8

HEALTH

F IR S T Q UA R TE R – M OD UL E 3
Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the

Development and Quality Assurance Teams of SDO TAPAT to assist you in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

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:

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.

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 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!
MODULE 3 - Week 5 – 7
UNIT LESSON: GENDER AND HUMAN SEXUALITY

EXPECTATIONS / OBJECTIVES:
At the end of the week, you should be able to:
1. identfy the different issues/concerns of teenagers (i.e., identity crisis) and the need
for support and understanding of the family
Let us start your journey in learning more on Gender and Human Sexuality. I am
sure you are ready and excited to answer the PRETEST. Smile and Cheer up!

PRE- TEST:
Choose the letter of the correct answer.
1. This refers to the feeling of not being sure about one’s self and what purpose one
has in life.
a. Identity crisis
b. Sexual identity
c. Sexual orientation
d. None of the above
2. It refers to the sexual self-concept adolescents or teenagers develop in themselves.
a. Sexual orientation
b. Identity crisis
c. Sexual identity
d. None of the above
3. Refers to the romantic or sexual attraction one has with other person.
a. Sexual orientation
b. Sexual identity
c. Identity crisis
d. Gender
4. This issue may result to teenage pregnancy of the girl.
a. Premarital sex
b. Sexual orientation
c. Sexual attraction
d. None of the above
5. The following are great help for the teenagers to overcome crisis or issues that
affects them Except for:
a. Understanding from the family
b. Support from friends
c. Self hatred
d. Getting to know yourself better
LOOKING BACK TO YOUR LESSON:
Activity 10: WHO AM I?
Follow the instructions to complete the poem “ I AM “. Write your output on a whole
sheet of paper to be displayed in your room.
I AM
Line 1: I am ( write your name )
Line 2: I am the child of ( write the full names of your parents )
Line 3: I am the grandchild of ( write the full names of your four grandparents )
Line 4: I am the sibling of ( write the first names of your brothers and sisters, if any )
Line 5: I am the friend of ( write the names of a few friends )
Line 6: I am ( write three descriptive words that describes you ).
Line 7: I am a ( write something that you do well – for example, I am a volleyball player ).
Line 8: I am a resident of ( write the name of your barangay and the city in where you live )
Line 9: I am ( write your citizenship ).
Answer the following questions in your activity notebook:
1. How did you find the activity?
2. What else did you discover about your family background?
3. How does this activity help you understand your personality and sexuality?

BRIEF INTRODUCTION:
Adolescence is a period of stress and strain. Simply put, it is a period of worry and tension
to teenagers. There are some issues or concerns that may seem to bother them at this point of their
lives.
These issues include identity crisis, sexual identity and sexual behavior, premarital sex,
teenage pregnancies, and abortion.
Identity crisis is a feeling of not being sure about one’s self and what purpose one has in
life. This results to confusion and sadness. Many teenagers experience it. This usually happens
when one at time they will treated as young adults. It is a dilemma sometimes on some teenagers
that they do not know what behavior they should conduct. Others call them “tweens“since they
belong to a group in between being a child and an adult.
Sexual identity refers to the sexual-concept adolescents or teenagers develop in themselves.
At the first-time teenagers recognize their feelings of sexual attraction marks the beginning of their
sexual identity and they carry this on throughout their lives. This is the state when teenagers
establish to whom they are romantically or sexually attracted to. Their sexual identity dictates their
sexual behavior or their sexual acts.
Sexual orientation is the romantic or sexual attraction one has with another person. This
stage is very critical for at this point, teenagers identify their sexual identity and there is a need for
the support and guidance of the family, especially the parents. The parents must be aware of the
personal choices that their children will make so that they may have an idea on the sexual orientation
of their children. It was mentioned in the first part of the lesson that many factors may influence
the sexuality of a person. Therefore, whatever may be the sexual identity of teenagers, the family
must understand them. The family must also be aware of the sexual activities of their teenage family
members. They must know their set of friends and peers. In this manner, they may always remind
them of being responsible with their sexuality. The mother may advise young girls to take care of
their bodies and be careful in having relationships with the opposite sex. Teenage girls who are
already having their monthly period or menstruation are biologically capable of reproduction. The
father may also advise the young boys to be responsible with their sexual activities for they are also
capable of reproduction by the time they reach adolescence.
Teenagers who are entering romantic relationships have the tendency to be involved in
premarital sex, especially those who lack parental guidance.
Premarital sex may eventually result to teenage pregnancy of the girl.
Teenage pregnancy brings about danger both for the teenage mother and the child. Teenage
mothers are not psychologically prepared for pregnancy or motherhood. Teenage mothers tend to
have a prolonged labor that delays the delivery of the baby resulting to complications affecting the
baby mostly.
Teenagers who get pregnant are unprepared for this unexpected situation. If there will be
no support from the parents and even from the partner, the teenage mother may think of aborting
the baby, Self-induced abortion is a very dangerous process. It may cause serious infection to the
mother, sterility, or inability to conceive again, and the worst effect is the death of the mother.
While teenagers are passing through adolescence, a strong support system must be given
to them. Every member of the family and close friends play vital roles so that teenagers may
successfully pass through this stage of their lives.

Activity 11: HOW WELL DO I KNOW MYSELF?

In your activity notebook, trace your left and right hand on each side of the paper. List
your specific behavior in each finger as guided by the questions in each component found below.
Share your answers with your classmates.
 LEFT HAND RIGHT HAND

List your specific behaviors on each component. List your specific behavior / qualities that you want
to improve.
Thumb:
Little Finger:
Self-expression ( How do you express your
sexuality? ) Self-confidence ( What else do you want to
accomplish to gain self-confidence? )
Index Finger:
Ring Finger:
Self-Respect ( What do you do to improve your
self – respect? ) Self-Love( How do you want to be loved? )

Middle finger: Middle finger:

Self-knowledge ( What are the things that make you Self-knowledge ( How can you achieve happiness? )
happy? )
Index Finger:
Ring finger:
Self-Respect (How will you gain self-respect:?)
Self-love ( How do you express your love to
Thumb:
yourself? )
Self-expression( How will you develop your
Little finger:
sexuality? )
\Self-confidence ( What do you do best? )

Activity 12: MALE VERSUS FEMALE

In your activity notebook, copy the Ven Diagram and write in each circle the roles played
by male and female. In the space where the two circles meet, write the common roles played by
both. Choose your answers from the box.

M
A
L
E
M
MALE A FEMALE
L
E
MALE
 Cook kiss mom kiss dad
Back out of a fight play with doll ride a bike
Baby-sit sing in public play baseball
Dance have long hair wear an earring
Have tattoo wash dishes cry
Wear jewelry take ballet lessons join a rock band
Clean the house invite a person on a date change diaper
Activity Fix
13: aTRUE
brokenLOVE
faucet

Read and reflect on the article below.

Do the following in your activity notebook.
A. Answer the questions:
1. Did you like the story?
2. What lesson/s did you learn from it?
3. How do you express affection to your loved ones?
B. Write a short essay on how you show affection to your loved ones.

Activity 14: ANALYZE MEDIA MESSAGE

Think of a commercial and write how men and women are being portrayed. Then,
respond to the following:
1. What is the commercial all about?
2. What messages were presented about being a man or a woman?
3. Is the information real and accurate? Why or why not?
Double standard of morality gives the impression of men being superior to women. In as much as
we would like to practice gender equality, the rules for human conduct and human
appropriateness are not alike for both sexes as practiced in most areas in the Philippines. This is
shown in the examples below.
A. Boys and men are permitted to stay out more and up to a later time than girls and women.
B. A philandering or immoral man is considered as demonstrating his manliness or
pagkalalaki. A philandering or immoral woman is considered as cheap, bad, or masamang
babae.
C. Women are expected to remain virgin until they marry, while it is generally acceptable
for men to have sexual experience before marriage.
D. Women are socially judged and legally penalized for adultery and for having children out
of wedlock.
E. Men who stay at home to do the household chores instead of having jobs to earn money
for the family are considered by some as under ‘d saya.
Activity 15: GETTING PERCEPTIONS
In your activity notebook, answer the following questions:
1. What is your stand on double standard of morality?
2. How can we possibly eliminate the double standard of morality?
According to the Webster dictionary:
Virgin – refers to a person who has not had sexual intercourse
Virginity – is the quality / state of being chaste
Staying a virgin until marriage keeps you:
1. Physically
a. Free from pregnancy and venereal diseases.
b. Free from having to choose a hurry-up wedding and an illegitimate child
2. Emotionally
a. Free from exploitation by others
b. Free from guilt, doubt, disappointment, and loss of reputation

3. Socially
a. Free to develop appropriate relationship with other
Activity 16: GETTING IDEAS
In your activity notebook, answer the following questions:
1. Do you believe that virginity is important for both boys and girls? Why?
2. What are your attitudes and standards towards virginity? Compare them with the norms
and standards set by society? Are they the same?
3. How do you value virginity?
Activity 17: WHAT DO YOU VALUE?
Values are qualities or conditions that are important to a person. Complete this survey by
determining what you value in yourself. In your activity notebook, tick the appropriate box based
on the importance you assign to each attribute.

Not important Important Very Important

1. To be
respected by
my parents
2. To be
respected by
my friends
3. To have a
positive
image of
myself
4. To have lots
of friends
5. To do well
in school
6. To give and
receive love
7. To stay
virgin until
marriage
8. To build
healthy
relationships
with
members of
both sexes
9. To
appreciate
sexuality as
a factor of
personality
10. To make
intelligent
decisions
 concerning
sexual
behavior

After comparing this survey, what observations can you make about your values?
Your sex role should not limit your interests. You can be masculine and feminine and participate
in events and professions that are usually chosen by persons of only one sex. Healthful sexuality
is being comfortable and contented with your attitudes about your sex role.

REMEMBER
Bear in mind that learning human sexuality is important because of the following:
1. It teaches you that giving and receiving love is a human need.
2. It helps you appreciate your sexual identity.
3. It makes you respect your own and other person’s body.
4. It makes you experience body changes and learn how to properly manage these changes.
5. It helps you appreciate how life began.
6. It provides you with information on how to be disease-free and how to live a healthy
lifestyle.

CHECKING YOUR UNDERSTANDING

Answer the following questions:
1. How does knowing yourself better is important on your sexuality?
2. What are the ways that helps you boost your sexuality as a man/woman?

POST TEST
Put a check (/) before each statement that describes your attitudes and feelings during and after
doing Health Hub.
_____ 1. I can identify the basic terms in sexuality ( sex, sexuality, gender etc. )
_____ 2. I can discuss sexuality as an important component of one’s personality.
_____ 3. I can explain the dimensions of human sexuality.
_____ 4. I can analyze the factors that affect one’s attitudes and practices related to
sexuality and sexual behaviors.
_____ 5. I can assess personal health attitudes that may influence sexual behavior.
_____ 6. I can relate the importance of sexuality to family health.
_____ 7. I can identify the different issues / concerns of teenagers (i.e., identity crisis ) and
the need for support and understanding of the family.
_____ 8. I can apply decision making skills in managing sexually-related issues.
_____ 9. I can easily go along with the members of LGBTQ community.
_____ 10. I have strong understanding with the feelings and emotions of the members of
the LGBTQ community.
REFERENCES:
Physical Education and Health – Grade 8 Learner’s Material, First Edition,
Health Education - Grade 8, Learner’s Material
First Edition, 2013, Published by the Department of Education

Development Team of the Module

Writer: Raymond G. Silvestre
Editor:
Content Evaluator: Gladys Xziera D. Ramos
Language Evaluator: Gladys Xziera D. Ramos
Reviewer: Nora V.Galura
Layout Artist: Raymond G. Silvestre
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MR. SHOJI G. GERONA, EPS in – charge
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: [email protected]