The document is a learning module on consumer health for junior high school students. It discusses how students interact with various sources of health information, products, and services and aims to help them evaluate these sources wisely. The module contains activities where students survey classmates about health topics, identify reliable vs unreliable health information, and learn about different types of medical specialists and healthcare facilities. The overall goal is for students to understand consumer health and how to make informed decisions about maintaining their well-being.

1. SchoolofMountSt.Mary,Inc.
Guillerma Village, Sta Rita, San Miguel, Bulacan 3011
JUNIOR HIGH SCHOOL DEPARTMENT
S.Y. 2020-2021
FIRST QUARTER
LEARNING MODULE IN
HEALTH 10
WEEK 1-2
I. INTRODUCTION:
Where did you last spend your money? What
item did you buy? Why? What kind of service
did you last avail? Who recently shared with
you a new health information?
These are only a few of the things that concern
you as adolescents. Decision making is an
important skill that you must learn in order to
live a healthy and normal life. This module will
help you understand the basics of consumer
health. Consumer health aims to develop a person’s ability to evaluate and utilize health
information, products, and services wisely and effectively.
All of us are consumers. We acquire health information, purchase health products, and avail of
health services to appraise, improve, and maintain our health. Health information is any idea that
we hear from people around us, read from books and other printed materials, or from the media
that influence our health. Health products are items that we consume to improve our well-being,
like medicine, food, clothes, furniture, electronics, etc. Health services are programs we avail from
various providers such as physicians, nurses, therapists, health workers, hospitals, clinics, and the
government. Some examples of these health services are insurance, treatment and cure,
complementary and alternative medicine.
II.LEARNING OBJECTIVE:
 Explains the guidelines and criteria in the selection and evaluation of health information,
products and services
 Discusses the various forms of health service providers and healthcare plan
 Selects health professionals, specialists and health care services wisely
 Reports fraudulent health services
 Explains the different kinds of complementary and alternative health care modalities
 Explains the importance of consumer laws to protect public health
 Identifies national and international government agencies and private organizations that
implement programs for consumer protection
 Participates in programs for consumer welfare and protection

2. III. LECTURE NOTE:
A flowchart shows the structure of the consumer reporting system.
A consumer interacts with health care facilities and providers and experiences an event.
The report is prepared and input into the system. Health care facilities and providers also
add information about the event to reporting system records. The report flows to the
systems processing hub. After processing, the report flows to systems outputs and
feedback. Outputs and feedback flow to the consumer, health care facilities, other systems
and organizations, and public reporting.
IV. MODULE CONTENT
A. EXPLORE
Activity 1: SURVEY SAYS!
1. Read the questions.
2. Go around the classroom and ask a classmate to answer each question.
3. Record the responses below.
a. What should I do when my head and body ache?
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b. How many times should I take vitamin and mineral supplements?
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DAY 1
ONLINE LEARNING

3. ____________________________________________________________________
c. What is the best way to make my skin smooth?
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d. When is the best time to trim my fingernails?
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e. What is the most effective way to lose weight?
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Activity 2: PAIR SHARE
1. Share your answer and discuss the following questions:
a. Which of your classmates’ answers do you agree with? Which do you disagree with? Why?
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b. What kind of information is being asked? Is it critical? Why?
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c. Who can accurately answer these questions?
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B. FIRM-UP
Activity 3: STOP OR GO
Read the health information below. Draw a cross on the GO column if it is scientifically true and
proven, and draw a cross on the STOP column if it is not.
GO STOP
Warts are contagious.
Chocolates cause acne and pimples
Cracking your knuckles causes arthritis
Healthy people who eat a balanced diet do not supplements
Sleeping with wet hair cause of mental disorder
Jumping from the third step of the stairs on the first day of menstruation reduces the
number of bleeding days.
Circumcision is done for hygienic purposes only.
Touching hands of people with HIV may infect you with
Putting toothpaste on burns causes’ irritation.
Sleep need varies depending on the individual
Process questions:

4. 1. Why are there misleading health information? Who spreads them?
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2. Who are the sources of health information?
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Beyond the Online Classroom:
1. What are other examples of myths (superstitions) and/or misconceptions that you hear in your
community?
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2. Write them on your notebook and search for a scientific proof to counter them.
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C. DEEPEN
Activity 4: MY SHOPPING LIST
1. List five examples of health products that people buy and consume.
How do these products affect the overall well-being of an individual?
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Health
Products

5. D. TRANSFER
Activity 5: LET’S GO BACK
1. Read the following information.
2. Identify reliable and unreliable sources of health information and products.
3. Complete the table below.
Activity 6: DOCTOR WHO?
Match the type of the physician with the area of specialization below.
Sources of Health Information and Products
reliable unreliable
cardiologist dermatologist
gastroenterologist geriatrician
gynecologist neurologist
orthopedist ophthalmologist
pediatrician pulmonologist
urologist
DAY 2
SELF-DIRECTED LEARNING

6. Process Questions:
1. What are the different types of physicians?
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2. What are the other medical specializations that you know? List them and their areas of expertise
below.
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7. Activity 7: HEALTHY PLACES
1. Complete the table by writing the correct answers on each box.
2. discuss the description of each health facility
1. What is healthcare facilities?
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2. What are the places or institutions that offer healthcare services?
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3. What are the offers given in the healthcare services in different sectors?
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A. EXPLORE
Activity 8: GARDEN OF HERBS
What are the herbs approved by the Department of Health?
Unscramble the letters to form each herb in column A.
Read column B for the medicinal value of each herb.
Health Facilities
DAY 3
ONLINE LEARNING

8. Column A
Herb
Column B
Medicinal value
1. P L A U K A O C
For ringworm and other skin (fungal)
infections
2. P A M A L A Y A For non-insulin dependent diabetic patients
3. W A G N A B For blood pressure control
4. S A Y A B A B
For use as antiseptic to disinfect wounds For
mouthwash or tooth decay and gum infection
5. G U D N A L I For cough and asthma
6. Y I N O G – A I N Y O G N
For intestinal worms, particularly ascaris and
trichina
7. B A S M N G O For urinary stones
8. A S A T N G B A T U G For mouthwash
9. N I P A S T – N A S I P A N T For arthritis and gout
10. B E R Y A – N U B E A For relief from body aches and pains
Answer:
1. ___________________________ 6. ___________________________
2. ___________________________ 7. ___________________________
3. ___________________________ 8. ___________________________
4. ___________________________ 9. ___________________________
5. ___________________________ 10. ___________________________
B. FIRM-UP
Activity 8.1: Alternative Medicine
Given the picture, discuss the different types of alternative medicine.
Alternative Medicine Your Discussion
1. Acupuncture
2. Ventosa cupping massage
therapy

9. 3. Reflexology
4. Acupressure
5. Nutrition Therapy
C. DEEPEN
Activity 9: Health Commodities
Why is it important to be sure about the efficiency ofhealth commodities?
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10. D. TRANSFER
Activity 10: Health Check
Direction: Write a reflection on the things you learned in this lesson and their relevance to you.
Tell how can you apply what you learned in your daily life and cite specific instances in which
you feelthese learning will come handy.
Activity 11a: NEWSPAPER ADS
Using newspapers and magazines, reference books, or credible internet websites, identify other
forms of complementary and alternative healthcare modalities.
Procedure:
1. Cut out pictures of advertisements of different complementary and healthcare modalities.
2. Paste them on a piece of paper.
3. Search and write the health effects of these modalities.
DAY 4
SELF-DIRECTED LEARNING
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11. Activity 11b: THINK ABOUT IT
In 2-3 paragraphs, write your thoughts about the question, “Why are health professionals, whether those
that offer traditional, alternative, or complementary, not present in a lot of rural municipalities in the
country?”
Activity 12: MY COMMUNITY HEALTHCARE SURVEY
Procedure:
1. Do a survey in your community about the various health services offered.
2. Complete the table with the information that you will gather.
3. Answer the question in one paragraph.
Barangay: ________________________________
Health
Professionals
Health Facilities Healthcare Plans
DAY 5
SELF-DIRECTED LEARNING
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12. Activity 13: Health Recall
Recall the concepts learned in the previous sessions. Complete the graphic organizer by providing
examples.
Health Information
Reliable Sources
Health Products
Examples:
Healthcare Services
Consumer
Health Professionals
Examples:
Health Facilities
Examples:
Health Insurance
Examples:
Complementary and
Alternative Health
Modalities
Examples:
How effective and efficient are your community’s healthcare professionals and facilities?
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13. A. EXPLORE
Activity 14: MAGIC BRACELET
1. Study the poster below and discuss the questions.
2. Synthesize the discussion and prepare to share in online classroom.
a. What is being sold by the poster?
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b. What does it guarantee?
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c. Will you buy it? Make a comparative chart that lists reasons for buying and reasons for
declining this product.
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B. FIRM-UP
Activity 15: QUACK, QUACK!
1. Study the posters.
2. Identify the three forms of quackery.
DAY 6
ONLINE LEARNING

14. C. DEEPEN
Activity 16: MORE QUACKS!
Complete the table by writing other examples of medical, nutrition, and device quackery.
D. TRANSFER
Activity 17: BRAINSTORM
1. Each person is given two minutes to answer this question: Why do people easily fall for quackery?
2. After everyone has written the answers,discuss the possible factors that affect people’s vulnerability to
quackery.
Quackery
_______ _______ _______
Medical NutritionDevice
Why do
people
easily fall
for
quackery?

15. Activity 18: A BAD QUACK
List down possible dangers of quackery to a person’s physical and psychological well-being.
Activity 19: FIGHT THE QUACK!
In 2-3 paragraphs, answer the question: As a Grade 10 student, how can you protect your family and
yourself from quackery?
Physical Psychological
DAY 7
SELF-DIRECTED LEARNING
Howcan you protect your family and yourselffrom quackery?
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16. A. EXPLORE
Activity 20: TOP FIVE
1. Study the poster.
2. List five questions that you will ask the source about the product.
Will you buy the product? Why or why not?
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A. FIRM-UP
Activity 21: YOU’RE CHECKLIST
Complete the criteria below by supplying the missing letters. Use the descriptions as your guide.
When evaluating health information and products, you must check for:
1. This tells about the source and regency of the information. __________________________
 Who or what is the source of the information/product?
 Is the source qualified?
 Is the information updated?
2. This tells about the accuracy,disclaimer, and completeness of information. ______________
 Is it complete and correct?
 Does it have scientific basis?
 Does it state the limitations, purpose, scope,authority and currency of the
information?
 Does it have labels that contain the directions for use and storage, expiration date and
warnings?
C _ _ D _ B _ _ _ T Y
_ _ N T _ _ T
DAY 8
ONLINE LEARNING

17. 3. This tells about the purpose and caveat of the information. __________________________
 What is the purpose of giving the information/product?
 Is it for marketing purposes?
 Is it for selling products or for disseminating information?
4. This tells about the feedback mechanism and means of information exchange between the
source and the consumer. __________________________
 Can the consumer offer comments and suggestions?
 Is it possible to ask questions?
B. DEEPEN
Activity 22: GUARANTEED SERVICE
1. Answer the questions.
a. What are the things that you look for in a doctor?
b. What are the things that you look for in a hospital?
2. Write your list of characteristics. Prepare to share in online class.
D_ SC_ _ S _ R _
I N _ _ R _ C T _ _ _ T Y
I am looking for a hospital that…
I am looking for a doctor who…

18. C. TRANSFER
Activity 23: THINK ABOUT IT
Identify the 8 basic rights of a consumer.
1. The right to ___________________ This right guarantees survival, adequate food, clothing,
shelter, healthcare, education, and sanitation.
2. The right to ___________________ This is the right to be protected against the marketing of
goods or the provision of services that are hazardous to
health and life.
3. The right to ___________________ This is the right to be protected against dishonest or
misleading advertising or labeling and the right to be given
the facts and information needed to make an informed
choice.
4. The right to ___________________ This is the right to choose products at competitive prices
with an assurance of satisfactory quality.
5. The right to ___________________ This is the right to express consumer interests in the making
and execution of government policies.
6. The right to ___________________ This is the right to be compensated for misrepresentation,
shoddy goods or unsatisfactory services.
7. The right to ___________________ This is the right to acquire the knowledge and skills
necessary to be an informed costumer.
8. The right to ___________________ This is the right to live and work in an environment that is
neither threatening nor dangerous and, which permits a life
of dignity and well-being.
Process Questions:
1. What are instances that you practiced your consumer rights?
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2. In which programs did you participate to advocate for consumer protection?
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Write a short reflection a piece ofpaper. Include the importance ofpracticing your consumer
rights.
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19. Activity 24: GOVERNMENT FIRMS
By knowing your consumer rights, you have the power to report illegal and fraudulent health products
and services. Here are some government firms that we can approach to report. Identify them.
DAY 9
SELF-DIRECTED LEARNING
What are other government agencies where we can report fraudulent health services?
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20. Activity 25: I ASSERT!
How do you write a letter of complaint for the purchase of a fraudulent product? Read the letter.
Your Turn!
Construct a letter of complaint for the purchase of a product that is already expired. Follow the
format above.
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21. V. SUMMARY
Activity 26: Make it Short!
Complete the paragraph by writing the correct answers on the blanks.
 Consumer health encompasses the health information, products, and services being gathered,
acquired, and availed by an individual. _____________________ refers to any concept, idea, data,
or figures thatmay aid to the health statusof anindividual. __________________referto materials,
devices, or items that an individual purchases to improve health. Examples of these are shampoo,
medicine, health electronics, and food. On the other hand, ___________________refertoprograms
offered for the health appraisal of an individual through various treatment, screening, and
examinations. Some examples of these are health professionals, facilities, and insurance.
 When availing of health information, products, and services,it is important to examine and evaluate
the reliability of the sources to avoid quackery. Quackery refers to fraudulent promotion, sales, or
advertisement of various products. There are three kinds of quackery. The first is
__________________ which refers to the prescription of scientifically unproven medical treatment
and cure. The second is ____________________ which refers to the sale of items that are believed
to treat or cure an individual. The last is __________________ which includes fad diets and other
practices.
 Under the law, the consumers are protected with rights such as ________________,
________________,________________,and_________________.With these rights, a consumer
may be able to report incidences of fraudulent practices and purchases.
VI. EVALUATION
I. Read the statements below carefully and write the letter of your choice on the space provided.
Use CAPITAL LETTER.
______1. This is a sub-branch of health informatics that helps bridge the gap between patients
and health resources. It is defined by the American Medical Informatics Association as the field
devoted to informatics from multiple consumer or patient views.
a. Consumer health c. Health consume
b. Consumer education d. health information
______2. This is the preparation of an individual through skills, concepts and understanding that
are required for everyday living to achieve maximum satisfaction and utilization of his resources.
a. health service c. consumer health
b. health care d. consumer health education
______3. This is the data related to a person's medical history, including symptoms, diagnoses,
procedures, and outcomes. Health information records include patient histories, lab results, x-
rays, clinical information, and notes.
a. health care c. health information
b. health services d. consumer health
______4. This are the most visible functions of any health system, both to users and the general
public. Service provision refers to the way inputs such as money, staff, equipment and drugs are
combined to allow the delivery of health interventions.
a. consumer health c. health care
b. health services d. health information
DAY 10
ONLINE ASSESSMENT

22. ______5. They are health practitioner or healthcare provider (sometimes simply provider) is an
individual who provides preventive, curative, promotional or rehabilitative health care services in
a systematic way to people, families or communities.
a. health professionals’ c. consumer education
b. health care d. professionals
______6. below are example of health services except?
a. prenatal care c. seminar
b. mental health counselling d. nutrition counselling
______7. a fraudulent or ignorant pretender to medical skill.
a. liar c. lazy
b. quack d. quackery
______8. This is dishonest practices and claims to have special knowledge and skill in some
field, typically medicine.
a. liar c. lazy
b. quack d. quackery
______9. below are example of reliable source information except?
a. family c. super beliefs
b. stranger d. non medical person
______10. below are example of physician except?
a. teacher c. clinician
b. nurse d. doctor
II. Write TRUE if the statement is correct is correct, and write FALSE if it is wrong.
_______1. The word “quack” means “shouting” in the Middle Ages.
_______2. Alternative medicine is also called “medical charlatanism.”
_______3. “Health Fraud” is often used as synonym for quackery.
_______4. Bayabas is an example of herbal medicine.
_______5. Health facilities are places that provide health care.
_______6. Reflexology is also called “zone therapy.”
_______7. Fraudulent products are designed to protect and help people.
_______8. Health Maintenance Organization provides health coverage with providers under
contract.
_______9. Garlic is a remedy for high-blood pressure,blood sugar imbalances, and arterial
plaque.
_______10. Nutrition quackery is one of the most profitable types of quackery.
VII. ASSIGNMENT
How can existing laws effectively address serious health issues and concern?
VIII. REFERENCE
Donatelle, R. (2006). Access to Health. (9th Ed.). San Francisco: Pearson Education, Inc.

23. Galvez-Tan, J. Z., et al. (2009). The Health Curriculum in Philippine Basic Education. (Volume 2:
A resource book on Health for teachers). Pasay: UNESCO, National Commission of the
Philippines.
Haag, J. (1976). Consumer Health: products and services. Great Britain: Henry Kimpton
Publishers. Jones, K., Shainberg, L., & Byer, C. (1975). Consumer Health. (2nd Ed.). San
Francisco: Canfield Press.
Meeks, L., et al. (2005). Comprehensive school health education: Totally awesome strategies for
teaching health ®. (4th ed). McGraw-Hill. New York.
Payne, W. (2005). Understanding your health. (8th Ed.). Boston: McGraw Hill.
Schaller & Carroll. (1979). Health, Quackery & the Consumer. W.B. Sanders Company
Deped Learner’s Module in Health10, PDF
Prepared by:
JAYSON M. LABSAN
Teacher