HEALTH 8 (First Quarter)

WEEK 1: HUMAN SEXUALITY (Basic Terms, Dimensions and Its Influential Factors)
Most Essential Learning Competencies:
• discuss basic terms in sexuality as an important component of one’s personality (H8FH-Ia-
16/H8FH-Ia-17)
• explain the dimensions of human sexuality (H8FH-Ia-18)
• analyze the factors that affect one’s attitudes and practices related to sexuality and sexual
behaviors (H8FH-Ib-19)

What is human sexuality?

Human sexuality may be defined as the measure or femaleness in one’s individuality and physical
makeup. The way we behave, how we express ourselves, and how we react and interact with all the
things around us, including our own body are determined and affected by our sexuality.
Many use the terms ‘gender’ and ‘sex’ to mean the same thing, but it’s not correct. To better
understand human sexuality it is important that we understand the words that are associated with
sexuality.

Gender Identity: how you, in your head, think

about yourself. It’s the chemistry that composes
you (e.g., hormonal levels) and how you interpret
what that means.

Gender Expression: how you demonstrate your

gender (based on social constructs within the
culture) through the ways you act, dress, behave,
and interact.

Biological Sex: refers to the objectively measurable

chromosomes, hormones, and organs (secondary
sexual characteristics).

Female - generally XX chromosomes often with

manifestation of secondary sexual characteristics
including a vagina and ovaries

Male - generally XY chromosomes often with

manifestation of secondary sexual characteristics
including a penis and testes

Intersex - generally a combination of X and Y

chromosomes beyond XX and XY, with manifestation
of various combinations of, or no, secondary sexual
characteristics
Sexual Orientation: who you are physically,
spiritually, emotionally, romantically, and
emotionally attracted to base on their sex, gender
identity, and gender expression in relation to your
own. Manifestation of sexual orientation is not
correlated to gender identity or gender expression.

Disclaimer: There are other models which more accurately illustrate the intersections of each of these
domains, but for the purposes of conceptual introduction to gender identity, we are not exploring them
here.
Activity: “DRAW AND DESCRIBE YOURSELF.”
Reveal your likes, passions, and aspects of your personality.
Example:

You can post it on your bedroom walls and be inspired!

WEEK 2: Health Attitudes That May Influence Sexual Behavior

Most Essential Learning Competencies:

• assess personal health attitudes that may influence sexual behavior (H8FH-Ic-d-20)
• relate the importance of sexuality to family health (H8FH-Ic-d-21)

What are the factors that affect one’s attitudes and practices related to sexuality and sexuality
behaviors?

FAMILY FRIENDS/PEER GROUPS SCHOOL RELIGION MASS MEDIA

What are the personal health attitudes that may influence sexual behavior?
Reproductive health education is the primary factor that may influence sexual behavior. People’s
awareness of their body enables them to protect themselves.

What is the importance of sexuality to family health?

Family health results from healthy relationships revolving around family members expressing love
and affection to one another. The parents that show how they love and respect each other’s sexuality
transfer to their children the same sexual behavior.
The occurrence of sexual illness and the misunderstandings on the gender roles between parents
and siblings may have a significant effect on the health of the family.
It will be a big help if parents who are educated on sexuality will have an open line discussion on
reproductive concerns with their children. It will prevent the children to get misleading information from
other sources (peers, neighborhood, and media).

ACTIVITY: Below is a checklist of attitudes that a sexually healthy individual possesses. Put a check mark
(✓) on the box beside the attitudes you possess. Justify your answer.

A. ATTITUDE TOWARDS SELF Explanation

 I appreciate my own body.

 I take responsibility for my own behaviors.

 I am knowledgeable of sexuality issues.
B. ATTITUDE TOWARDS PEERS
 I express love and intimacy in appropriate
ways.
 I have the skills to evaluate readiness for a
mature relationship.
 I interact with both genders in appropriate and
respectful ways.
 I respect both genders in all aspects.
C. ATTITUDE TOWARDS FAMILY
 I communicate with my family members
effectively.
 I am able to express love to my family
members.
 I perform duties and responsibilities at home.

I am a sexually healthy individual.  YES  NO

WEEK 3 to 4: Teen Issues and Concerns / Decision-Making Skills in Managing Sexuality-Related Issues
Objectives:
• identify the different issues and concerns of teenagers and the need for support and
understanding of the family (H8FH-Ie-g-22)
• apply decision-making skills in managing sexuality-related issues (H8FH-Ih-23)

WHAT ARE THE DIFFERENT ISSUES/CONCERNS OF TEENAGERS?

Adolescence is a period of worry and tension to teenagers. There are some issues or concerns that may
seem to bother them at this point of their lives.

A. IDENTITY CRISIS / QUESTIONING SEXUAL ORIENTATION

Identity crisis is a feeling of not being sure about one's self and what purpose one has in life. This
usually happens when at one time they will be treated as children and at another time they will be
treated as young adults. It is a dilemma on some teenagers that they do not know what behavior they
should conduct since they belong to a group in between being a child and an adult.
At the first time teenagers recognize their feelings of sexual attraction marks the beginning of
exploration of their sexual identity. This is the state when teenagers establish to whom they are
romantically or sexually attracted to which dictates their sexual behavior or their sexual acts.
Questioning sexual orientation is a term used when a person is not yet certain about which pattern of
attraction best suits them.

B. DEALING WITH SEXUAL URGES AND DESIRE

The onset of adolescence is a time when one undergoes many physical and hormonal changes that
bring about unfamiliar excitement of being aroused and heightened levels of physical and emotional
interaction brought on by romantic encounters (sexual urges and desire).

C. HIGH-RISK SEXUAL BEHAVIOR

Some teenagers engage in sexual activities as a means of expressing sexuality and relieving sexual
tension. Unfortunately, these activities do not protect them from contracting various diseases. Engaging
in high-risk sexual activity exposes them to sexually transmitted infections like chlamydia, gonorrhea,
syphilis, genital herpes, genital warts, HIV infection/AIDS to name a few.
Since teenagers are likely to learn about sexual activities from peers, they are sometimes not
well-informed of the dangers these activities may pose to their health.
Teenage girls and boys are biologically capable of reproduction. Those who are entering romantic
relationships have the tendency to be involved in premarital sex that may eventually result to teenage
pregnancy so they must be responsible with their sexual activities.
In addition, it is important for young people to realize that no one has the right to force them to
engage in any intimate act against their will. They have to be clear about their limits and at the same
time, know how to respect other’s limits.

While teenagers are passing through adolescence, the family is the strongest support they can
have amid issues and concerns about sexuality.

Teenagers are usually impulsive. They tend to do things without thinking. They make decisions
based on their emotions and feelings.
Regarding sexuality or managing sexuality-related issues, teenagers usually fail which may
be attributed to their age and not being prepared psychologically.
Not knowing what to do sometimes, they let others make decisions for them or just imitate
the same decisions as their friends without even thinking of what ’s the best thing to do for a
certain problem.
To be able to make responsible decisions in sexuality-related problems or issues, you may use
the following steps as your guide:
Determine the problem. ➢ identify or define the problem personally
Explore the alternatives. ➢ gather information from other people, like family and friends
or from reliable written materials
Consider the consequences. ➢ evaluate potential choices
➢ think of the advantages and disadvantages of each choice
➢ list down the short term and long term effects of the
potential choices
Identify values. ➢ define principles and values
➢ be aware of own personal values, family values, and values of
the society
Decide. ➢ make a decision
➢ decide on what’s the best choice to solve the problem
Evaluate. ➢ evaluate the decision
➢ identify if the decision made is good or a poor one

*Remember that you can always change your decision. If a poor decision was made, maturity and
responsibility may be shown by correcting and preventing to commit the same mistake.

SAMPLE: Hanna is thinking if she should elope with her boyfriend despite her young age. You are a friend
of Hanna. Can you help her make a wise decision?

Determine the problem

Hanna is thinking if she should elope with her boyfriend despite her young age.

Explore alternatives
a. I will tell her to elope with her boyfriend so she can be with someone she loves.
b. I will tell her not to elope with her boyfriend. She’s too young for that.

Consider consequences
a. If I tell her to elope with her boyfriend, Hanna might be happy, but her parents might be upset or
mad.
b. If I tell her not to elope with her boyfriend, she might think I’m not supporting her and I’m not a good
friend.
c. If I tell her not to elope with her boyfriend because she’s too young to live independently, Hanna
might be convinced not to.

Identify values
Love from parents is far more important than a love from a special someone

Decide
I will tell Hanna not to elope with her boyfriend. At her young age, she should focus on her parents, her
family, and her education.

Evaluate
If Hanna will not elope with her boyfriend, she can have a better future ahead of her.
ACTIVITY: “MAKING GOOD DECISIONS”
Apply the steps to responsible decision making for each given situation. Use the sample given as your
guide.

Situation No. 1 - Your classmates are going to a party this weekend. This is the first time that you are
asked to attend by a friend but then you discern that your parents will not approve it. You don’t want to
make your friends angry by not going, but you also don’t want to get in trouble with your parents.
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Situation No. 2 - One of your closest friends tells his/her problem and asks for your support. He got his
girlfriend pregnant / she got pregnant. How can you show your support and stand firm with the morals
that having children should be the choice of matured individuals under the blessing of marriage?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________