School: Initao National Comprehensive High School Grade Level: G9

MAPEH
Teacher: Ninian D. Delima Learning Area: (Health)
DAILY LESSON LOG Teaching Dates
and Time: October 7, 2019 (2:00-3:00) Quarter: 2nd

I. OBJECTIVES
A. Content Standards: The learner demonstrates understanding of the dangers of substance use and abuse on the individual, family and
community

B. Performance Standards: The learner shares responsibility with community members through participation in collective action to prevent and
control substance use and abuse

C. Learning analyzes situations for the use and non-use of psychoactive substances
Competencies/Objectives: (H9S-IIb-17)
Write the LC Code for each identifies the types of drugs/substances of abuse
(H9S-IIc-18)

Drugs of Abuse
II. CONTENT
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide Pages None

2. Learner’s Materials Pages 286-292

3. Textbook Pages
286-292
4. Additional Materials from None
Learning Resource (LR) portal
B. Other Learning Resources EASE Health Education II Module 7 pp.6-16
Droga: Maling Gamit, Masamang Epekto. A&E. NFE Accreditation and Equivalency Learning Material. DepED.
2001. pp.9,11
IV. PROCEDURES
Introductory Activity (3 minutes)
Activity/Strategy (7 minutes)
Analysis (10 minutes)
Abstraction (15)
I. Opening Prayer
II. Checking of Attendance
III. Students are instructed to pick up trashes on the floor instilling the value of cleanliness. The students are also
encouraged to arrange their chairs properly to facilitate orderliness of the classroom.
Group Activity Word Search
Form a team with 6 members. Each team will be given a worksheet containing crossword puzzle. Let them find the
six dangerous drugs in the crossword puzzle written horizontally, vertically, diagonally or in reverse.
Brainstorming (is a method for generating ideas to solve a design problem.)
In the same group gather your ideas about the six dangerous drugs. Choose a representative to discuss your ideas
in front of the class.
Discussion on Drugs of Abuse
Learning objectives:
At the end of the lesson, students will be able to:
1. Describe how drugs of abuse are classified.
2. Classify drugs of abuse according to their effects on the body.
The six classification of drugs are the following:
1. Gateway drugs – such as cigarettes and alcohol are legal drugs that a non-drug user might try, which can
lead him/her to more dangerous drugs such as marijuana and shabu.
2. Depressant drugs – slow down a person’s central nervous system (CNS). It make the patients feel sleepy
and light-headed. Examples are alcohol, barbiturates and tranquilizers.
3. Stimulants drugs – speed up a person’s central nervous system. It has opposite effect of depressants. It
makes person’s energy high. Examples are shabu, caffeine, nicotine and cocaine.
4. Narcotics – are drugs which relieve pain and induce sleepiness. Narcotic drugs include cocaine, heroin, and
marijuana.
5. Hallucinogens - are drugs which distorts reality and facts. From the word hallucination which means to per-
ceive illusions. Examples are lysergic acid diethylamide, psilocybin obtained from mushrooms and
mescaline.
6. Inhalants - found in ordinary household chemical products and anesthetics. 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. It can lead to delusions, brain damage, liver damage, coma, and death.
Application (15) Group activity

Relay Game

Instructions:

1. Follow the same group.

2. Each members will make a meta-card. Write on each meta-card a class of drugs of abuse. Write legibly.
There will be six meta-cards per group.
- Meta-card 1: GATEWAY DRUGS
- Meta-card 2: DEPRESSANTS
- Meta-card 3: STIMULANTS
- Meta-card 4: NARCOTICS
- Meta-card 5: HALLUCINOGENS
- Meta-card 6: INHALANTS
3. Each group will form a line.
4. Your teacher will read a statement or phrase. If your meta-card is being referred to, run to your circle. Wait
for the signal “GO” before running inside the circle.
5. Once inside the circle, raise the meta-card up high.
6. Your teacher may inquire about your answers.
7. Your teacher will then give the correct answer and will briefly explain.
8. Your teacher will record the number of correct answers garnered by the team.
9. Return to your line when cued by your teacher.

Assessment (10) The Drug Concept Map

Instruction:
Add information to complete the map.
IV. REMARKS

V. REFLECTION

A. No. of learners who earned 80%

in the evaluation

B. No. of learners who require

additional activities for
remediation

C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

work well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with other
teachers?