SIBUGAY TECHNICAL INSTITUTE INCORPORATED

Lower Taway, Ipil, Zamboanga Sibugay

Email Address: [email protected]
Telefax: (062)222-2469, Mobile No.: 09285033733

LEARNER’S MODULE
Subject: National Service Training Program (CWTS) Coverage: Unit Test
Course and Year: Week: One (1)
Instructor: Mercy C. Pablo Page: 1- 5
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 1: THE NSTP LAW

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Differentiate the three components of NSTP.
b. Identify the teaching learning experiences centered in the NSTP subject.
c. Understand the legal basis of NSTP.

MOTIVATION:
Guided Questions:
1. Have you experienced working in a community?
2. How did you feel about it?
3. Do you know that students like you are now required to actively participate in
community service through R.A No. 9163 or simply the NSTP Law?

INTRODUCTION:

Republic Act No. 9163 “NSTP Law of 2020” Implementing Rules and Regulations
of NSTP Law, establishes the National Service Training Program or NSTP (for tertiary level
students) amending for the purpose as stated on the Republic Act No. 7077 and PD No.1706.

The National Service Training Program (NSTP) is defined under Republic Act No.
9163, section 3, as a program aimed at enhancing civic consciousness and defense
preparedness in the youth by developing the ethics of service and patriotism while undergoing
training in any of its three program components.

Since NSTP requires training, civic consciousness can be enhanced by doing

community immersion which is an integral part of Civic Welfare Training Service (CWTS)
and Literacy Training Service (LTS) while defence preparedness is enhanced through the
Reserve Officer Training Corps (ROTC).

Distinctive Features of CWTS, LTS, and ROTC

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 CWTS and LTS deal with civic enhancement while ROTC focuses on defense or
military preparedness. To understand further, section 3 of Republic Act No. 9163, the program
components of NSTP are defined as:

1. Reserve Officer Training Corps (ROTC) – refers to the program component

institutionalized under sections 38 and 39 of Republic Act No. 7077, designed to provide
military training to tertiary level students in order to motivate, train, organize, and mobilize
them for national defense preparedness.

2. Literacy Training Service (LTS)- is the program component designed to train students
to teach literacy and numeracy skills to school children, out of school youths, and other
segments of the society in need of their services; and,

3. Civic Welfare Training Service (CWTS) – pertains to the program component or

activities contributory to the general welfare and the betterment of life for the members of the
community or the enhancement of its facilities, especially those devoted to improving health,
education, environment, entrepreneurship, safety, recreation, and moral of the citizenry and
other social welfare services.

These three components differ in specialization, ROTC focuses on the military

training science training wherein students are trained in preparation for war, while CWTS and
LTS deal with civic enhancement through community immersion programs. The difference
between LTS and CWTS lies on the program implementation. Literacy Training Service is
designed to train future teachers of the nation for eradicating illiteracy of children and out of
school youths while civic welfare Training Service is designed to promote general welfare to
the community. It is a program that enhances the way of living of every person in the
community.

There are other relevant questions that may arise in the implementation of the
program, as follows:

Is every first year student covered by the NSTP Law?

- Every first year student effective School Year 2002-2003, male or female, enrolled
in any baccalaureate degree and in at least two years Technical-Vocational or associate course
is required to complete at least one of the three components of NSTP as a graduation
requirement and as stipulated in Republic Act No. 9163, Rule 3, section 4a.

What is the time duration of the NSTP program?

Rule 6, section 6a and 6b of Republic Act No. 9163 clarified the course duration of NSTP
wherein every student shall take NSTP for an academic period of two semesters which consist
of 3 units per semester with a minimum of 54 hours and a maximum of 90 training hours per
semester. It can also be undertaken for one summer program in lieu of the two semesters in the
institution allows it.

What will the students receive after completing NSTP Program?

Every student will be given a certificate of completion with corresponding serial number
issued by CHED, TESDA, and DND as reflected in Rule 6, section 12 of Republic Act No.
9163. All graduates of the CWTS and LTS components of the NSTP shall belong to the
National Service Reserve Corps (NSRC) and could be tapped by the state for literacy and civic
welfare activities especially in times of calamities, while those graduates of ROTC shall from

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part of the Citizen Armed Forces pursuant to Republic Act No. 7077 as stipulated in Rule 5,
sections 11a and 11c of the NSTP Law.

TEACHING LEARNING EXPERIENCES IN THE SUBJECTS WOULD BE CENTERED

IN:

1. Value integration 2. Promotion and reformation

3. Self-awareness 4. Basic leadership training
5. Values development 6. Dimensions of development
7. Community exposure/agency visits 8. Community needs assessment
9. Development of projects proposals

The topics of activities to be considered would be the nurturance of the importance

and role of positive virtues, values, attitudes, and development of service oriented
characteristics as individuals as well as their responsibility towards mankind and the
environment.
The importance of CWTS as a whole is geared towards the development and re-
direction of positive values and attitude among students. This is by giving them the chance to
see that the can create a difference in their own ways. Thus, making them appreciate their role
and responsibilities not only as students but also as an individual that can contribute to the
betterment of life be it in their family, community and to the nation as a whole.

Activity
Write your answers in the activity page.
1. What is the NSTP Law (RA 9163)?

2. As a youth in your community, what is your role in accordance with the NSTP program
implementation?
3. Enumerate and discuss the different program components of the NSTP?

Name: ________________________________________ Date Performed:

________________

Activity 1:
___________________________________________________________________________
Answer:
____________________________________________________________________________
_
____________________________________________________________________________
______.
Activity 2:
____________________________________________________________________________
________________________________________________________.
Answer:
____________________________________________________________________________
________________________________________________________.

Activity 3:
____________________________________________________________________________
_______________________________________________________.

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 Answer:
____________________________________________________________________________
_________________________________________________________.

ASSESSMENT: Identification. Modified True or False: Write TRUE if the statement is

true. If it is FALSE, write the correct answer in the given space to make the statement true. The
underlined words serve as clues.
__________ 1. NSTP Law was first implemented in School Year 2002-2003.
__________ 2. Every student should finish the three components of the NSTP.
__________ 3. The maximum time in undertaking NSTP is 94 hours.
__________ 4. ROTC designed to provide military training to tertiary level students in
order to motivate, train, organize, and mobilize them for national defense preparedness.
__________ 5. CWTS is the program component designed to train students to teach
literacy and numeracy skills to school children, out of school youths, and other segments of the
society in need of their services
__________ 6. All graduates of NSTP will be given a certificate of recognition with serial
number from DND, CHED, and TESDA.
__________ 7. There are three components of NSTP?
__________ 8. NSTP is defined under Republic Act No. 9163, section 3, as a program
aimed at enhancing civic consciousness and defense preparedness in the youth by developing
the ethics of service and patriotism while undergoing training in any of its three program
components.
__________ 9. LTS pertains to the program component or activities contributory to the
general welfare and the betterment of life for the members of the community or the
enhancement of its facilities, especially those devoted to improving health, education,
environment, entrepreneurship, safety, recreation, and moral of the citizenry and other social
welfare services.
___________ 10. All graduates of ROTC shall from part of the NSRC or National Service
Reserve Corps.

B. Essay

Explain the differences among the three components on the NSTP. (30 pts.)
________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________________

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LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Unit Test

Course and Year: Week: Two
Instructor: Mercy C. Pablo Pages: 6-11
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 2: SELF-AWARENESS

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Define Self-Awareness
b. relate one’s self to others to discover purposes, abilities and limitations.
c. discuss the importance of self-awareness in relating with others
d. explain the link between self-awareness and values education.

MOTIVATION:
Guided Questions:

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 1. Who am I? 2. Why am I living? 3. What am I living for?
4. What do I want in life?5. What direction am I taking?

INTRODUCTION:

In the course of one’s life, one have developed a personality. This is brought by
upbringing, schools, training, but also in normal interactions with the people one mingle with.
This personality reacts to signals from your surroundings according to a pattern that is
successful to you, and you try to get and maintain a certain position in that world. Success can
be either positive or negative, negative from attention is also a form of success for a
personality.
The key to knowing inner Self is: AWARENESS. To be conscious of the thing one
does, but not to judge or act on them just being aware of the thoughts and feelings, but do not
believe that they are reality in itself. Allow things to go by. One must not in hurry in certain
process because everything has its own time in its own nature.

SELF-AWARENESS

Is defined as an awareness of one’s own personality or individuality. It includes

paying attention to our many senses, thoughts, feelings and intuition, diving deep into our
emotions to tap their sources and seeing our thinking and how creates our reality. Thus self-
awareness involves discovering our deepest essence.

SELF- is an aspect of human being that reflects the individual’s emotional,

psychological, spiritual and total personality.
Self-awareness, on the other hand, means to accept one’s self, one’s strengths and
weakness to the extent that one develops a clear picture of personhood; to reveal oneself to
others by investing or taking risks towards growth; and to express one’s feelings, consonant
and dissonant in a loving concern.

SELF-Acceptance – is to let the individual understand and accept himself before

others. In so doing, it helps in building up confidence and risk-taking interpersonal
relationship. The process of acceptance includes identifying specifically what you, as a human
being, don’t accept about yourself; knowing that you are doing the best you can; taking a good
hard look at your honestly level.

As you grow in self-awareness, you will better understand why you feel what you
feel and why you behave as you behave. That understanding then gives you the opportunity
and freedom to change those things you’d like to change about yourself and create the life you
want. Without fully knowing who you are, Self-acceptance and change become impossible.

In the Johari’s window below there are four selves that represent you. A Johari’s
window is a cognitive psychological tool created by Joseph Luft and Harry Ingham in 1955 in
the United states, used to help people better understand their interpersonal communication and
relationships. It is used primarily in Self-help groups and corporate settings as heuristic
exercise.

1.1 Johari’s window

Known to self Not Known to self

Known to others 1 2

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 OPEN BLIND

Not Known to Others

HIDDEN UNKNOWN

1. The Open Self – This represents all the information, behaviours, attitudes, feelings,
desires, motivations, ideas, and so on, that you know about yourself and that others also know
about you.

2. The Blind Self – This represents information about yourself about which neither you
nor others know.

3. The Unknown Self – This represents those parts of yourself about which neither you
nor others know.

4. The Hidden Self – This contains all that you know of yourself but keep hidden from
others.

1.2 Nature of Self and Self-awareness

According to Birch (1997) – one of the most crucial processes in the early years of
the child’s life is the development of sense of self.
Gardner (1982) – thus suggests that there are a number of factors that the children should
know. They should

Be aware of their own body, its appearance, state and body size;
Be able to refer to themselves appropriately through language and be able to
distinguish descriptions which apply to self and which do not;
Be aware of their own personal history, experiences they have had, skills and
abilities acquired, their own needs and wishes.

1.3 Importance of Self-awareness

The better you understand yourself, the better you are able to accept or change who you
are. Being in the dark about yourself means that you will continue to get caught up in your own
internal struggles and allowed outside forces to mould and shape you.

Having clarity about who you are and what you want (and why you want it), empowers
you to consciously and actively make those wants a reality. Otherwise, you’ll continue to get
“caught up” in your own internal dramas and unknown beliefs, allowing unknown thought
processes to determine your feelings and actions.

If you think about it, not understanding why you do what you do, and feel what you
feel is like going through your life with a stranger’s mind. How do you make wise decisions
and choices if you don’t understand why you want what you want? It’s difficult and chaotic
way to live never knowing what this stranger is going to do next.

When we want good, solid information, we turn to the experts. So, whom are you
going to turn to for information about yourself? Who’s the expert? Does a friend, a therapist,
your hero, your spouse, your parents, know more about you than you do? They can’t. You live

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in your skin and mind 24hours a day, 7days a week, 52 weeks a year. Day in and day out. No
one’s closer to you than you.

Quotable Quotes:

“Knowing others wisdom, knowing yourself is enlightenment.”-Tao Tzu

“To acquire knowledge, one must study; but to acquire wisdom, one must observe.” –
Marilyn vos Savant
THE SELF-MANAGEMENT SEQUENCE

The “self-management” sequence -The FIVE STEPS that control your success or failure.

1. BEHAVIOR – The step that most directly controls your success or failure is your
behavior (“actions”) – what you do or do not do!

 How you manage yourself, what you do, how you act, each and every
moment , every word you speak, motion you make and action you take or do not take, will
determine how well everything in your life works for you.

2. FEELINGS – how you “feel “about something always affects what you do and how
well you do it.

3. ATTITUDES – Your “attitudes” are the perspective from which you view life.

4. BELIEFS – What you “believe” about anything WILL determine your attitudes about
it, create your feelings , direct your actions, and each instance, help YOU do well or poorly,
succeed or fail! The belief that you have about anything is so powerful that it can even make
something appear to be something “different” than what it really is.

Beliefs does not require that something be the way you perceive (“see”) it is.
It only requires that you believe that it is! In other words, belief does not require something to
be true. It only requires you to “believe that it is true!”
5. PROGRAMMING – Your beliefs are created and directed entirely by your
“programming.” In other words, you believe what you are programmed to believe!

It is your programming that sets up you beliefs, and the “chain reaction
“begins. In logical progression, what you believe determines your attitudes, affects your
feelings, directs your behaviour, and determines your success or failure!

1. Programming creates beliefs

2. Beliefs create attitudes
3. Attitudes create feelings
4. Feelings determine actions
5. Actions create results.

In our experience, self-awareness is the key that unlocks the riches of life.
We have all the answers we need to the questions of our lives right inside of us. All we have to
do is to learn how to access our own wisdom. This begins with self-awareness. Paying
attention to our many senses, thoughts, feelings and intuition. Diving deep into our emotions to
tap their sources. Seeing our thinking and how it creates our reality. Discovering our deepest
essence. They all begin with self-awareness.
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 Activity 1
A JOURNEY TO A GOOD LIFE
Instructions:
A. On the activity page make a drawing that would show an Ideal Day in the life you
would like to have 5-10 years from now. Be as creative and imaginative as you can. Consider
the following questions in your drawing:

1. Who are you?

2. Where are you?

3. Whom do you live with?

4. What are you doing?

5. How do you feel about your life?

Note: Draw in a Short bond paper (5 questions with 5 short bond paper).

Activity 2: Pick the 5 or 10 words that you feel best describe you, from the list below:

Able Accepting Adaptable Bold Brave

Calm Caring Cheerful Clever Complex
Confident Dependable Happy Energetic Extroverted
Friendly Giving Loving Helpful Idealistic
Independent Ingenious Organized Introverted Kind
Knowledgeable Logical Reflective Mature Modest
Nervous Observant Self-assertive Patient Powerful
Proud Quiet Silly Relaxed Religious
Responsive Searching Warm Self-conscious Sensible
Sentimental Shy Dignified Spontaneous Sympathetic
Tense Trustworthy Intelligent Wise Witty

a. Now that you’ve picked five or 10 words, Get one whole sheet of paper, write and
share honestly your responses on the given instructions.
________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_.

ASSESSMENT: A. Self-awareness Questions:

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1. What are your strengths? _________________________________________

1a. what are your weakness? _______________________________________

2. How do your friends describe you? _______________________________
1b. Do you agree with their descriptions? Why or why not? ___________
3. What types of activities did you enjoy doing when a child were?
________________________________________________________________________
4. List two situations when you are most at ease. What specific elements were present
when you felt that way? __________________________________
5. What motivates you? Why? __________________________________________
6. What are your dreams for the future? _________________________________
7. What do you fear most in your life? Why? _____________________________
8. What stresses you?___________________________________________________
9. What qualities do you like to see in people? Why? Do you have many friends as you
just described? Why or why not?__________________________
10. When you disagree with someone’s viewpoint, what would you do?
_______________________________________________________________________

B. Essay (10 points each)

1. What is the importance of knowing yourself? __________________________

2. In your own experience, how do you assess yourself? __________________

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Unit Exam

Course and Year: Week: Three (3-4)
Instructor: Mercy C. Pablo Pages: 12-16
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 3&4: VALUES DEVELOPMENT

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 LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Define Values
b. discuss the importance of values in one’s self and others.
c. explain how values are being developed.

Motivation:
Guided Questions:
1. Recall from your past experiences wherein you are cornered to choose between two
valuable things?
2. What made you to decide to choose the one from the other?

INTRODUCTION:

Values refer to everything from eternal ideas to behavioural actions. As used in this
paper, values serve as criteria for determining the levels off goodness, worth of beauty. Values
are effectively laden thoughts about objects, ideas, behaviour, and so forth that guide behaviour
but do not necessarily require it. The act of valuing is considered an act of making value
judgements, an expression of feeling, or the acquisition of and adherence to a set of principles.

DEFINITION OF VALUES

Value is derived from the Lain word, valere, to be worth, be strong-something

intrinsically valuable, or desirable. A thing has value when it is perceived as good and
desirable. Thus values development is the act, process or result of developing the values for a
human dignity.

It can also said that values are the bases of judging what attitudes and behaviour
are correct and desirable and what are not.

Different theorist define values as follows:

 Value refers to understanding of a certain good for an individual or society which is

considered worthy or realization. – Clyde Kluckholm
 Something that freely chosen from alternatives and is acted upon, that which the
individual celebrates as being part of the creative integration in development as a person.

Therefore, a value is something or someone who is considered good or worthy and is

desirable or useful. It can be something considered well or worthy by a person or a group or a
one-word standard of conduct or a policy everyone in an organization adheres to and believe.

KINDS OF VALUES

There are three kinds of values:

1. Universal values – are valued by all human beings due to the intrinsic nature of these
values or by virtue of our being human beings.

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 Truth, for example, is valued for its own sake. We want to know the truth rather
than be misled or be under an illusion. We prefer an illusion only when there is fear or there is
psychopathology, in which case, we then put the value of avoidance of pain over that truth. But
even in the latter case, it’s not because we don’t prefer truth to illusion.
Happiness is sought by every human being because of our biological,
psychological, and spiritual makeup.

UNIVERSAL VALUES ARE SHARED BY HUMAN BEINGS REGSRDLESS OF

CULTURE AND AGE. The following are some of these universal values.

1. Truth 2. Happiness 3. Inner peace 4. Love 5. Kindness

6. Justice 7. Respect 8. Courage and 9. Fearlessness

2. Cultural Values – are dependent on the social norms, religious beliefs and other
environmental situations of people. Thus, in a society which the ratio of males to females is
just one to ten, polygyny may be legal and ethical; if the reverse; polyandry may be the legal
and ethical custom. In some countries, divorce is permitted, in some it’s a sin.

Some cultural values are cruel and yet are tolerated or even promoted by members
of the community. Many of our attitudes and beliefs are derived from these cultural values and
hence are conditioned values. Cultural values are not necessarily good for humanity simply
because they have widespread acceptance. We need to review such values, because they can
color the way we view life and the way we behave. They can create inner and outer conflicts.

3. Personal values – are worthwhile to a particular individual and differ from person.
Thus, some people may value money more than art and thus spend more time painting, even if
it provides little income. Other’s may value money more than art and thus spend more time
buying and selling paintings than being painters themselves.

It’s important to realize that inner peace is not possible if our personal values
contradict one or more universal values. True inner fulfilment eludes us because we won’t be
able to integrate the higher and lover aspects our being. If I do an injustice to someone while
trying to earn money, I won’t have inner peace. I’ll feel insecure. More important, I intuitively
know that it’s a wrong thing to do. This sense of unethical action doesn’t come from cultural
values but is due to an inner sense of right and wrong that we have, regardless of our nature.

BASIC AND CORE VALUES

Thus important to explore a way of life in which universal values are in harmony with our
personal values.

A universally acceptable value is one that produces behaviour that is both beneficial both
to the practitioner and to those on whom it is practiced. Thus, Linda Eyre (1993) categorizes
values as the values of being and the values of giving.

1. The Values of Being:

Honesty - It should be practiced with other individuals, with institutions, with

society, and with self.
Courage - This means daring to attempt difficult things that are good.
Peace ability - This means calmness, peacefulness, and serenity.

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 Self-Reliance and Potential - This means individuality, awareness and
development.
Fidelity and Chastity - This refers to the values and security of fidelity within
marriage and of restraint limits before marriage. It involves commitment that go with marriage
and sex.

2. The Values of Giving:

Loyalty and Dependently - This refers to family, employers, to country, to church,

to schools, and to other organizations and institutions. It means reliability and consistency in
doing what you say you will do.
Respect - This means respect for life, for property, for parents, for elders, for
nature, and for the beliefs and rights of others. It refers to courtesy, politeness, and manners. It
means self-respect and avoidance of self-criticism.
Love - It means individual and personal caring that goes beneath and beyond
loyalty and respect. It means love for friends, neighbors, even adversaries, and a prioritized,
lifelong commitment of love for family.
Unselfishness and Sensitivity - This means becoming more extra-centered and less
self-centred. It means learning to feel with and for others. It refers to empathy, tolerance,
brotherhood, sensitivity to needs in people and situations.
Kindness and Friendship - This refers to awareness that being kind and
considerate is more admirable than being tough and strong. It is the tendency to understand
rather than confront, and be gentle, particularly towards those who are younger and weaker. It
is ability to make and keep friends. It means helpfulness and cheerfulness.
Justice and Mercy - This refers obedience to law, fairness in work and play. It is an
understanding of the natural consequences and the law of the harvest. It refers to the grasp of
mercy and forgiveness and an understanding of the futility a carrying a grudge.

Activity 1 Self-Reflection and sharing

1. Recall your past experience, your attitudes towards others (the good and bad
attitudes).____________________________________________________________________
___________________________________________________________________________
2. Share your experiences with minimum of 100 words and maximum of 150 words.
________________________________________________________________________
__________________________________________________________ .
Activity 2 - Let the students draw an “Ideal Me” with explanation and using in a short
bond paper.______________________________________________________
Assessment: Multiple choice. Write the letter of the best answer in the given blank space.
If the answer is not provided among the given choices, write NA.
___________________ 1. Value refers to understanding of a certain good for an
individual or society which is considered worthy or realization.

A. Clyde Kluckholm B. Lao Tzu C. Values

___________________ 2. Are valued by all human beings due to the intrinsic nature of
these values or by virtue of our being human beings.

A. Universal values B. Cultural Values C. Personal Values

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 ___________________ 3. Are worthwhile to a particular individual and differ from
person.

A. Universal values B. Cultural Values C. Personal Values

___________________ 4. Are dependent on the social norms, religious beliefs and other
environmental situations of people.
A. Universal values B. Cultural Values C. Personal Values
___________________ 5. It refer to everything from eternal ideas to behavioral actions.
A. Values B. Awareness C. Self
___________________ 6. It means individual and personal caring that goes beneath and
beyond loyalty and respect.
A. Love B. Respect C. Loyalty
___________________ 7. This means respect for life, for property, for parents, for elders,
for nature, and for the beliefs and rights of others.
A. Love B. Respect C. Loyalty
___________________ 8. It should be practiced with other individuals, with institutions,
with society, and with self.
A. Honesty B. Respect C. Loyalty

___________________ 9. This means daring to attempt difficult things that are good.
A. Courage B. Loyalty C. Respect

___________________ 10. This means calmness, peacefulness, and serenity.

A. Courage B. Loyalty C. Peacebility

II. Easy (10 pts. each)

1. In your own words, how are values being formed and developed?
________________________________________________________________________
____________________________________________________________________________
____________________ .
2. Why are virtues required for good life?
________________________________________________________________________
____________________________________________________________________________
___________________ .

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 LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Prelim Exam

Course and Year: Week: Five (5)
Instructor: Mercy C. Pablo Pages: 17-20
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 5: DIMENSIONS OF DEVELOPMENT

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Discuss the importance of good citizenship values.
b. Describe a good Filipino citizen.
c. Explain the meaning of Nationalism and Patriotism.
Motivation:
Guided Questions:
1. Are you aware of the following values of Modern Filipino?

Pananalig (Faith)
Katapatan (Loyalty)
Pag-aaruga (Caring and Affection)
Kasipagan (Industry)
Tibay ng loob (Endurance)

INTRODUCTION:

The term “development” in international parlance therefore encompasses the need

and the means by which to provide better lives for people in poor countries. It includes not only
economic growth, although that is crucial, but also human development, providing for health,
nutrition, education, and a clean environment.

GOOD CITIZENSHIP VALUES

Our nation is in crisis

Our people are suffering
Let us stop being a part of the problem
Let us be good citizens
By living the good citizenship values
Enshrined in the constitution.

FAITH IN GOD - Be God-fearing and live according to his will.

UNITY - Work together and share with one another.
PATRIOTISM - Place the good of the country above one’s own.
WORK - Be diligent and earn an honest living. Do not engage in

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 crime and corruption.
RESPECT FOR LIFE- Recognize the absolute value of human life and human
dignity of every person. Do not inflict harm on others.
TRUTH - Stand up for the truth and avoid intrigue and
mudslinging.
JUSTICE - Give everyone their due. Do not oppress or take
advantage of anyone.
FREEDOM - Assert your right to be able to do the right things.
LOVE - Look after the good and welfare of one another.
EQUALITY - Treat one another as brothers and sisters being children
of one GOD and one nation.
PEACE - Live and work together in harmony. Avoid violence as a
way of setting disputes.
PROMOTION OF THE - Put the welfare of the greater number of people over
COMMON GOOD one’s own. Do not be greedy and selfish.
CONCERN FOR THE - Look after the welfare of your family and future
FAMILY AND FUTURE
generations.
GENERATIONS
CONCERN FOR THE - Keep your surroundings clean and conserve our natural
ENVIRONMENT resources.
ORDER - Respect the human rights of one another and comply with
your duties and responsibilities.

The challenge to every Filipino

Be a good citizen
And build a peaceful and progressive nation.

GOOD FILIPINO CITIZEN

There are desirable traits of the Filipino youth needed for national development.
Foremost of which is love of country that is expressed by the love for the mother tongue – our
native language, Filipino. How many of the Filipino youth dwell in enriching their language
through reading, writing, and speaking? While English is the international language in
business, trade, industry, and diplomacy, the youth should become not only proficient but also
proud of the Filipino language.

Love of country is also patronizing Filipino cultural arts, products, and inventions,
promoting and conserving the natural resources of the country. Love of country means serving
the Philippines no matter how inadequate the returns are. It is true that the greener pastures in
terms of materials wealth are in the First World Countries. The true patriotic and loyal
Filipinos see the blessings in having limited material resources for as long as their services
uplift the nation’s welfare.

Other desirable traits in the Filipino youth needed in national development are
continuous interest to learn, thrift industry, sense of service, perseverance, creativity or
inventiveness, honestly, personal discipline, and respect, and integrity, sense of responsibility,
assertiveness, and sensitivity to the needs of others.
Good governance is not enough. People should work on being good citizens. They
should translate the good citizenship values derived from the Preamble of the Constitutions
into concrete action in order to build the nations.

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 THE GOOD CITIZENSHIIP VALUE CLUSTERS

The Good Citizenship Movement EPPC in partnership with CHED (2006) releases the
following Good Citizenship Values Clusters:

A. Pagkamaka-Diyos

1. Faith in the Almighty 2. Respect for Life 3. Order 4. Work

5. Concern for the family and future generation

B. Pagkamaka-Tao

1. Love 2. Freedom 3. Peace 4. Truth 5. Justice

C. Pagkamaka-Bayan

1. Unity 2. Equality 3. Respect for law and government

4. Patriotism 5. Promotion of the common good

D. Pagkamaka-kalikasan
1. Concern for the environment
2. Environmental Sanitation

The history of Nationalism and Patriotism in the country is as old as the history of
mankind. Oftentimes, this is a part of the discussion in educational institutions since this is the
major thrust of the government and the backbone of human principle.

However, this basic understanding does not manifest in most part of the land. The
philosophy of nationalism nowadays does not concern itself much with the aggressive and
dangerous form of nationalism than often occupies center stage in the news and in sociological
research. Although this form can be of significantly instrumental value mobilizing oppressed
people and giving them a sense of dignity.

The term “Nationalism” is generally used to describe two things: first is the
attitude that the members of a nation which includes the concept of national identity such as
common origin, ethnicity and cultural ties; second, is the actions that the members of the
nation take when seeking to achieve (or sustain) self-determination. These involve having full
statehood with complete authority over domestic and international affairs.

Whereas, “PATRIOTISM” is love of and/or devotion to one’s country. The word

comes from the Greek patris, meaning fatherland. Patriotism has had different meanings over
time, and its meaning is highly dependent upon context, geography and philosophy. Although
patriotism is used in certain vernaculars as a synonym for nationalism, it is not necessary
considered an inherent part of patriotism.

Activity 1 Write the Preamble of the 1987 Philippine Constitution

________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________.
Assessment: A. Identification. Identify what is being asked in each of the statements.

17 | P a g e
 Write your answer in the blanks provided before the number.

___________________ 1. Be God-fearing and live according to his will.

___________________ 2. Work together and share with one another.
___________________ 3. Place the good of the country above one’s own.
___________________ 4. Assert your right to be able to do the right things.
___________________ 5. Look after the good and welfare of one another.
___________________ 6. Stand up for the truth and avoid intrigue and mudslinging.
___________________ 7. Give everyone their due. Do not oppress or take advantage of
anyone.
___________________ 8. Treat one another as brothers and sisters being children of one
GOD and one nation.
___________________ 9. Live and work together in harmony. Avoid violence as a way of
setting disputes.
___________________ 10. Recognize the absolute value of human life and human
dignity of every person. Do not inflict harm on others.

II. Easy (10 pts. each)

1. What are the between Nationalism and Patriotism?
________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________________ .
2. Why are the difference between Nationalism and Patriotism?

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Prelim Exam

Course and Year: Week: Six (6)
Instructor: Mercy C. Pablo Pages: 21-24
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 6: LEADERSHIP

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Define the terms Leader and Leadership
b. Enumerate and discuss the many functions of a leader
c. Explain the Virtues as Foundation of Leadership
Motivation:
Guided Questions:
1. Pretend that you and your friends witness a vehicular accident. Your friends did not
move out of shock. You noticed a victim lying on the pavement still conscious. If you were to
act as a leader in that scene, how would you save the victim?
INTRODUCTION:

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 An adage states that leaders are not born but they are developed. Basically, this
topic covers the basic theories and principles of leadership that you need to learn and prepare
you as good leaders in the future. The success of every group’s endeavour in whatever nature
of work (in the field of business, social, political, spiritual, and others will always reflect from
the good qualities of a leader and the type of the leadership manifested.

What is leader?

Leader – is a person who influences a group of people towards the achievement of a goal.

Who actually is a leader? Microsoft Encarta 2006 has defined leader in three key ways:

1. As a Guide – where the leader assumes the role as the director, organizer,
mentor, Teacher and adviser.
2. As a Frontrunner – where the leader can be a spearhead, leading light, trailblazer,
and groundbreaker.
3. As a Head - where he or she can be called chief, manager, superior, principal, boss
and supervisor.
What is Leadership?

Leadership is the process of directing the behaviour of others toward to accomplishment

of some common objectives.“ Leadership is influencing people to get things done to a standard
and quality above their norm, and doing it willingly.”

Leaders carry out this process by applying their leadership attributes, such as
beliefs, values, ethics, character, knowledge, and skills. Leadership make the followers want to
achieve high goals, rather than simply bossing people around.

The basis of good leadership is honourable character and selfless service to an

organization. Respected leaders concentrate on what they are (be) (such as beliefs and
character), what they know (such as job, tasks, and human nature), and what they do (such as
implementing, motivating, and providing direction).

What makes a person want to follow a leader? People want to be guided by those
they respect and who have a clear sense of direction. To gain respect, they must be ethical. A
sense of direction is achieved by conveying a strong vision of the future.
THE LEADERS FUNCTION

Some groups persist and prosper and some blow up or wither away. Those that
prosper are characterized by having a leader, someone who functions in two ways.

1. The leader helps the group meet the needs of the individuals.

No two members join for exactly the same reason. The leader helps knit the
individuals into a cooperating group. The leader helps them all to see a common reason, a
common goal that is mutually desired, and he delegate’s responsibilities among the individuals
so they can see how their efforts will lead toward reaching the goal.

2. The leader helps the group to realize the purpose for which it was created. The
Leader helps the group:

Define the purposes for which it exists.

Keep its activity within the defined purposes and goals.

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 Find alternative ways of attaining their goal.
Clarify the responsibilities of its officers and members to carry out the program.
Evaluate itself-why it exists, where it is headed, how much progress it is making.
VIRTUES AS FOUNDATION OF LEADERSHIP

The following virtues are considered the foundations of leadership:

1. Prudence – the habit which enables man to direct his actions to human life’s goal of
knowing the right thing to do and applying it.

2. Justice – the habit of giving each one his/her due with constant and personal will; gives
stability which man/woman needs to work without fear and anxiety in the search of happiness.
3. Fortitude – the habit of overcoming the difficulties and pressures of life in the pursuit
of good.
4. Temperance – the habit of bringing the desires and natural inclinations of man under
the control of right reason.
5. Industry – the habit of working hard and working perseveringly under pressure.
6. Loyalty – the habit of remaining true to your friends and to your principles (goals) in
spite of difficulty.
7. Responsibility – the habit of being accountable for one’s actions, duties and
obligations; readiness to answer to the consequences of our actions.
8. Cheerfulness – the habit of being optimistic, positive, always seeing the bright side of
things.
9. Generosity – the habit of sharing the good that one has with other people; thinking first
of the people around him and looking for ways he can help and serve them.
10. Magnanimity – the habit of nurturing noble ideals and ambitions of doing good; being
concerned with doing great deeds of service to others devoting his life to serve his country or
to help people.

Leadership has a deep link and is a basis of work because by working, man contributes to the
good of others thus, improving himself as well. Application of virtues is found above all in
working and in relationships with others. Thus, industry, loyalty, generosity, prudence, justice,
etc. are exercised in and through our profession.

CHARACTERISTICS OF A GOOD LEADER

1. Integrity of character – The word is synonymous to honor. It is a fine sense of ethics,

justice, and righteousness with a readiness to apply it to one’s own conduct. It is the
determination to meet any obligation, however distasteful.

2. Willingness to accept responsibilities

- Acceptance of responsibility signifies a desire to lead and this desire is
strengthened by increasing interest. Some great leaders had achieved success after much
effort. Their success can be attributed to infinite patience, hard work, and a desire for success
that never recognized defeat.

Activity 1 What are the difference among the three key roles of a Leader?
________________________________________________________________________
____________________________________________________________________________
________________.
Activity 2 Make example of one situation in how to become a good Leader?

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 ________________________________________________________________________
____________________________________________________________________________
Assessment:
Identify what is being asked in each of the statements. Write your answer in the blanks
provided before the number

1. What is Leadership?

____________________________________________________________________________
__________________________________________ .

2. What is Leader?
________________________________________________________________________
_____________________________________________________ .

3. What are the three key functions of a leader?

________________________________________________________________________
____________________________________________________________________________

4. Enumerate at least five Virtues as Foundation of Leadership and give the meaning in
your own words.

1.
____________________________________________________________________________
_______

2._______________________________________________________________________
____________

3.
____________________________________________________________________________
______
4.
____________________________________________________________________________
______
5.
____________________________________________________________________________
______

5. What are the difference of the two characteristics of a good Leader?

________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________ .

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 LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Midterm Exam

Course and Year: Week: Seven (7)
Instructor: Mercy C. Pablo Pages: 25-28
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 7: RECREATIONAL ACTIVITIES

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. master the definition of recreational activities.
b. Enumerate different types of recreational activities
c. identify specific recreational activities that could be shared with the community

Motivation:
Guided Questions:
Since heart is one of the important parts of your body, recall your experiences that made
you feel happy and satisfied because of your voluntary participation to any event or activity.
Write a word description of each experiences inside the heart-shaped figures.

INTRODUCTION:
Filipinos are known to be sociable people. They love to mingle with other
individuals like attending in parties, sports and other socio-cultural activities. Thus, community
centres and associations could play a significant role in the lives of Filipinos in providing them
recreational activities. These centres could harmonize and encourage cooperation among the
working class and immigrant elements and at the same time ease some of the difficulty of
depressed life.

Since people occasionally need a break from their routine activities providing
community and recreational activities would also allow them to develop different skills.
Moreover, these activities will contribute much in the development of wholesome attitudes and
help in building productive individuals.
What is Recreation?

is an integral part of Civic Welfare Training Service and the Literacy Training Service
Program of the National Service Training Program. Through the active participation of
students like you and the goal of “learning by doing” may be achieved. As they say, there
would be a transfer of progressive learning experience.
Four Theories on Leisure

1. Leisure as time – Defining leisure as time suggests that life can be divided into
segments according to use. Leisure in the sense is an unbigoted block of time in which a

22 | P a g e
person is free to choose activities, passive or active. Thus leisure is regarded as discretionary
time, as distinguished from spent working or sustaining existence.
2. Leisure as state of mind – This approach to defining leisure that leisure is a style of
behaviour or an attitude. This definition is or condition useful since the leisure is often
individually defined.
3. Leisure is an activity – This approach is defining leisure suggests that leisure can be
identified by viewing the non-work activities that one of the participants in that are associated
with leisure experience is limited to a select number of activities, such as reading, swimming,
walking for pleasure, traveling and so forth.
4. The holistic model of leisure – The holistic model of leisure suggests that all one’s life
experiences have the potential for leisure. Especially important in this definition is the
supposition that work and leisure values can be fused, and satisfying life experiences may be
derived from either.

TYPES OF RECREATIONAL ACTIVITIES (Gasilla-dela Cruz, 2005)

1. Physical
a. aerobics b. dancing c. group games
d. minor sports e. outing like field trips , picnics, hiking and camping
f. physical fitness activities
2. Social
a. parties such as dancing b. evening dinner with friends
3. Cultural
a. arts and crafts b. glee club and choral groups c. dramatics, concerts and lectures
4. Intellectual
a. poetry writing b. song writing c. research and investigations
d. reading e. short play and novel writing
f. answering crossword puzzles g. playing chess h. scrabble

Notes to Ponder:

Research has shown that recreation contributes to satisfaction, and that

the stress management aspects of it contribute to quality of life, health and wellness,
happiness, and that the use of recreation as a diversion may have clinical applications to
individuals with chronic pain and other health impairments. (Wikipedia)

CATEGORIES OF SPORTS (Lee, 2005)

1. Continuous Sports
This kinds of sports require a continuous physical activity like running,
swimming, and walking.
a. Running – is an excellent sport for the heart, but it has negative effect on flexibility.
b. Swimming – provides optional cardiovascular and weight control benefits without risk
of leg injury. It is perfect substitute activity for land-bound athletes recovering from hip, knee,
and ankle problems.
c. Walking – is always an excellent exercise for weight control but low intensity offers no
cardiovascular stimulus for those already in good condition.
2. Discontinuous Sports
Most game sports such as basketball, volleyball, football, and tennis are
discontinues sports since the intensity of exercise varies. The fitness benefits from these on-off
styles of exercise are incomparable to those of continuous sports.
Some Recreational Activities that could be shared with the Community

23 | P a g e
 1. Civic Dance Arts Program – Classes for both children and adults in various forms of
dance including ballet, jazz, tap and theatre.
2. Senior Citizen Services – Includes centers, clubs , activities and services throughout
the city catering to the recreational and social needs of seniors in our community.
3. Sports Activities – information on citywide and community sports leagues for both
youth and adults.
4. Therapeutic Recreation Services – Provides sports, recreation, leisure and outreach
services to individuals with physical, mental and emotional disabilities.
5. Social Activities – These may include parties and holiday celebrations, card games and
bingo games.
6. Musical Activities – The students may coordinate with the Barangay Officials to
organize singing contests, choral group competitions, band competitions, and concerts.
7. Arts and Crafts Activities – These may include basketry, woodcarving, jewelry-making,
metal craft, pottery, embroidery, cross-stitching, painting and poster making activities.
8. Mental and Linguistic Activities – These comprises puzzles, chess tournament,
Damath contest, debates, declamation, and oratorical contest, lectures, senakulo, balagtasan,
etc.
9. Service Activities – Students together with their NSTP Instructor may lead in the tree-
planting, community cleaning, and in helping the community during disasters.

Activity 1
A. Enumerate at least 10 recreational activities that you enjoy the most and that could
develop your mental and physical abilities and leadership qualities. (1-10)

Activity 2
B. Choose one recreational activity that you can organize in the community and
discuss your detailed plan regarding that activity.
________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________.
Assessment: A. Based on the information presented in the discussion, try to complete the
letters of the alphabet by putting games, relays, sports, hobbies, (one or more answers per
letter will be better)
A=
B=
C=
D=
E=
F=
G=
H=
I=
J=
K=
L=

24 | P a g e
 M=
N=
O=
P=
Q=
R=
S=
T=
U=
V=
W=
X=
Z=

B. Imagine person in your community that needs special care particularly in giving him
or her a form of recreational activity. Illustrate the type of activity you prepare for the client.
Be creative in your work.

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Midterm Exam

Course and Year: Week: Eight (8)
Instructor: Mercy C. Pablo Pages: 29-33
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449
Email Address: [email protected]

LESSON 8: HEALTH EDUCATION

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. differentiate physical health from mental health;
b. enumerate different factors essential for maintaining and promoting good health.
c. value the needs of proper nutrition.
d. Determine the common communicable diseases and apply preventive measures.

Motivation:
Guided Questions:
Think and write positive attitudes that will represent each of the letters in the word GOOD
HEALTH.
G _____________________________
O _____________________________
O _____________________________
D _____________________________

E _____________________________
25 | P a g e
 A _____________________________
L ______________________________
T ______________________________
H ______________________________

INTRODUCTION

Health Education is defined as the principle by which individuals and groups of people
learn to behave in a manner conducive to the promotion, maintenance, or restoration of
health. Education for health begins with people. It hopes to motivate them with whatever
interests they may have in improving their living conditions. Its aim is to develop in them a
sense of responsibility for health conditions for themselves as individuals, as members of
families, and as communities.
GOOD HEALTH TRIANGLE

Health – is a state of optimal, physical, mental, and social well-being, where an

individual (and all his body parts) is able to perform his or her vital functions normally and
property. These are illustrated in the figure and the discussion that follows:
Physical Health
“I can take care of my body”

GOOD
HEALTH TRIANGLE

Mental Health Social Health

“I think clearly” “I get along with others”

What is Health?

In 1948. The World Health Organization (WHO) defined health as “a state of complete
physical, mental, and social well-being and not merely the absence of disease or infirmity.”
In 1986 the World Health Organization in the Ottawa Charter for health Promotion said heath
is “a resource for everyday life, not the objective of living. Health is positive concept
emphasizing social and personal resources, as well as physical capacities.”
1.1 Aspects of Health
Physical Health – Physical fitness is good body health, and is the result of regular
exercise, proper diet and nutrition, and proper rest for physical recovery. Is very important
because if you do not take good care of your health, all other aspects of your body as well as
its functions become affected. This starts with personal hygiene which is fundamental to
physical health.
Mental Health – refers to an individual’s emotional and psychological well-being. “ A
state of emotional and psychological well-being in which an individual is able to use his or
her cognitive and emotional capabilities , function in society, and meet the ordinary demands
of everyday life.”

Did you know...That sucking on your thumb helps fight depression, that’s why babies
suck on their thumb?

26 | P a g e
 1.2. Determinants of Health
-The Lalonde report suggested that there are four general determinants of health
including:
a. human biology
b. environment
c. lifestyle, and
d. healthcare services

Thus, heath is maintained and improved not only through the advancement and
application of health science, but also through the efforts and intelligent lifestyle choices of the
individual and society. A major environment factor is water quality, especially for the health of
infants and children in developing countries.
Did you know…
That about 5 million children die every year due to diarrhea, which is attributed to dirty
water due to pollution.
1.3. Health maintenance
Achieving health and remaining healthy is an active process. Effective strategies
for staying healthy and improving one’s health include the following elements.
A. Nutrition- is the provision, to cells and organisms, of the materials necessary (in the
form of food) to support life.
B. Nutrients – There are seven major classes of nutrients: Carbohydrates, fats, fiber,
minerals, protein, vitamins, and water.
C, Minerals – Dietary minerals are the chemical elements required by living organisms,
other than the four elements carbon, hydrogen, nitrogen, and oxygen that are present in
common organic molecules.
D. Macrominerals – Many elements are essentials in quantity; also called” bulk
minerals”. Some are structural, but many play a role as electrolytes.
E. Trace minerals – Many elements are required in trace amounts, usually because they
play a catalytic role in enzymes.
F. Vitamins – As with the minerals discussed above, twelve vitamins are recognized as
essentials nutrients, necessary in the diet for good health.
TOP 10 KILLER DISEASES IN THE PHILIPPINES
1. Pneumonia 2. Diarrhea 3. Bronchitis 4. Influenza
5. Hypertension 6. Tuberculosis respiratory Infections
7. Heart Diseases 8. Malaria 9. Chicken pox 10. Measles
COMMON COMMUNICABLE DISEASES AND PREVENTIONS

These are the common diseases and their preventive measures. Read and do Activity
in the succeeding page.
1. Sore Eyes
– (Conjunctivitis, Red Eyes) – The surface of the eyeball under sides of the eyelid
becomes inflamed from exposures to dust germs. It is advisable to consult the doctor.
2. Chronic Bronchitis
– (Obstructive lung diseases, emphysema, smoker’s cough) – enlarge adenoids and tonsils
of children may lead to repeated attack of bronchitis. Better quit smoking and avoid living in
polluted environment.

27 | P a g e
 3. Common Cold (Blocked nose, runny nose, clogged nose)

- it is a viral infection of the upper air passages which causes the inflammation of the
mucus membrane lining of the nose and throat. Bed rest is the best treatment.
4. Chickenpox (herpes zoster, shingles)

– it is a mild highly contagious disease, which is affecting children during their early
years but more severe in adults. Take a complete rest until all blisters have dried up.

5. Cholera (El tor)

– it is an infection of the small intestines, characterized by severe diarrhea that causes a
person to loosen up half liter of water an hour. This can be prevented by immediately seeing
the Emergency Department of the nearest hospital.

6. Whooping cough (pertussis)

– it is a serious contagious bacterial infection of the bronchial tubes. Stay away from the
person who has whooping cough.

7. Measles
– It is a highly contagious viral infection that usually occurs in epidermis marked by fever
and a rash similar to German measles. Keep the patient in bed in cold room till one week after
the rash has disappeared, to protect your eyes from bright light.
8. Pneumonia
– It is a respiratory disease caused by certain kind a of bacteria and inflammation of lungs.
Chills and severe pain in the chest, high fever , sweating, tiredness, cough and phlegm,
dizziness and vomiting , head ache , and blue lips are symptoms of pneumonia. Immunization
with pneumococcal vaccine is needed.
9. Tuberculosis (TB)
– It is highly contagious bacterial infection affecting the lungs. Immunization of adult
who live in close contact with one who is an active case of TB should be administered.
10. Asthma
– This is preceded by warning signs such as increased shortness of breath or wheezing,
disturbed sleep caused by shortness of breath or coughing, chest tightness or. The best way to
prevent asthma attacks is to identify and avoid indoor and outdoor allergens and irritants.
Activity 1
A. Think and write positive attitudes that will represent each of the letters in the word
PREVENTIONS
P _____________________________
R _____________________________
E _____________________________
V _____________________________
E _____________________________
N _____________________________
T ______________________________
I ______________________________
O ______________________________
N______________________________
S_______________________________

ASSESSMENT: Multiple Choice. Write the letter of the correct answer for each
statement in the blanks.

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 ________________1. It is a respiratory disease caused by certain kind a of bacteria and
inflammation of lungs. A. Pneumonia B. Diarrhea C. Bronchitis
________________ 2. It is a highly contagious viral infection that usually occurs in
epidermis marked by fever and a rash similar to German measles.
A. Pneumonia B. Measles C. Diarrhea
_______________ 3. it is a mild highly contagious disease, which is affecting children
during their early years but more severe in adults.
A. Malaria B. Chicken pox C. Measles
_______________ 4. It is highly contagious bacterial infection affecting the lungs.
A. Tuberculosis (TB) B. Chicken pox C. Sore Eyes
_______________ 5. The surface of the eyeball under sides of the eyelid becomes
inflamed from exposures to dust germs.
A. Tuberculosis (TB) B. Chicken pox C. Sore Eyes
________________ 6. is the provision, to cells and organisms, of the materials necessary
(in the form of food) to support life.
A. Nutrition B. Mineral C. Health
______________ 7. Physical fitness is good body health, and is the result of regular
exercise, proper diet and nutrition, and proper rest for physical recovery
A. Physical Health B. Mental Health C. Health
______________ 8. This is preceded by warning signs such as increased shortness of
breath
A. Physical Health B. Mental Health C. Health
______________ 9. refers to an individual’s emotional and psychological well-being.
A. Physical Health B. Mental Health C. Health
______________ 10. “a state of complete physical, mental, and social well-being and not
merely the absence of disease or infirmity.”
A. Physical Health B. Mental Health C. Health
II. Explain:
1. What is Health ?

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Midterm Exam

Course and Year: Week: Eight (9)
Instructor: Mercy C. Pablo Pages: 34-36
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449
Email Address: [email protected]

LESSON 9: FAMILY PLANNING

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 LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Define the Family Planning;
b. explain the different methods of family planning

Motivation:
Guided Questions:
Think and write positive attitudes that will represent each of the letters in the word
FAMILY PLANNING
F _______________ P ________________
A_______________ L ________________
M_______________ A ________________
I _______________ N ________________
L_______________ N ________________
Y_______________ I ________________
N ________________
G ________________
INTRODUCTION

Family Planning implies the ability of individuals and couples to anticipate and attain
their desired number of children by spacing and timing their births. It is achieved through the
use of contraceptive methods and the treatment of involuntary infertility.The availability of
family planning does more than enable women and men to limit family size. It improves health
through adequate spacing of births and avoiding pregnancy at high risk maternal ages and
parities. The most important proximate determine of fertility is the use of family planning.
FAMILY PLANNING

The family planning is to enhance the quality of life by regulating or spacing the
children to promote the health of the mother and the child.

It is anchored on the right of the individual to grow and be fit mentally and
physically, to attain wellness, and to have a sense of dignity as a person. It focuses on the
parents ‘responsibility to provide their children’s needs t and to take active part in their
community.
FAMILY PLANNING METHODS

METHOD ADVANTAGE DISADVANTAGE

1. Rhythm/Calendar Does – not violate religious Restricts sexual activity to
requires abstinence bars
during
against artificial control
woman’s cycle less reliable with
woman’s fertile period. women with irregular
2. Pills – work by preventing
Provides constant dosages May of cause weight gain,
ovulation and thickening estrogen
of and progesterone; tender
mayand swollen breast, light or
cervical mucus protect women from rheumatoidabsent period, nausea, headaches
arthritis and depression.
3. IUD (Intrauterine device)Once inserted, requires Increased
no risk of tubal
works by preventing implantation
further actions, allows spontaneous
pregnancy, infertility and pelvic
of fertilized egg in uterus. lovemaking. inflammatory disease; increase
menstrual flow and cramps.
4. Diaphragm – works Fully by reversible with no side Spermicide must be re-applied
preventing passage of theeffects;
sperm may protect against forsome
each episode of intercourse;
into female reproductive tract.
sexually transmitted diseases
some women find it difficult to
(STD) insert and anaesthetic

30 | P a g e
 5. Condom – works Available by without prescription
Lovemaking is interrupted,
preventing passage of theatsperm
low cost, no side effects, protects
reduces sexual pleasure to some
into female reproductive tract
against aids and other STDsmen

6. Vaginal Sponge – works Widely

by available without May cause burning sensation;
preventing passage of theprescription,
sperm may be insertedsome
up to women have difficulty
into female reproductive tract
24 hours in advance of love removing
making the device

7. Spermicide – contains Inexpensive, widely available

Must be inserted 10-30
chemicals that immobilize and
without
kill prescription, minutes
fully of intercourse; some
sperms reversible; may protect women
againstfind them anaesthetic.
some STDs

Nursing Care of the Mother Who is Breastfeeding

A. Assessment

1. Desire to breastfeed 2. Knowledge of breastfeeding and breast care

3. Level of anxiety regarding breastfeeding
B. Implementation
1. Feeding schedule – The length of time is usually 20 minutes with greatest quantity of
milk consume in first 5-10 minutes.
2. Feeding techniques – the mother and infant should be in comfortable position. The
entire body of infant should be bent towards mother’s breast. The baby should be allowed to
burp or bubble after feeding to allow for escape of air.

3. Breast milk intake – This should be done based on one-sixth to one-seventh of baby’s
weight per day.
4. Care of breast – the nursing pads should be placed inside bra cap to absorb any milk
leaking between feedings. The pad should be cleaned with plain water once a day.
C. Outcomes
1. Infant sleeping between feeding 2. Infant receiving enough milk
3. Mother has no sign of breast infection.
Activity 1
A. 1. Are you in favour of using any form of family planning method when you get
married? Explain your answer and give the advantages of using the favoured method.

____________________________________________________________________________
______________________________________________
ASSESSMENT: Identification.

A. List down the items as required.

Natural Family Planning Methods
a. _________ b. ___________ c. ____________ d.__________ e. ______________

B. Outcomes of nursing care for breastfeeding mother

a. _________ b. _________ c____________ d. ____________ e. ______________
C. Implementation of Nursing care of the mother breastfeeding.
a. _____________________________________________________
b. _____________________________________________________
c. _____________________________________________________

31 | P a g e
 d. _____________________________________________________ .
D. Methods of family Planning and advantages.
a. _______________ b. _____________ c. ___________ d. _________ e. _________
ESSAY:

1. What is your understanding about Family Planning? Explain with your own words.
(Maximum of 100 words).

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Pre-final Exam

Course and Year: Week: Ten ( 10)
Instructor: Mercy C. Pablo Pages: 37-40
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449
Email Address: [email protected]

LESSON 10: DRUG EDUCATION

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. define what is drug abuse and drug addiction
b. identify what causes drug abuse and drug addiction
c. Enumerate the sign and symptoms of drug abuse.
d. discuss some ways to do to help prevent drug abuse.
Motivation:
Guided Questions:
Think and write positive attitudes that will represent each of the letters in the word
DRUG EDUCATION
E _____________ T ______________
D ____________ D _____________ I ______________
R ____________ U _____________ O _____________
U ____________ C ____________ N _____________
G ____________ A ____________

INTRODUCTION

You might be wondering why on earth your love one seems to be choosing drugs over
family. You might be struggling with finances, or even from the painful realization your loved

32 | P a g e
one is In trouble with the law. Or you might be asking yourself why you are taking drugs
again, when you swore just a few hours ago that you need to cut down.

Drug abuse is not a matter of moral weakness or faulty willpower. It is a vicious

cycle that actually causes changes in the brain, leading to stronger impulses to use. Without
help, drug abuse destroys families and take lives. But there is hope. Find out how to recognize
the signs and symptoms of drug abuse or addiction in someone you care about or yourself.
With the right support and treatment, the road to recovery is possible.

What is Republic Act o. 9165?

Republic Act (R.A.) No. 9165, otherwise known as the Comprehensive Dangerous Drug
Act of 2020, which was passed into law on June 7, 2002. Overhauls the 30-year old Dangerous
Drugs Act of 1972. The new law increases penalties for drug related offenses while placing
more emphasis on the rebuilding of live through rehabilitation and treatment.

WHAT IS DRUG ABUSE AND DRUG ADDICTION?

Drug abuse – also known as substance abuse, involves the repeated and excessive use of
chemical substances to achieve a certain effect. The substances may be “street” or “illicit”
drugs, illegal due to their high potential for addiction and abuse. They also may be drugs
obtained with a prescription, used for pleasure rather than for medical reasons.
DRUG ABUSE AND PREVENTION
A drug – is a chemical substance that affects the function of living cells and alters,
body, or mind processes taken when taken into the body or applied through the skin.
Drug Abuse – is the overuse or consumption of drugs other than for medical reasons. It is
characterized by taking more than the recommended dose or prescription drugs using
government regulated substances or other illegal drugs.
Drug dependence – is characterized by a compulsion to use a drug to experience
psychological or physical effects despite any deterioration in health, work, or social activities.
Signs and Symptoms of Drug Abuse

1. Sudden shift in attitudes – a person who was once sober and polite suddenly becomes
rude and irrational.
2. Mood Swings – Depressed first then becoming highly elated.
3. Highly excitable and displays fits of rage and aggression.
4. Neglect of personal grooming, hygiene, and appearance.
5. Engaging in petty crimes and other forms of mischief to support the illegal habits.
6. Association with known drug abusers and people with shady character.
CLASSIFICATION OF COMMONLY ABUSED DRUGS
1. Depressants - known as “downers” drugs which act on and depress the central
nervous system causing initial relaxation leading to drowsiness and sleep.
2. Narcotics – Known as “opiates” include drugs derived from opium and its derivatives.
These drugs are used medically in the treatment of epilepsy, insomnia and anxiety.
3. Stimulants – drugs used to induce alertness, elevate mood, increase speech, mental
and motor activity, relieve fatigue or boredom, and decrease appetite.
4. Hallucinogens – Known as “psychedelics,” a group of natural or synthetic psycho
active drugs that produce reactions such as perceptual alterations and changes in the state of
consciousness.
5. Inhalants – substances that are not usually considered drugs but have great potential
for abuse.
COMMON CAUSES OF DRUG ABUSE

1. Unhappy home, parent showing no interest to their children.

33 | P a g e
 2. Lack of parental values and guidance.
3. Domestic violence weather verbal or physical.
4. Parents who make free use of alcohol and illegal drugs.
5. Peer pressure/encouragement.
6. Curiosity or desire to experience.
7. Escape from physical and mental pain; relief from boredom and frustration.
8. Desire to escape from harsh realities.
9. Weak personality, low sense of self-esteem and self-worth.
10. Feeling of insecurity.

DRUG ABUSE PREVENTIVE MEASURES

1. Exhaust all channels of communication; talk to persons you trust; feel free to open up
and share your emotions and concerns.

2 Learn to cope with negative feelings by using sport, music, meditation, and prayer as
forms of relaxation.

3. Expand your horizons by finding new interest, meeting new people, visiting new places,
and putting yourself into new experiences.

4. Help treatment and rehabilitation of drug users.

5. Implement a direct, sincere, quick action and hands-on approach on the part of the
government to address the growing menace of drug abuse.

6. Cooperate with authorities in the arrest of known drug pushers and in the dismantling
of drug base network existing in the community.

7. Improve family relations; strive to create happy, good example; advise their children,
and instruct the basic knowledge of using drugs.

8. Give yourself the chance to be all you can be by discovering and improving your
special talents, acquiring new skills, and developing your own personality.

9. Devise a drug awareness program to educate students on the dangers of drug abuse in
the school.

10. Community officials should organize and conduct information dissemination

campaign against drug abuse.

Activity 1
A. 1. How can you help to prevent drug abuse and addiction problem?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_____________ .

ASSESSMENT: Identification.

34 | P a g e
 A. List down the items as required.

Sign and symptoms of drug abuse

a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________

B. Ways to prevent drug abuse

a.___________ b ______________ c______________

C. Classification of commonly abused drugs

a. _____________________________________________________
b. _____________________________________________________
c. _____________________________________________________
d. _____________________________________________________

D. Common causes of drug abuse

a. ______________, b____________, c __________, d ____________

ESSAY:

1. Why did the Philippines government create Republic act No. 9165 known as the
Comprehensive Dangerous Drug Act?

________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
______________________ .

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Pre-final Exam

Course and Year: Week: (11-12)
Instructor: Mercy C. Pablo Pages: 41-46

35 | P a g e
 FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449

LESSON 11-12: CALAMITY AND DISASTER PREPAREDNESS

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. Describe the historical background of disaster preparedness;
b. enumerate the objectives of the national calamity and disaster plan;
c. explain the various disaster coordination councils;
d. describe the steps for disaster preparedness.
Motivation:

Guided Questions:
What will you do if you see an accident that happens in a place where the hospital seems do far?
Do you have an idea how to attend to such emergency cases?

INTRODUCTION

A disaster in as event, natural manmade, sudden or progressive, which impacts with such
severity that the affected community has to respond by taking exceptional measures.

It is a serious disruption of the functioning of a society causing widespread human,

material, financial, and environmental losses which exceed the ability of the society to cope
using its own resources.

Philippine is oftentimes subjected to different natural disaster and calamities because we

are surrounded by water. The country is an archipelago composed of more than 7,000 islands.

These are the ocean and seas that surrounded us are also considered blessings because
they are sources of marine wealth.

WHAT ARE THE COMMON TYPES OF DISASTER?

1. Earthquake 6. Landslide11. Armed conflict and civil unrest

2. Volcanic eruption 7. Bushfire
3. Tsunami 8. Drought
4. Tropical Cyclone 9. Epidemic
5. Flood 10. Major Accident

IF DISASTER STRIKES

Remain calm and be patient

Follow the advice or local emergency officials
Listen to your radio or television for news and instructions
If the disaster occurs near you, check for injuries. Give the fir.st aid and get help
for seriously injured people.
Shut off any other damaged utilities.
Confine or secure your pets
Call your family contact – do not use the telephone again unless is a life-
threatening emergency.

36 | P a g e
 Check your neighbors, especially those who are elderly or disabled.
If the disaster occurs near your home while you are there, check for damage using
a flashlight. Do not light matches and candles or turn of electrical switches. Check for fires,
fire hazards and other household hazards. Sniff for gas leaks, starting at the water healer. if
you smell gas or suspect a leak, turn off the main gas valve, open windows, and get everyone
outside quickly.

WHAT TO DO:

 Stay indoors and keep calm.

 Monitor TV and radio reports.
 Secure your home.
 Trim trees near dwelling.
 Keep roads clear for emergency vehicles.
 Stock food, potable water, kerosene, batteries and first aid supplies.
 In case of flooding, turn off the main sources of electricity, gas and water in your
home.
 Do not operate any electrical equipment during a flood & etc.

In case of TSUNAMIS

 A strong earthquake is a natural tsunami warning. Do not stay in low-lying and

seashore areas after an earthquake.
 Tsunamis are also preceded and/or accompanied by unusual sounds. Be alert for
these sign, too.
 Immediate vacate and seek higher ground. Stay here until all signs of danger have
passed.
 Fish and other marine life may be exposed when the sea retreats; never go down to
the beach to collect these. Tsunami waves might rush back anytime and carry you out to sea
with great force.

In case of Earthquakes

 Residents living around an erupting volcano are faced volcanic hazards that may
ensure, these include pyroclastic flows, ash-fall and lahars.
 Hazards maps that show areas likely to be affected by any of these hazards are
available from proper authorities prior to eruption. Follow all advisories and warnings, and
these can save your lives.
 Food should always be covered to prevent collapse.
 If you are inside a moving vehicle, seek shelter immediately.
 If you are along the path of potential lahar flows, move to higher ground or to a
designated evacuation site immediately.

WHAT TO HAVE:

1. First Aid Kit

2. Flashlights, candles
3. Portable radio
4. Potable drinking water in sealed containers, store water for everyday use in other pails
and drums.
5. Basic equipment for the needs of infants, the elderly and the disabled

37 | P a g e
 6. Blankets, clean cloths, rain coats, rubber boots, tissue paper, and other sanitary
supplies.
7. Bring some money, including loose changes and etc.

First aid is an immediate care administered to an individual before the arrival of a

professional medical practitioner or while the victim is being transported to the nearest
hospital or clinic. The Philippine National Red Cross provides these guide lines in giving
emergency care.

WHAT ARE THE GENERAL EFFECTS OF DISASTER?

1. Loss of life
2. Injury
3. Damage of destruction and property
4. Disruption of production
5. Loss of livelihood
6. Disruption of essential services
7. National economic loss
8. Sociological and psychological after-effects
9. Disruption of lifestyle
10. Damage of national infrastructure and disruption of government systems.

In these face of these different calamities presented, there is a need for calamity and
disaster preparedness so that people will be aware of how they will, at least manage their
families corresponding during these calamities.

What is Disaster Preparedness?

These are measures, which enable government agencies, organizations, communities, and
individuals to respond rapidly and effectively to instances of disaster.

What are the Philippines approaches to disaster management?

1. Prevent/ mitigate
2. Prepare
3. Take adaptive action
4. Take corrective action

What are the components of Disaster Management?

1. Prevention
– These are the actions or programs designed to impede the occurrence of disaster or its
harmful effects on communities and key installations.

2. Mitigation
– These are programs intended to reduce the ill effects of disaster.
3. Preparedness
- These are measures, which enable governments, organizations, communities and
individuals to respond rapidly and effectively to disaster situations.
4. Disaster Impact
– This is the effect of disasters and is varied according to disaster different types of
disasters.
5. Response
– These are measures taken immediately prior to and following to different disaster’s
impact.
Who are the members of the Council?

38 | P a g e
 1. (DPWH)
– Department of Public Works and Highways.
2. (DOTC)
- Department of Transportation and Communication.
3. (DSWD)
– Department of Social Welfare and Development
4. (DA)
- Department of Agriculture
5. (DECS)
- Department of Education, Culture and Sports
6. (DFA)
– Department of Foreign Affairs
7. (DOLE)
– Department of Labor and Employment
8. (DTI)
– Department of Trade and Industry
Activity 1

Directions: Answer the following items briefly but completely on your worksheet.

A. What is Disaster? How does it affect our lives?

________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________ .

2. Discuss briefly what to do during disaster?

________________________________________________________________________
____________________________________________________________________________
________________________________________________________

ASSESSMENT: Identification.
A. List down the items as required.
What are the components of Disaster Management?

a. ____________________________________________________
b. ____________________________________________________
c. ____________________________________________________
d. ____________________________________________________
e. ____________________________________________________

B. What are the Philippines approaches to disaster management?

a. _____________________________________________________
b. _____________________________________________________
c. _____________________________________________________
d. _____________________________________________________

ESSAY:

1. In your own little ways, how are you going to prevent man-made Disasters?
________________________________________________________________________
.

39 | P a g e
 2. How will you prepare if you learned that an earthquake will shake your place?
____________________________________________________________________________
____________________________________________________________________________
______________________________________ .

LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Final Exam

Course and Year: Week: Thirteen (13)
Instructor: Mercy C. Pablo Pages: 47-49
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449
Email Address: [email protected]

LESSON 13: COMMUNITY NEEDS ASSESSMENT

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. identify the five assessment techniques
b. follow the guides in assessing community needs
c. make action plan based on the needs of the community.
Motivation:

Guided Questions:
In your community, cite some problems and issues that need to be addressed. Since not all
problems can be given the equal attention, how will you know of these require immediate
solution?

INTRODUCTION

40 | P a g e
 Learning goes beyond the four walls of the classroom. It evolves from within the cycle of
man’s environment the school, community and the industry. Being part of the academe with the
mandate to share the learning experiences, it is but fitting to conduct an assessment of what is
needed as the outreach program for the community.
These are the five (5) Needs Assessment Approach as follows:

1. Key Informant Approach

- This is an approach using key persons in collecting data through questionnaire or
interviews.
2. Public Forum Approach

- An approach that gathers information from the community residents through

group discussion in a series of forums, through which participants are given opportunity to air
their needs.

3. he Nominal Group Approach

- It is an approach purposely adopted to gather maximized group participation
through individual’s creative thinking in an open face to face and non-threatening
environment from within a group.
4. The Delphi Technique Approach

- It is a more structured approach than the nominal group because it is uses a

series of questionnaire. Feedbacks are summarized from the responses.

5. The Survey Approach

- Literally from the word itself, survey is a collection or gathering of data and
information through questionnaire or interviews from a community.

GUIDE IN ASSESSING COMMUNITY NEEDS

1. Assess the problems of the community as regards to the needs by patronizing it through
the survey instruments.

2. Formulate and design a survey instrument that will fit in to the issue and welfare of the
community in relation to the outreach programs of the National Service Training Program
(NSTP).

3. Tabulate the data gathered from the surveys and interviews and identify issues of
concern based on the outreach learning program of NSTP.

4. Assess the available resources and limitations of the NSTP outreach programs.

5. Formulate “Action Plan” for every prioritized outreach to be conducted to the

community.

ACTION PLAN
Components of Action Plan:

1. GOAL - Set your general goal based on your programmed activities.

2. PROGRAM – Title of the outreach program.

41 | P a g e
 3. OBJECTIVE - The objectives of the programmed outreach will be based on goal and
the expected learning output of the program.

4. STRATEGY/ACTIVITY – The procedure or activities to be followed presenting the

outreach program or the methods in conducting the activities.
5. TARGET DATE – The schedule of starting it and completion of the outreach program
6. PERSONS INVOLVED – the number of expected participants, the number of
barangay officials involved and thee number of persons to conduct the outreach program or
the methods in conducting the activities.

7. ESTIMATED BUDGET: the budget will be calculated based on the persons involved
and 10% allotment for overhead expenses.
8. EXPECTED OUTPUT: Rate your expected output of the outreach program in
percentage by assessing your performance through participants.

SAMPLE ACTION PLAN

1. GOAL:
- educate the urban poor community through a seminar re: the significance of
health education to every individual especially to people living in squatter’s area.

2. PROGRAM

- Conduct a seminar on health education.

3. OBJECTIVES:

a. Impact and discuss health, its concept, components and consequences.

b. Apply some basic hygiene as component of health education through video
presentation.

4. STRATEGIES AND ACTIVITIES

-after lecture/discussion on health education through multi-media presentation,

participants will be divided into (2) groups, the adult and the children group.

5. TARGET DATE:

- January 30, 2021, 8:00 a.m to 10:00 a.m.

6. PERSONS INVOLVED:

- Expected or target number of participants:

15 participants from the adult sector
15 participants from the children sector
At least two (2) or three (3) barangay officials as audience
Twenty NSTP-CWTS students facilitate the seminar

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 7. ESTIMATED BUDGET:

Food -------------------------------------------- PhP. 1,060.00

Materials --------------------------------------- Php. 500.00
Overhead ------------------------------------- Php. 156.00
Total: PhP. 1,716.00
8. EXPECTED OUTPUT:

It is assumed that 90% of the participants will be able to take part actively in the
seminar.

Activity 1

Directions: Write the (8) components of Action Plan and describe each briefly. (1-8)

Assessment:
COMMUNITY NEEDS ASSESSMENT
A. Identification: Identify what is asked in every item
____________________ 1. This is an approach using key persons in collecting data
through questionnaire or interviews.

____________________ 2. An approach that gathers information from the community

residents through group discussion in a series of forums, through which participants are given
opportunity to air their needs.

____________________ 3. It is an approach purposely adopted to gather maximized

group participation through individual’s creative thinking in an open face to face and non-
threatening environment from within a group.
____________________ 4. It is a more structured approach than the nominal group
because it is uses a series of questionnaire. Feedbacks are summarized from the responses.
____________________ 5. Literally from the word itself, survey is a collection or
gathering of data and information through questionnaire or interviews from a community.
____________________ 6. Set your general goal based on your programmed activities.
____________________ 7. Title of the outreach program.
____________________ 8. The objectives of the programmed outreach will be based on
goal and the expected learning output of the program.
____________________ 9. The procedure or activities to be followed presenting the
outreach program or the methods in conducting the activities.
____________________ 10. The schedule of starting it and completion of the outreach
program.

B. Differentiate the three sample of Action Plan.

Answer:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________________ .

43 | P a g e
 LEARNER’S MODULE

Subject: National Service Training Program (CWTS) Coverage: Final Exam

Course and Year: Week: (14)
Instructor: Mercy C. Pablo Pages: 50-52
FB Name: Mercy Castillo Pablo
Contact Number: 0975-7043-449
Email Address: [email protected]

LESSON 14: ENVIRONMENTAL RESOURCE MANAGEMENT

LESSON OBJECTIVES: At the end of this module, the students should be able to:
a. describe and analyze the present situation of the Philippine environment.
b. identify the country’s natural resources
c. appreciate and manage the country’s natural resources
d. value the importance of sustainable development.

Motivation:

Guided Questions:
Listen to the song “kapaligiran” by the group Asin and reflect from its message. Discuss the
relevance of the song to the country’s current environmental condition.

INTRODUCTION
Natural resources is defined in the Handbook of National Accounting (2005) as the
naturally occurring assets that have the potential to provide people benefits through the
provision of raw materials and energy used in economic activity and that are subject
primarily to quantitative depletion through use. They are subdivided into four categories:
mineral and energy resources, soil resources, water resources and biological resources.

The quality of life and life resources

They provide air, food, water, and shelter necessary for human survival. They also
provide aesthetic, economic, recreational and educational benefits. Natural exist in complex
interrelated systems that need to be managed comprehensively order to maintain the viability
of each.

Natural resources are classified as renewable and non-renewable. Renewable resources

are those resources that can be continually reproduced such as trees, freshwater, other living
things and oxygen. Non-renewable resources are those that cannot be reproduced and
therefore are fossil fuels (oil, coal, and gas) and minerals.

44 | P a g e
 Environmental resources management or natural resource management, on other hand is
defined as the management of natural resources to bring into being development that is
economically viable, socially beneficial and ecologically sustainable.
It refers to the management of natural resources such as land, water, soil, plants and
animals, with particular focus on how management affects the quality of life for both present
and future generations

RESOURCES MANAGEMENT PRINCIPLES

Sustainability
- Is defined as “meeting the needs of the present without compromising the ability of
future generations to meet their own needs.
Integration
- Integrated resources management is a purposeful activity with the goal to maintain
and improve the state of an environmental resource affected by human activities.
RIGHT TO UTILIZE THE NATURAL RESOURCES

-The local population has the right to enjoy the natural resources in its area under the
framework of sustainability and integration.

-Ecological management for conservation, preservation and restoration should be the

objective of a long-term worldwide ecological functioning. There must be respect beyond
economic value for ecosystem functionality in order for the functionality to materialize and
survive. People must come to love being part of a healthy ecosystem to defend it.
Natural Resource in the Philippines

Mineral Resources
- is defined by the NAMRA-DENR (1991), as natural substance made up of
inorganic element or compound having an internal structure and characteristics, chemicals
composition, crystal form and physical properties.

- The mining industry is one of the driving forces in the country’s economic
development. It provides employment opportunities to people.

Energy Resources
- The Philippines is a net energy importer. Main imports are oil with about 360,000
barrels per day and coal with about 6 million metric tons per year.

Land Resources
- Land is considered as one factor or economic growth anchored on social equity.
The right access to land encourages an agricultural productivity which in turn results to the
higher income for rural areas.

Soil Resources
- Majority of the country’s soil resources are suited for agriculture. Soil resources
are important for rice and other major crop production.

Water Quality
- Water pollution is one of the major problems affecting fresh marine, and
groundwater resources of the Philippines. Environmental and public dimensions of the water
qualities.

45 | P a g e
 This problem calls for the proper environmental resources management plan and
implementation before more problems arise and to be able to attain sustainability.
Activity 1

Directions: Discuss your insights on the following:

1. Causes of the gradual loss of natural resources. Relate to these to the security and
quality of life of the people.
________________________________________________________________________
_________

Assessment:
A. Identification: Identify what is asked in every item
_______ 1. Is defined as “meeting the needs of the present without compromising the
ability of future generations to meet their own needs.

________2. Integrated resources management is a purposeful activity with the goal to

maintain and improve the state of an environmental resource affected by human activities.
________3 is defined by the NAMRA-DENR (1991), as natural substance made up of
inorganic element or compound having an internal structure and characteristics, chemicals
composition, crystal form and physical properties.
________ 4. . The mining industry is one of the driving forces in the country’s economic
development. It provides employment opportunities to people.

_________5. The Philippines is a net energy importer. Main imports are oil with about
360,000 barrels per day and coal with about 6 million metric tons per year.

_________6. is considered as one factor or economic growth anchored on social equity. The
right access to land encourages an agricultural productivity which in turn results to the higher
income for rural areas.
________7. Majority of the country’s soil resources are suited for agriculture. Soil resources
are important for rice and other major crop production.

________8. Water pollution is one of the major problems affecting fresh marine, and
groundwater resources of the Philippines. Environmental and public dimensions of the water
qualities.
_________9.are those resources that can be continually reproduced such as trees, freshwater,
other living things and oxygen.
________10.are those that cannot be reproduced and therefore are fossil fuels (oil, coal, and
gas) and minerals.

B. Differentiate the five natural resources in the Philippines.

References:

BOOKS
Instructional Module in Civic Welfare Training Service by: Bustria, Ma.
Corazon, 2017
Towards One Goal: Social Transformation (NSTP-CWTS Textbook) by:
Andres T. Q., 2016
NSTP-CWTS by: Delos Santos, Andres, 2018

46 | P a g e
 Website:
http.//www.umich.edu/-ocsl/Proj_coord/chesler1.html.
Communities Service Learning. http:/www.teambuilding.com
http://www.redcross.org/services.disaster

Prepared by: Attested by:

MERCY C. PABLO, MLIS Nancy Chiong-Magbanua, MSIT

INSTRUCTOR ACADEMIC DIRECTOR

Noted by:

Dr. Eufemio D. Javier, Jr.

CEO & SCHOOL PRESIDENT

CHED ACCREDITED COURSES

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

BACHELOR OF SCIENCE IN COMPUTER SCIENCE

BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION MAJOR IN

HUMAN MANAGEMENT

BACHELOR OF SCIENCE IN MIDWIFERY

BACHELOR OF SCIENCE IN AGRICULTURE MAJOR IN:

1. ANIMAL SCIENCE

47 | P a g e
 2. CROP SCIENCE

BACHELOR OF TECHNICAL-VOCATIONAL TEACHERS EDUCATION

MAJOR IN:

1. AUTOMOTIVE TECHNOLOGY

2. FOOD AND SWERVICE MANAGEMENT

BACHELOR OF SCIENCE IN HOSPITALITY MANAGEMENT

BACHELOR OF SCIENCE IN CRIMINOLOGY

BACHELOR OF SCIENCE IN SOCIAL WORK

BACHELOR OF MULTIMEDIA ARTS

BACHELOR OF ENGLISH LANGUAGE STUDIES

STII TRAINING & ASSESSMENT CENTERS

AGRICULTURAL CROPS PRODUCTION NC II

ANIMAL PRODUCTION (POUTRY CHICKEN) NC II

ANIMAL PRODUCTION (RUMINANTS) NC II

ANIMAL PRODUCTION (SWINE) NC II

BARTENDING NC II

BOOKKEEPING NC III

BREAD & PASTRY PRODUCTION NC II

CAREGIVING NC II

DRIVING NC II

ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II

EVENTS MANAGEMENT SERVICES NC III

FOOD AND BEVERAGE SERVICES NC II

FRONT OFFICE SERVICES NC II

HEAVY EQUIPMENT OPERATOR (HYDRAULIC EXCAVATOR) NC II

HOUSEKEEPING NCII

MOTORCYCLE/SMALL ENGINE SERVICING NC II

ORGANIC AGRICULTURE PRODUCTION NC II

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 PHARMACY SERVICES NC III

RUBBER PRODUCTION NC II

SHIELDED METAL ARC WELDING NC I

SHIELDED METAL ARC WELDING NC II

TRAINERS METHODOLOGY COURSE

SHIELDED METAL ARC WELDING NC II

AUTOMOTIVE SERVICING NC I

AUTOMOTIVE SERVICING NC II

HEALTH CARE SERVICES NC II

HEAVY EQUIPMENT OPERATOR (BACKHOE LOADER) NC II

MOTORCYCLE/SMALL ENGINE SERVICING NC II

CAREGIVING NC II

BARTENDING NC II

SENIOR HIGH SCHOOL (VOUCHER PROGRAM)

INDUSTRIAL ARTS

➢ DRIVING NC II

➢ SHIELDED METAL ARC WELDING NC II

➢ AUTOMOTIVE SERVICING NC I

➢ AUTOMOTIVE SERVICING NC II

HOME ECONOMICS

➢ FRONT OFFICE SERVICES NC II

➢ HOUSEKEEPING NC II

➢ FOOD AND BEVERAGES SERVICES NC II

➢ BREAD AND PASTRY PRODUCTION NC II

INFORMATION AND COMMUNICATION TECHNOLOGY

➢ 2D ANIMATION NC III

➢ COMPUTER SYSTEM SERVICING NC II

➢ ELECTRONIC PRODUCTS ASSEMBLY SERVICES NC II

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 AGRICULTURAL TECHNOLOGY STRAND

➢ ANIMAL PRODUCTION (POULTRY CHICKEN) NC II

➢ ANIMAL PRODUCTION (RUMINANTS) NC II

➢ ANIMAL PRODUCTION (SWINE) NC II

➢ RUBBER PRODUCTION NC II

➢ ORGANIC AGRICULTURAL PRODUCTION NC II ACADEMIC TRACK

HUMANITIES AND SOCIAL SCIENCES

➢ FRONT OFFICE SERVICES NC II

➢ EVENTS MANAGEMENT NC III

ACCOUNTANCY BUSINESS AND MANAGEMENT

➢ BOOKKEEPING NC III

SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS

➢ ELECTRONIC PRODUCTS ASSEMBLY SERVICING NC II

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