Day 1 THURSDAY

Attendance Check

Orientation

Day 1 Activity 1 = ORIENTATION

The instructor will be starting to introduce himself/herself to the students

The teacher will encourage the students to ask question or seek any clarification regarding the followings:

1. Content( Requirements )

2. Schedules

3. Grading system

Long Exam = 50%

Pre-test
Post-test
Requirements = 40%
SDL
K&S

Conduct = 10%

4. Consultation time

5. Other matters

Activity 2 = Getting to know each other

Pretest

DAY 2 Friday

COMMUNITY COLLAGE MAKING

Lesson: Learning about Community with Collage

Length: 2 hours
Performance Objective(s): Given local newspapers and magazines, students will create collages that contain components
/ elements of their own community .

Assessment: My assessment will occur after collecting the collages to see if each student included components /
elements of their own community .

Procedure: Introduction/Motivation:

1. Ask students about their communities that make them unique or special? Can they explain the cool features their
community has that are different from another? Would they classify their communities as urban, suburban, or rural (as
learned in the previous lesson)? “Let’s review from their previous lesson what community is all about

Previously we learned about various types and characteristics of a community.

” If needed, briefly mention again about how goods are things people can touch and use are usually done for people by
other people.

Ask students, “What kinds of services and goods does your community provide? If you were paying attention in the
previous lesson, you should be able to answer these questions. Turn to a table neighbor and share some of your ideas
about these questions.” Write the questions out for students so they can go through each one with their neighbor.
Discuss any of the questions in further detail if the students do not still understand them from their previous lesson.

Step-by-Step Plan:
1. Explain to students that today, they will get the chance to create their own collages based off of the characteristics
their communities have that they live in. Tell them their collages must include components / elements of their
communities . Anything else extra they want their collages to show about their communities is perfectly fine (as
 long as students understand their first priority is finding their types/characteristics / elements/components ).
Discuss with students what a collage is for full understanding of the project. (Example: something that shows all the
things that make up one topic using pictures from magazines, newspapers, etc.) Be sure that students understand
the directions, which are that their own collages must somehow show at least the components / elements of their
own community provides. They may choose to do their collages based off the local community or the one they live
in if they are two separate communities. (Gardner: Verbal/Linguistic, Intrapersonal)

Directions: Use these questions to help you create your community collage.

Your collage must include components /elements.

What are some different features in your community?
Where can people come together in your community?
Do you live in a rural, suburban, or urban community?
What types of goods and services does your community provide its people?
(please include at least 2 each in your collage) If you think a lot of people in your community vote, volunteer, and
participate in several different community services, how could you show this through pictures?

DAY 3 Thursday

Community Profiling
1. Demography
2. Location
3. Occupation
a. Work and income
b. Daily saving
c. Improved agriculture
d. Home gardening
e. Cooperatives
f. Entrepreneurship
4. Social structure
5. Culture / Languages / Tradition
6. Environment / Housing / Transportation
7. Health
a. Food , water , nutrition
b. Healthy family
c. Common diseases
d. Health problems
e. Community health
f. Health services
8. Lifestyle and Daily Life
9. Education

DAY 4 Friday
= First Identify and Enumerate the problems of your Community

= Then Prioritization of the problems ( Please refer below )

Prioritization of Problems in the Community

1. Size of the problem

1=relatively few people affected

2= moderate number affected in particular subgroups

3=moderate number affected across the entire population

4= large number affected in particular subgroups

5= large number affected across the entire population

2. Seriousness of the problem

1= not life threatening or disabling

2=not life threatening but sometimes disabling

3=moderately life threatening or disabling

4=moderately life threatening, with a strong likelihood of disability

5=high likelihood of death or disability

3. Availability of the current interventions

1= no evidence-based interventions or promising practices available

2= no evidenced based interventions available, but promising practices available

3=evidenced-based interventions but difficult to implement

4= evidenced-based interventions available and can be implemented with moderate effort

5= evidenced –based interventions available and can be implanted easily

4. Economic or social impact

1= economic or social cost are minimal

2= there is some potential increased costs

3= there is likely to be moderate costs

 4=there is likely to be substantial costs

5=there are great economic and societal costs

Prioritizing Health Problems Worksheet

Determine criteria for each health problem.

Health Criteria 1 Criteria 2 Criteria 3 Criteria 4 Resulting

Problem Rating

DAY 5 – 6 Thursday and Friday

Formulate a Community Action Plan of all the problem Identified

COMMUNITY PROBLEM ACTION PLAN ( Sample )

Prob Goal and Targe Person’s Partner Resource Action Measures Commu
lem Step t Year Involve s s to Monitor nicatio
of Progress n
Comp
letion
HIV 1. Reduce 2021 COMMUNI State M- Analyze antibullying Increase in Target
stigma and TY school ANPOWER policies in schools number of youth
eliminate LEADERS board, M-ONEY statewide for students who populatio
discrimina COMMUNI State M- mechanisms say they feel ns
tion TY legislator ACHINE through which safe in school through
associated RESIDENTS s X, Y an /MATERIALS youth living with Twitter,
with HIV HIV can seek Facebook,
status. counseling and tap and
into peer networks Snapchat
inside and outside
school
 DAY 7 Thursday

Case Study on : Safe Water In Barangay X

Community health workers are responsible for a small supply of essential drugs which enable them to provide treatment
for simple health problems.

Sample case study: 'Safe water for Barangay X

The Community comprises a number of Barangay. In all of them, people suffer from guinea-worm infection, a waterborne
disease. If people drink contaminated water, nine months or a year later they may find that a long, thick white worm has
grown in their bodies. The worm usually grows in a part of the body that comes into contact with water (often the legs).
The adult worm will cause an ulcer in the skin and push itself through so it can deposit its eggs in the water. This painful
disease is responsible for many absences from work and school, and the ulcers can become infected with tetanus.

After discussing the problem with the staff at the local health centre, the residents of Barangay X decided to organize a
primary health care project to deal with guinea-worm and other local problems.

Word about the primary health care project was sent to every Barangay area. Each barangay was asked to send at feast
one volunteer to the health centre to be trained as a community health worker.

The health centre staff drew up a training programme that took the problems mentioned by the community leaders into
account, covering subjects like these:

- Clean water supply, including how to build wells, protected springs, and simple filtering, with emphasis on self-help;

- First aid for cuts and wounds.

- Treatment of simple problems like fever and diarrhoea.

- Health and nutrition of children.

Barangay X is a small barangay about 10 kilometres from the health centre. When the barangay people heard the news
about the primary health care programme, they were very happy. Out of the 75 people living in Barangay X, 40 were
suffering from guinea-worm infection. They wanted someone to go to the health center to learn how to rid the barangay of
the disease.

When the chief of Barangay X heard the news, he asked his two brothers to come and discuss the idea. They decided
that the son of one of the brothers would be sent to the health centre for training. This son, Amos, had finished primary
school several years earlier. The three men thought that the boy was bright and thus a suitable choice. They also thought
that the training might help him in the future.

When the decision to send Amos was announced in the barangay, people were not happy. Some had wanted to send
members of their own families. They also thought that the boy was too young and might eventually run away to the city.
He would be of no use to them then. A few people voiced their opposition, but the chief's mind was set. His nephew was
sent for the training.

When Amos returned, the first thing he did was to call a meeting of the barangay elders. He said that the community
should build a small hut or room for him next to his father's house. This room would be his 'clinic'.. It was the planting
season and everyone was busy, but they agreed to do as Amos asked. They hoped that the clinic would help him work
better.

Amos enjoyed treating sick people. He had been given a small supply of drugs in health centre to use in his barangay. He
had been told that he should charge a small amount of money for the drugs in order to be able to pay for replacements.
Amos decided to charge more for the drugs and keep the extra money. The people did not complain at first, because they
did not know how community health workers were acting in the other barangays.

Amos tried to use up his drugs quickly. He would then go to the health centre to buy more. He would sometimes stay in
health centre, or even go to the city, for up to a week, enjoying himself with the extra money he had made from selling the
drugs.

After a few months, the Barangay X people learned from friends what the community health workers in other Barangays
were doing. Most of these workers had already started self-help efforts to dig wells and protect springs. None of them had
asked their barangays to build them a clinic. All were selling their drugs cheaply. The health workers in other barangays
were never away for a long time. When they went to collect new drug supplies, they usually returned on the same day.

The people of Barangay X were unhappy because they had not benefited from the primary health care programme.

Learning from the case study

A case study like this could be used with Barangay leaders to help them learn how to select and use community health
workers. It could be discussed with the community health workers themselves to help them learn how best to behave and
work in their communities.

Here are some of the questions that might be discussed.

- What went wrong with the programme?

- What could the chief of Barangay X have done differently?

- What should those barangays who did not agree with his choice have done in the beginning?

- What is the best way of choosing a community health worker?

- What should be the qualifications of a community health worker?

- What should the people of Barangay X do now?

The health team

What is a team?
A team is a special type of group. Like other groups, the team has a purpose or goal. In a team each member has special
skills or responsibilities. It is necessary for every member of the team to work together and to cooperate if the team is
going to succeed in its tasks.

A football (soccer) team is an example. Each of the eleven players has responsibility. for a particular part of the football
field. If each team member does not handle his or her responsibility well, the team will probably score no goals. No one
team member is more important than another.

It may be true that only one person kicks the ball into the goal, but if the other members of the team had not been doing
their job, this one person would never have had the chance of scoring.

Members of the health team

The goal or purpose of the health team is to improve and maintain the health of the community it serves. In order to
achieve that goal, the health team is made up of different members who have been trained in special skills. Think of the
staff at your local health centre, dispensary, or clinic. There may be nurses, public health inspectors, health aides,
records clerks, dispensers, midwives, medical assistants, and maintenance staff.

All of these people must work together to make sure that health care reaches people in the community.

Of course the physician is a member of the health team, but not every health centre or clinic will have a doctor present
all the time. Many have doctors who visit once a week or once a month. Sick people who cannot be treated at a health
centre are referred to the nearest hospital where the health team is much larger and ma, include doctors, nurses,
midwives, laboratory technicians, X-ray technicians, and hospital aides.

The larger hospitals may also have dentists, physical therapists, pharmacists, health educators, administrators, and
social workers.

Responsibilities of team members

Let us look at the example of a child health programme in a local health centre. The nursing staff examine both well
and ill children to see how they are growing. They treat some sick children and refer others to the doctors. They
provide preventive services such as immunization. The dispensers provide medicaments for sick children and keep a
supply of vaccines for prevention.

The midwives try to see that healthy babies enter the world by providing antenatal care and a safe delivery. Then
midwives follow the children up as they begin to grow. The records clerks maintain records in good order so that the
history and progress of all the children can be seen easily.

The environment in which the children live must be healthy. Through home visits and community projects, the public
health inspector works towards a healthy community environment. The maintenance staff at the centre or clinic
guarantee that the place will be clean and welcoming.

These are just a few of the responsibilities of each team member. All are important for promoting child health. The
situation will be similar in any health programme.

Team leadership and cooperation

Like formal groups, teams have leaders. The leaders, however, are not elected' neither do they inherit their positions. In
fact the leaders may change from time to time depending on the project.

For the normal administrative work of the team, it is often the most senior or experienced member of the nursing or
environmental health staff who organizes the team's activities at a health centre. When a doctor is present, she or he
usually takes on that responsibility.

The leadership of a specific project will depend on what the project is about. If the project is mostly concerned with the
health of pregnant women, the midwife or the nurse will naturally give leadership and direction to team efforts. Should
the project deal with environmental hygiene, the sanitarian, health inspectors, or health superintendent will assume
leadership.
What we have said so far about sharing responsibilities and cooperation belongs to the domain of the ideal. Teams do
not always work so well together. While a football team practices together regularly, members of a health team
sometimes tend to work on their own. It is sad when they do not share their experience and do not ask other team
members for help.

Health education methods and skills can be used to encourage better team work. Each member should try to promote
good relationships and communication among all team members. When there are projects to work on, ways should be
found for everyone to participate and contribute their particular expertise.

Discussion groups and meetings (see the next section on conducting meetings) are useful tools for helping the team
plan and evaluate programmes. It is. through regular meetings that progress can be evaluated, relationships can grow
among members, and new problems can be identified and solved.

When the team does meet, observe the behavior of the members, including yourself. Do they make for a healthy and
successful group?

If a health team works in the same way as the Unity committee, it will never achieve its goal of improving community
health. Health education skills can encourage mature group behavior like that of the members of the Progress
Committee.

Health education duties of team members

The health team is a place where members can work together to improve their health education skills. These skills can
serve to improve the quality of the team-work. They should also be used when the team carries out any programme.
During team meetings, members can decide who will be responsible for which types of health education.

In the child health programme, the nurses can arrange programmes for informal groups of mothers at the clinic. They
can also give individual counselling to mothers and children with problems. The environmental health staff can
organize community meetings and projects. The dispensers can educate patients about their drugs, so that they will be
able to take them correctly.
 Think of other educational activities that would be appropriate for each team member.

Suppose you are organizing health programmes for (a) the teenagers, (b) the elderly, and
(c) the farmers in your community. What would be the responsibility of each health team
member in each of these programmes? What would be the health education duties of each
member? How should other community workers be involved in such programmes?

REFLECTIONS
1. What have you learned about your own community ?
2. Do you think the people in your community are unique? Why or why not?
3. What are some public policies do you involved and what are their implications? How can they be
improved?
4. Who determines what’s best for the community?
5. Describe what a typical day might be like for someone who uses the service of any organization where you
lived?
6. How would you do this differently if you were in charge?
7. What was the best/worst/most challenging thing that happened?
8. Did you feel like a part of the community in which you were living?
9. How do you define community?
10. Discuss a social problem that you have come in contact with during your stay.
11. What do you think are the root causes of this problem? Explain how you contribute to its alleviation/
solution.
12. What could the leaders do to address the problems of your community?
 13. What could each member of the community do on his/her own?
14. How can this experience apply to the situations in your life?
15. How can your solutions apply to the problem(s) of other groups?

DAY 8 Friday –Last Day

LONG EXAM AND RAD BLOCK EXAM