the
dangers of cigarette smoking and movement against
smoking. Write synopsis or abstract of the video.
Activity 5: Role Playing
After learning the laws against smoking, the group will choose a
situation below to role play.
Situation 1: Smoking inside the school: Your classmates smoking
in a concealed area inside the school.
Situation 2: Smoking in government offices: While waiting for an
important document to be released, you noticed that there are
some who are smoking inside the government agency
compound.
Situation 3: Smoking in public transportations: You are riding a
public utility jeepney and you noticed that the driver is smoking.
Situation 4: Smoking in restaurants: While eating your lunch,
some of the restaurant customers are smoking cigarettes.
A - Assimilation What I have It is always the best not to light that first cigarette.
learned? Live with principle: “Be smart, do not start!”
Learn to be active in standing up for your rights and protecting
your health.
What I can do? Direction: Choose the letter of the best answer.
1. What type of smoke does John inhale when he directly
breathes in the smoke from his cigarette?
A. Mainstream smoke B. Passive smoke
C. Third hand- smoke D. Second hand smoke
2. What are some potential effects of smoking cigarettes?
A. Increased risk of respiratory diseases such as
chronic bronchitis and emphysema.
B. Greater susceptibility to cardiovascular diseases
such as heart attacks and strokes.
C. Higher likelihood of developing various types of
cancer, including lung and throat cancer.
D. All of the above
3. What is the addictive substance in smokeless tobacco
and cigarette?
A. Cocaine B. Marijuana
C. Nicotine D. Tobacco leaves
4. Your friend John is influencing you to try a cigarette.
What is the best thing for you to do?
A. Follow John’s request
B. Just do nothing
C. Say “No” to John’s request and tell to him the bad
effect of cigarettes to the body.
C. None of the above
5. What type of smoke left for a long time on a sofa,
beddings, pillow and other objects?
A. Mainstream smoke B. Passive smoke
C. Third hand- smoke D. Second hand smoke
Answers: A, D, C, C, C
VI. REFLECTION Okay class it seems that everything is clear. Now let’s sum up
what you have learned today by completing the statement below.
Do it on a ½ crosswise. Each item should contain 5 sentences or
more.
1. My journey to this lesson enables me to learn_______
2. It made me realize that___________
3. I therefore commit to______________
Prepared by: Checked and Reviewed by:
JOBILEE-MAY R. MARQUEZ NOEL P. MUNDA
Teacher III Master Teacher I- Math
