Senior High School

Personal Development
Quarter 1 – Module 6:
The Powers of Mind
Personal Development - Senior High School
Alternative Delivery Mode
First Quarter - Module 6: The Powers of mind
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Franjhielyn Pelonio-Golvin

Editor : Dr. Clavel D. Salinas
Reviewer : Natividad A. Villegas
Illustrator and Layout Artist: Franjhielyn Pelonio-Golvin
Evaluator : Natividad A. Villegas
Moderator : Dr. Arlene D. Buot

Management Team
Schools Division Superintendent:
Dr. Marilyn S. Andales, CESO V
Assistant Schools Division Superintendents:
Dr. Leah B. Apao
Dr. Ester A. Futalan
Dr. Cartesa M. Perico
Chief, CID: Dr. Mary Ann P. Flores
EPS in LRMDS: Mr. Isaiash T. Wagas
PSDS/SHS Division Coordinator: Dr. Clavel D. Salinas

Printed in the Philippines:

Department of Education, Region VII, Division of Cebu Province

Office Address: IPHO Bldg., Sudlon, Lahug, Cebu City
Telefax: (032) 255-6405
E-mail Address: [email protected]
 Senior High School

Personal Development
Quarter 1 – Module 5:
Lesson 1: Brain Parts, Processes and
Functions
Lesson 2: Brain Powers for Personal
Development

i
 Key Message
For Educators:

Learning is a constant process. Amidst inevitable circumstances, Department

of Education extends their resources and looks for varied ways to cater your needs
and to adapt to the new system of Education as a fortress of Learning Continuity
Plan. One of the probable solutions is the use of Teacher-made Educational
Modules in teaching.

You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Discuss that understanding
the different parts of the brain, process and functions may help in improving
thoughts, behavior and feelings - (EsP-PD11/12PM-Ig-6.1)” and “Explore ways
on how to improve brain functions for personal development - (EsP-
PD11/12PM-Ig-h-6.2)” as written and found in the K-12 Most Essential Learning
Competencies.

The creation of this module is a combined effort of competent educators from

different levels and various schools of Department of Education-Cebu Province. In
addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners while
considering the physical, social and economical restraints in teaching process.

The use of Teacher-made Educational Module aims to surpass the challenges

of teaching in a new normal education set-up. Through this module, the students are
given independent learning activities, which embodies in the Most Essential Learning
Competencies based from the K-12 Curriculum Competencies, to work on in
accordance to their capability, efficiency and time. Thus, helping the learners acquire
the prerequisite 21st Century skills needed with emphasis on utmost effort in
considering the whole well being of the learners.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher!

This part of the module gives you helpful

tips, suggestions or strategies that will
make the learning process easy and
efficient to the learners.

As the main source of learning, it is your top priority to explain clearly on how
to use this module to the learners. While using this module, learner’s progress and
development should be recorded verbatim to assess their strengths and weaknesses
while doing the activities presented independently in safety of their homes.
Moreover, you are anticipated to persuade learners to comply and to finish the
modules on or before the scheduled time.

ii
For the Learners:
As a significant stakeholder of learning, Department of Education researched
and explored on innovative ways to address your needs with high consideration on
social, economic, physical and emotional aspects of your well being. To continue the
learning process, DepEd comes up with an Alternative Delivery mode of teaching
using Teacher-Made Educational Modules.
You are reading the Personal Development – Senior High School: First
Quarter Alternative Delivery Mode (ADM) Module on “Discuss that understanding
the different parts of the brain, process and functions may help in improving
thoughts, behavior and feelings - (EsP-PD11/12PM-Ig-6.1)” and “Explore ways
on how to improve brain functions for personal development - (EsP-
PD11/12PM-Ig-h-6.2)” as written and found in the K-12 Most Essential Learning
Competencies.
This module is especially crafted for you to grasp the opportunity to continue
learning even at home. Using guided and independent learning activities, rest
assured that you will be able to take pleasure as well as to deeply understand the
contents of the lesson presented; recognizing your own capacity and capability in
acquiring knowledge.
This module has the following parts and corresponding icons:

The first part of the module will keep you on

tract on the Competencies, Objectives and
WHAT I NEED TO KNOW Skills expected for you to be developed and
mastered.

This part aims to check your prior knowledge

WHAT I KNOW on the lesson to take.

This part helps you link the previous lesson

WHAT’S IN to the current one through a short
exercise/drill.

The lesson to be partaken is introduced in

WHAT’S NEW this part of the module creatively. It may be
through a story, a song, a poem, a problem
opener, an activity, a situation or the like.
A brief discussion of the lesson can be read
WHAT IS IT in this part. It guides and helps you unlock
the lesson presented.
Comprehensive activity/es for independent
WHAT’S MORE practice are in this part to solidify your
knowledge and skills of the given topic.

iii
 This part of the module is used to process
your learning and understanding on the given
WHAT I HAVE LEARNED
topic.
A transfer of newly acquired knowledge and
skills to a real-life situation is present in this
WHAT I CAN DO part of the module.

This activity assesses your level of mastery

ASSESSMENT towards the topic.

In this section, enhancement activities will be

ADDITIONAL ACTIVITIES given for you to further grasp the lessons.

This contains answers to all activities in the

ANSWER KEYS module.

At the end of this module you will also find:

References Printed in this part is a list of all reliable and valid

resources used in crafting and designing this module.
In using this module, keep note of the fundamental reminders below.
1. The module is government owned. Handle it with care. Unnecessary marks are
prohibited. Use a separate sheet of paper in answering all the given exercises.
2. This module is organized according to the level of understanding. Skipping one
part of this module may lead you to confusion and misinterpretation.
3. The instructions are carefully laden for you to understand the given lessons.
Read each item cautiously.
4. This is a Home-Based class, your reliability and honor in doing the tasks and
checking your answers are a must.
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comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/facilitator
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this subject as instructed by your teacher.

If you wish to talk to your teacher/educator, do not hesitate to keep in touch

with him/her for further discussion. Know that even if this is a home-based class,
your teacher is only a call away. Good communication between the teacher and the
student is our priority to flourish your understanding on the given lessons.

We do hope that in using this material, you will gain ample knowledge and
skills for you to be fully equipped and ready to answer the demands of the globally
competitive world. We are confident in you! Keep soaring high!

iv
 WHAT I NEED TO KNOW

Good day dear learner!

This module is solely prepared for you to access and to acquire lessons
befitted in your grade level. The exercises, drills and assessments are carefully
made to suit your level of understanding. Indeed, this learning resource is for you to
fully comprehend “Discuss that understanding the different parts of the brain,
process and functions may help in improving thoughts, behavior and feelings -
(EsP-PD11/12PM-Ig-6.1)” and “Explore ways on how to improve brain functions
for personal development - (EsP-PD11/12PM-Ig-h-6.2)”. Independently, you are
going to go through this module following its proper sequence. Although you are
going to do it alone, this is a guided lesson and instructions/directions on how to do
every activity is plotted for your convenience.

Using this learning resource, you are ought to “Discuss that

understanding the different parts of the brain, process and functions may help
in improving thoughts, behavior and feelings - (EsP-PD11/12PM-Ig-6.1)” and
“Explore ways on how to improve brain functions for personal development -
(EsP-PD11/12PM-Ig-h-6.2)” as inculcated in the K-12 Most Essential Learning
Competencies.

This Module consists of two competencies which comprise lesson 1 and 2,

as follows:
Lesson 1: Brain Parts, Processes and Functions
Lesson 2: Brain Powers for Personal Development

At the end of this module, you are expected to achieve the following
objectives for this session:

 Understand the key characteristics of the four quadrants of the brain;

 Explain that understanding the left and right brain may help in
improving one’s learning;
 Discuss the importance of the brain in improving thoughts, behavior,
and feelings.
 Explore different techniques to boost brain power;
 Explain the power of brain functions for personal development;
 Make a plan to improve brain power for personal development ; and
 Show sincerity in accomplishing all exercises in this module and
maintain a journal.

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Lesson 1: Brain Parts, Processes and Functions

WHAT I KNOW

Directions: Match the statement in the box with the word/s defined in the circle by
putting a line to connect them. Write the word/s of your answer in your answer sheet.

1. One of the largest 6. Found at the base

and most complex Cortex and the back of the
organs in the human brain which is
body. responsible for
coordination and
Parietal balance.
2. Characterized by a
Basal lobes
distinctive pattern of
folds or bumps, known Ganglia
as gyri, and grooves, 7. This is responsible
known as sulci. for problem solving
Occipi-
and judgment and
tal motor function.
3. The outermost layer Brain lobes
of brain cells where stem
thinking and voluntary
movements begin. 8. This will manage
Cere- sensation, handwriting,
4. Found between the bellum and body position.
spinal cord and the Brain
rest of the brain, where
basic functions like
breathing and sleep
Frontal 9. This part involved
are controlled here.
lobes with memory and
Cere-
hearing.
bral
5. A cluster of
cortex
structures in the center
of the brain that Tem-
coordinate messages 10. This contains the
poral
between multiple other brain's visual
lobes
brain areas. processing system.

To understand why stress affects thinking and memory, it's important to

understand a little about how the brain works. Your brain isn't just a single unit,
but a group of different parts that perform different tasks. Researchers believe
that when one part of your brain is engaged, the other parts of your brain may not
have as much energy to handle their own vital tasks.
Therefore it is important to protect our brain from stress to stay healthy.
https://www.health.harvard.edu/mind-and-mood/protect-your-brain-from-stress

2
 WHAT’S IN

Directions: Do the Hand Clasping Activity. Which of the following (see picture
below) hand clasping do you prefer and is comfortable to you? Put a check mark
before each number in each of the statement in the list below.

https://brightside.me/inspiration-psychology
Are you a right
( __) 1. You take notes but lose them.
thumb on top,
( __) 2. Work well with a daily task list.
( __) 3. You have a hard time staying both of the
organized. thumbs aligned,
( __) 4. Tend to be the critic in class. or left thumb on
( __) 5. You struggle to make decisions.
( __) 6. Consider them naturally good at
top person?
Math or Science.
( __) 7. You make friends easily and http://www.apache.org/licenses/LICENSE-2.0
consider yourself a people
person. ( __) 26. Prefer action movies to romantic
( __) 8. Are rational and logical. comedies.
( __) 9. You easily understand humor. ( __) 27. You may find it hard to follow
( __) 10. Perform research that is verbal directions.
precise and well-documented. ( __) 28. Tend to sit up when they read.
( __) 11. You seem dreamy, but you're ( __) 29. You are unpredictable.
really deep in thought. ( __) 30. Use precise language.
( __) 12. Enjoy setting goals. ( __) 31. You get lost.
( __) 13. You like to write fiction, draw, ( __) 32. Find it easy to remember dates
and/or play music. and processes.
( __) 14. Find it easy to interpret ( __) 33. You are emotional and guide by
( __) 16. Have a neat and tidy room. emotions
( __) 17. You like reading and learning ( __) 34. Enjoy going through long math
about mysteries. calculations.
( __) 18. Answer questions ( __) 35. You dislike reading directions.
spontaneously. ( __) 36. Prefer the logical order of science.
( __) 19. You can easily see both sides ( __) 37. You listen to music while studying.
of the story. ( __) 38. Excel at understanding grammar
( __) 20. Like to read and follow and sentence structure.
directions. ( __) 39. You read lying down.
( __) 21. You lose track of time. ( __) 40. Never been late in class.
( __) 22. Tend to be less emotionally ( __) 41. You are interested in “the
open. unexplained”.
( __) 23. You are spontaneous. ( __) 42. Careful Planner.
( __) 24. Can listen to a long lecture ( __) 43. You are philosophical and deep.
without losing interest. ( __) 44. Enjoys individual sports.
( __) 25. You’re fun and witty. ( __) 45. Tend to visualize the outcome.

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 If more of your check marks are on the odd
numbers (1,3,5 etc.) you are a Right brain
dominant, on the other hand if your check
marks are more on the even numbers (2,4,6
etc.) you are a Left brain dominant.
http://www.apache.org/licenses/LICENSE-2.0

Here is the explanation of the hand clasping:

1. Left thumb on top

• a practical person
• someone who never makes decisions in the heat of the moment
• difficult to deceive
• have an innate quality to see through the lies of other people
• highly valued by friends and family members
• people come to you to seek your advice
• advise wisely
• not too serious person
• wit can lighten up even the gloomiest of places
• quirky sense of humor makes a people magnet in social gatherings
• a romantic who knows exactly how to handle courtships
2. Both of the thumbs aligned
• someone who believes that the devil lies in the details
• perfectionist and expect the same level of dedication and concentration from
others as well
• Leadership comes naturally to you, and you always lead by example
• always hear the opinion of other people
• frank, honest, and sincere
• charming to some people
• value frankness and honesty
• never shy away in speaking from mind
3. Right thumb on top
• a person with a high emotional quotient
• able to understand what a person is feeling
• it easy for others to open up to you
• with a perspective that others cannot see
• helping you think outside the box
• able to make the correct decisions
• has the ability to understand deep emotions
• understand the unspoken feelings of your partner

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 WHAT’S NEW

Directions: Study the illustration below. Answer the questions that follow in your
journal.

This is Herrmann’s Whole Brain Model. Ned Herrmann is the man who
developed The Whole Brain concept and created the instrument, the HBDI. HBDI
stands for Herrmann Brain Dominance Instrument.
The Whole Brain Model is a four-quadrant model, which represents the four
major thinking styles.
The four quadrants are A - blue, B - green, C -red, and D - yellow.
Herrmann labeled the four quadrants of the brain as:
1. Upper Left (A) Cerebral Mode as ANALYTICAL
2. Lower Left (B) Limbic Mode as PRACTICAL
3. Lower Right (C) Limbic Mode as RELATIONAL
4. Upper Right (D) Limbic System as EXPERIMENTAL

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 Analytical Thinking: Blue (A) Quadrant
 Logical
 Analytical
 Fact-based
 Quantitative

Quadrant A: Analytical Thinking (blue area)

The people in this area of the Herrmann Whole Brain Model have a
preference for analytical thinking and excel at solving mathematical, numerical, and
technical problems in a logical way. They are critical, focus on quantitative data, and
assess ideas based on collected facts. They also want to know what criteria they are
dealing with and whether there are any procedures that they should follow.

https://www.herrmann.com.au/what-is-whole-brain-thinking/

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 Practical Thinking: Green (B) Quadrant
 Organized
 Sequential
 Planned
 Detailed

Quadrant B: Practical and Structured Thinking (green area)

Here, we are talking about the real organisational talents, who work primarily
in a controlled, conservative, and planned manner. They can work in a very detailed,
structured, and precise way and preferably search for solutions to problems step-by-
step. They are able to set up and elaborate work processes very well, and—due to
their planned and structured working method—excel at implementing them.

https://www.herrmann.com.au/what-is-whole-brain-thinking/

7
 Relational Thinking: Red (C) Quadrant
 Interpersonal
 Feeling-based
 Kinesthetic
 Emotional

Quadrant C: Relational Thinking (red area)

These persons can communicate, reason, and convince others very well. They find
interpersonal contact with others very important and have a kinesthetic (sensitive) attitude.
They are very empathetic and listen to the ideas and opinions of others. These thinkers are
also spiritually minded and find pleasure in the search for the personal meaning of
information.

https://www.herrmann.com.au/what-is-whole-brain-thinking/
https://www.herrmann.com.au/what-is-whole-brain-thinking/

8
 Experimental Thinking:
Yellow (D) Quadrant

 Holistic
 Intuitive
 Integrating
 Synthesizing

https://www.herrmann.com.au/what-is-whole-brain-thinking/

Quadrant D: Experimental and Creative Thinking (yellow area)

The people within this area of the Herrmann Whole Brain Model are imaginative and
artistic people who have a conceptual brain. They have a visual, holistic, intuitive,
and innovative approach and are happy to take the initiative. In their eyes, problems
can always be solved in one way or another and they enjoy challenges. They focus
on the long term in particular.

1. In what quadrant of your brain you are dominant?

2. Can you find your qualities present in all the quadrants?
3. What is the significance of knowing the dominant characteristics of your brain?

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 WHAT IS IT

Reading: Our Brains Control Our Thoughts, Feelings, and Behavior

• The old brain—including the brain stem, medulla, pons, reticular formation,
thalamus, cerebellum, amygdala, hypothalamus, and hippocampus—regulates
basic survival functions, such as breathing, moving, resting, feeding, emotions,
and memory.
• The cerebral cortex, made up of billions of neurons and glial cells, is divided into
the right and left hemispheres and into four lobes.
• The frontal lobe is primarily responsible for thinking, planning, memory, and
judgment. The parietal lobe is primarily responsible for bodily sensations and
touch. The temporal lobe is primarily responsible for hearing and language. The
occipital lobe is primarily responsible for vision. Other areas of the cortex act as
association areas, responsible for integrating information.
• The brain changes as a function of experience and potential damage in a
process known as plasticity. The brain can generate new neurons through
neurogenesis.
• The motor cortex controls voluntary movements. Body parts requiring the most
control and dexterity take up the most space in the motor cortex.
• The sensory cortex receives and processes bodily sensations. Body parts that
are the most sensitive occupy the greatest amount of space in the sensory
cortex.
• The left cerebral hemisphere is primarily responsible for language and speech in
most people, whereas the right hemisphere specializes in spatial and perceptual
skills, visualization, and the recognition of patterns, faces, and melodies.
• The severing of the corpus callosum, which connects the two hemispheres,
creates a “split-brain patient,” with the effect of creating two separate minds
operating in one person.
• Studies with split-brain patients have been used to study brain lateralization.
• Neuroplasticity allows the brain to adapt and change as a function of experience
or damage.

Teen Brain: Behavior, Problem Solving, and Decision Making

Many parents do not understand why their teenagers occasionally behave in
an impulsive, irrational, or dangerous way. At times, it seems like teens don't think
things through or fully consider the consequences of their actions. Adolescents differ
from adults in the way they behave, solve problems, and make decisions.

10
 There is a biological explanation for this difference. Studies have shown that
brains continue to mature and develop throughout childhood and adolescence and
well into early adulthood.
Scientists have identified a specific region of the brain called
the amygdala that is responsible for immediate reactions including fear and
aggressive behavior. This region develops early. However, the frontal cortex, the
area of the brain that controls reasoning and helps us think before we act, develops
later. This part of the brain is still changing and maturing well into adulthood.
Other changes in the brain during adolescence include a rapid increase in the
connections between the brain cells and making the brain pathways more effective.
Nerve cells develop myelin, an insulating layer that helps cells communicate. All
these changes are essential for the development of coordinated thought, action, and
behavior.

Changing Brains Mean that Adolescents Act Differently From Adults

Pictures of the brain in action show that adolescents' brains work differently
than adults when they make decisions or solve problems. Their actions are guided
more by the emotional and reactive amygdala and less by the thoughtful, logical
frontal cortex. Research has also shown that exposure to drugs and alcohol during
the teen years can change or delay these developments.

Based on the stage of their brain development, adolescents are more likely to:
• act on impulse
• misread or misinterpret social cues and emotions
• get into accidents of all kinds
• get involved in fights
• engage in dangerous or risky behavior
Adolescents are less likely to:
• think before they act
• pause to consider the consequences of their actions
• change their dangerous or inappropriate behaviors
These brain differences don't mean that young people can't make good
decisions or tell the difference between right and wrong. It also doesn't mean that
they shouldn't be held responsible for their actions.
However, an awareness of these differences can help parents, teachers,
advocates, and policy makers understand, anticipate, and manage the behavior of
adolescents. And most of all, it can help a lot to the adolescent itself to manage
his/her thoughts, behavior and feelings.

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 WHAT’S MORE

Directions: Answer in your journal the following LATERAL THINKING PUZZLES.

Read and analyze each situation before you are going to decide what to answer in
each item.
1. You are driving down the road in your car on a wild, stormy night, when you pass
by a bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
Knowing that there can only be one passenger in your car, whom would you
choose?
2. Acting on an anonymous phone call, the police raid a house to arrest a suspected
murderer. They don't know what he looks like but they know his name is John and
that he is inside the house. The police bust in on a carpenter, a lorry driver, a
mechanic and a fireman all playing poker. Without hesitation or communication of
any kind, they immediately arrest the fireman. How do they know they've got their
man?
3. A man lives in the penthouse of an apartment building. Every morning he takes
the elevator down to the lobby and leaves the building. Upon his return, however,
he can only travel halfway up in the lift and has to walk the rest of the way - unless
it's raining. What is the explanation for this?
4. A man and his son are in a car crash. The father is dead on the spot and the child
is taken to hospital gravely injured. When he gets there, the surgeon says, 'I can't
operate on this boy - for he is my son!!!' How can this possibly be?

WHAT I HAVE LEARNED

Directions: Write your generalization about the relationship of your brain with your
thoughts, behavior and feelings. Consider the essential parts of a paragraph.

R
Reefflleeccttiioon
n
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________________

________________________________ __________________
Print Name & Signature Date

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 WHAT I CAN DO

Directions: Train your brain. Below are the selected preferences of the left and right
brain dominance. Decide on what are you going to do to make your left and right
brain balance.

Left Dominance Right Dominance Decisions to make balance

Classical Music Popular Music

Being on time A good times

Careful planning To visualize the outcome

To consider Alternative To go with the first idea

Being thoughtful Being active

Scrabble, Chess Athletics, art or music

Centered around Requiring empathy and

academics and science compassion

Interested in mathe- Deal better with visual

matical expressions and artistic subjects

Logical Emotional

Interested in clear Intuitive and trust their

results gut

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 ASSESSMENT

Directions:

Test 1: Read and analyze the questions carefully. Choose the letter of your
choice as the best answer.

Name: _____________________________ Grade & Section: _______________

Date: ______________________________ Score: ________________________

Test I: Multiple Choice

1. How many quadrants do the Herrmann’s Whole Brain Model?

a. 1 b. 2 c. 3 d. 4
2. What did Herrmann labelled the Quadrant A?
a. Analytical b. Practical c. Relational d. Experimental
3. The quadrant B was also labelled as what?
a. Analytical b. Practical c. Relational d. Experimental
4. How about the labelled for quadrant C?
a. Analytical b. Practical c. Relational d. Experimental
5. Quadrant D was labelled by Herrmann as?
a. Analytical b. Practical c. Relational d. Experimental
6. The following are the specific characteristics of quadrant A, which is not?
a. Logical b. Analytical c. Organized d. Quantitative
7. The following are the specific characteristics of quadrant D, which is not?
a. Holistic b. Intuitive c. Integrating d. Emotional
8. The following are the specific characteristics of quadrant D, which is not?
a. Interpersonal b. Fact-based c. Kinesthetic d. Emotional
9. The following are the specific characteristics of quadrant C, which is not?
a. Organized b. Synthesizing c. Sequential d. Detailed
10. In what region of the brain is responsible for immediate reactions including
fear and aggressive behavior?
a. frontal cortex b. amygdale c. motor cortex d. frontal lobe
11. What areas of the brain that controls reasoning and help us think before
act?
a. frontal cortex b. motor cortex c. sensory cortex d. cerebral cortex
12. What do you call the insulating layer of the brain that helps the cells
communicate?
a. myelin b. amygdale c. neurogenesis d. neuroplasticity
13. Adolescents differ from adults in terms of the following except?
a. behave b. feel c. solve problems d. make decisions
14. What is the term of the effect that creates two separate minds operating in
one person?
a. neuroplasticity b. split-brain c. brain lateralization d. brain differences
15. Knowing the brain differences is very important for the following in order to
manage the behavior of adolescents, which is not?
a. parents b. teachers c. young leaders d. policy makers

14
 ADDITIONAL ACTIVITY/IES

Advice for Left Brain Dominant Students

• Study in a quiet room to avoid distraction.
• If you become impatient trying to explain concepts to other students, don't
volunteer to tutor classmates.
• If you like to take the lead in study groups, you might enjoy volunteer work.
• Try to find opportunities to participate in the debate team, science fair, or math
league.
• When reading for pleasure, you might prefer non-fiction books.
• Be aware that you might be more comfortable with factual questions and
assignments, as opposed to open-ended questions.
• Use your organization skills to keep your class notes and papers organized.
• Keep your room organized to maintain order in your personal space.
• Even if you disagree, try to refrain from arguing with your teachers.
• When selecting assignments, choose analytical essays instead of creative
writing.
• If you find yourself frustrated with other students who don't take their work
seriously, work alone if possible.
• Be aware that you might find “free-thinking” teachers confusing.
• Finally, take more risks and don’t be afraid to be creative.
Advice for Right-Brain Dominant Students
• Write personal essays when you have the option to choose what kind of
essay you write because you are an excellent story-teller, but don't forget to
practice expository writing to grow your skills.
• Keep your daydreaming under control and don't let it cause you to
procrastinate.
• Pursue an artistic hobby. Let your intuition work for you in social situations.
• Use your strong gut instinct to your advantage.
• Exercise deep thinking during essay tests, but don’t ponder too long. Decide
how you will answer a question and try to be concise.
• Be creative when writing and use colorful language.
• Use images and charts when studying.
• Write down directions to help you remember.
• Learn to be more organized.
• Don’t be overly suspicious of others.
• Make outlines to organize your thoughts.
• Practice listening more intently during lectures by taking notes—don't let
yourself zone out.
• Write what you are thinking about often. This will function as both an
emotional and creative outlet.
• Put information into categories for better understanding. Avoid getting bogged
down by thinking of all possibilities when answering questions. In general, go
with your first choice.
• You have so much talent and great instincts, but you don’t always complete
things. Practice finishing everything you start

15
Lesson 2: Brain Powers for Personal Development

WHAT I KNOW

Directions: In Lesson 1, it tackles about the functions of the brain and its different
quadrant. Below is a set of self-declaration statements. Put a  if you think this
statement could help you develop as a person ortherwise put an  if you think this
couldn’t help your personal development. Write your answer in your answer sheet.
(___) 1. I am dull. They won’t want to talk to me.
(___) 2. They will just laugh and tease me.
(___) 3. I’ll do a pretty good job.
(___) 4. I make a fool of myself.
(___) 5. They will just say no to me.
(___) 6. They all think I am smart.
(___) 7. I will not go there I can’t make it!
(___) 8. If I will try harder, I will get there!
(___) 9. It doesn’t matter if I make a mistake, I am good enough.
(___) 10. I know they don’t like me.
(___) 11. I am not really good at anything.
(___) 12. This is impossible… I’m not even going to try!
(___) 13. I can do it, it may take time and effort but I can do it!
(___) 14. I don’t really like that person.
(___) 15. The more I try the better I’ll get.

WHAT’S IN

Directions: Below is a mind map for the right and left brain dominance. Write the
different activities that you can do, to train and develop both of your right and left
brain.

https://blog.mozilla.org/community/2013/06/27/utility/

16
 Left brain activities Right brain activities

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

WHAT’S NEW

Directions: Do the acrostic activity. In just 1-minute identify positive characteristics

of yours. Use it to define your first name. Below is an example of my first name. Do
the same with yours.

- Loving wife, mother and teacher

- Optimistic believer

- Responsible citizen

- Authentic adviser

1. Did you finish the activity in just 1 minute?

2. How did you feel while doing the activity?
3. Did you find it easy to look for the positive characteristics of yours to define your
first name?

17
 WHAT IS IT

Reading: How to Increase Brain Power: 10 Simple Ways to Train Your Brain
How often do you think about your brain? Do you ever stop to marvel at its
incredible power and supreme cleverness? Or at least check in and give it a little
spring clean and a recharge it from time to time? If you’re like the majority, then your
answer will likely be “no”.
Astoundingly, we only use around 10% of our brains yet we seldom think to
invest in a little training every now and then. For a long time, scientists believed that
we were stuck with the brain we were born with! Luckily for us, that hypothesis has
gone out the window! Enter neuroplasticity – a new theory that has proven one very
incredible fact: Our brains can change.
This means, if you’re not very intelligent in one area – that’s OK! You have the
option to literally ‘change that area of your brain’ through some little trainings. Your
brain is a muscle. You need to exercise it regularly. The exciting thing is that you
don’t have to be a millionaire to increase your brain capacity. All you need to do is
invest some time to regularly train your brain. So, how to increase brain power?

Here are 10 simple ways to increase your brain power and improve your intelligence!
1. Do something new
When you experience something ‘new’, that actually ‘stimulate’ your brain!
Don’t get stuck in a rut doing the same old things – the only way to change the
structure of your brain is to do something new. This creates new neural pathways,
increasing your intelligence level. You could take a new route to work, try a new
recipe for dinner, or even a new form of exercise – mix them up!
2. Ditch the GPS
Gone are the days of map reading! Sat Nav (Satellite Navigation) may have
made our lives easier; it has also made our brains lazier and less efficient at the
same time!
Go back to the old school and use a map to navigate every now and then. This
exercises the part of your brain responsible for understanding spatial relationships.
3. Ban the calculator
Remember back at school when we were taught to use our brains to do
simple sums like times tables? It’s incredible how we now rely on devices like smart-
phones and laptops to calculate really simple equations. Resist the urge to work
things out using an external device and use the device you were born with – your
brain!
4. Be curious
Instead of taking everything at face value, get into the habit of questioning
everyday things/products, services that you come into contact with. By being
‘curious’ and questioning everything, you force your brain to innovate and create new
ideas. Curiosity may have killed that cat but it created super important things like
electricity and computers!

18
5. Think positive
Stress and anxiety kill existing brain neurons and also stop new neurons from
being created. Research has shown that positive thinking, especially in the future
tense, speeds up the creation of cells and dramatically reduces stress and anxiety.
Try and get a handle on negative thoughts and make an effort to replace them with
positive ones.
6. Exercise regularly
It’s been proven that regular exercise helps to increase brain function and
enhances neurogenesis. This means that every time you exercise, you are creating
new brain cells! Your brain will thank you for it.
7. Train your memory
How often do you hear people say “I wish I had a better memory!’ Yet no-one
does anything about this! If you discipline yourself to memorize phone numbers and
other important numbers (passport, credit card, insurance, driving license) you will
start to see a marked improvement in your memory.
8. Eat healthy
Our diets have a huge impact on brain function. Our brains consume over
20% of all nutrients & oxygen that we consumed – so remember to feed your brain
with the good stuff! (eat and drink healthy, avoid junk and processed foods)
9. Read a book
Reading relieves tension and stress, which is “brain-cell killers” because it’s a
form of escapism. Research has also shown that using your imagination is a great
way to train your brain because you force your mind to “picture” what you are
imagining. Reading is a great way to trigger your imagination!
10. Get enough sleep
Sleep is like a mini detox for the brain. This is when your body regenerates
cells and removes all the toxins that have built up during the day. Get to bed
between the hours of 9pm and midnight to benefit from the most effective hours of
sleep!

Final thoughts
More than anything else, improving your brain power is about habits, and
habits take time to build. The best approach is to focus on one or two things at a
time. Giving your life a complete makeover is going to prove much more challenging,
and the habits you attempt to develop may not stick. This is counterproductive. Not
only is balance hard to achieve, often it never is in the life of an adolescent.
However, constant experimentation and tweaking will allow you to test things
out and see what works best for you.

19
 WHAT’S MORE

Activity: MIND MAPPING

Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the
way the brain works, and was invented by Tony Buzan. Mind mapping helps to make
thinking visible. Most people make notes using lined paper and blue or black ink. Making
notes more attractive to the brain by adding color and rhythm can aid the learning process,
and can help to make learning fun. The subject being studied is crystallized in a central
image and the main theme radiates out from the central image on branches. Each branch
holds a key image or a key word. Details are then added to the main branches and radiate
further out. Mind maps have a wide variety of uses, for example, note taking, revision
planning, planning for writing and problem solving can all be successfully carried out using
the technique. The colors and the graphics used will help children to organize their ideas and
thoughts. They can be very simple or, quite detailed depending upon the age of the children
and the complexity of the subject. Because creating the mind map involves the use of the left
and right brain, remembering the information becomes easier!
Below is an example of a simple mind map linked to the information above.

https://www.biggerplate.com/mindmaps/6gNJIRkq/blank-mind-map-to-use-with-participants (modified)

How to draw a mind map:

1. Turn the page on its side (landscape). Use plain paper.

2. Draw the central image using different colors. The central image should
encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or themes using key
words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.
6. Use arrows to connect linked ideas.

Source: Dodd (2004). Learning to Think: Thinking to Learn,

http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf

20
 WHAT I HAVE LEARNED

Directions: Make a generalization of what you have learned from this lesson.
Consider the essential parts of a paragraph. No need to make a long paragraph.

R
Reefflleeccttiioon
n
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

_________________________________ ____________________
Print Name & Signature Date

WHAT I CAN DO

Directions: List some additional activities you could try and give the best things that
could happen. Consider the entire positive that you can do to help for your personal
development.

I should try The best that could happen

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

21
 ASSESSMENT

Directions: Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper

Name: _____________________________ Grade & Section: _______________

Date: ______________________________ Score: ________________________

1. Every morning you used to do simple stretching. One day, you came across
with a video tutorial of aerobic exercise. You tried it and became part of your daily
routine.
a. it will make you physically fit b. it will stimulate your brain
c. it will use most of your time d. it can add your things to do
2. Your younger sister in Grade 4 ask your help in her Araling Panlipunan subject.
She handed her module containing the map of the Philippines where to find the
answers of the activity. You became interested to in reading the map that you
were able to assist your sister.
a. it helps your brain in understanding spatial relationships
b. it helps your brain in activating your logical thinking
c. it helps your brain to develops your emotional aspect
d. it helps your brain to practice sequential activity
3. You are told by your mother to manage your sari-sari store when she was out
to the market. There are many costumers that you are going to attend to. It
happens that your mobile phone is having an insufficient power to calculate the
goods that a certain costumer bought. You get a sheet of paper and a ballpen to
sum it up.
a. it can stress your brain b. it can consume and waste your time
c. it can help activate your brain d. it can irritate your costumer
4. While scrolling your facebook wall you have seen a post of your friend, a
picture of a kind of berries. Your curiosity drives you to chat her and ask for the
name and uses of that certain fruit.
a. it helps your brain to innovate b. it helps your brain to associate the fruit
c. it helps your brain to memorize d. it helps your brain to identify the fruit
5. You already know what the corona virus pandemic brings to humanity. Instead
of counting the negative that happens day by day, you choose to look for the
positive aspect that this pandemic brought to the people in our country.
a. it can help you focus on what you do b. it can creates panic in you
c. it can cause you disappointments d. it can help you reduce stress
6. During the quarantine you were able to do some exercise. And you continue
doing it until now.
a. it can increase your metabolism b. it can increase your brain function
c. it can help your shape d. it can make you looks slimmer

22
 7. Accidentally your younger brother erased the contact numbers in your
phonebook while playing your mobile phone. You have to call your parents for an
important query at home. Good for you! You memorized their contact numbers.
a. memorization improves your memory b. discipline yourself to memorize
c. remembering phone numbers keeps your contact d. not a big deal
8. During school days at school you used to buy at the canteen same dishes
every day. But now you stayed at home your parents always prepares vegetables
together with fresh fish.
a. healthy foods boost your brain power b. vegetable ruins your appetite
b. healthy foods boost immune system d. vegetable helps in your diet
9. You don’t have much activity at home during the quarantine. You found out
some old reading stuffs of your mom. You find it interesting to read.
a. reading helps you become intelligent b. reading help your vocabulary
c. reading helps your thinking and imagination d. reading is a waste of time
10. Because of the pandemic you learn to schedule your daily routine. Part of it is
to sleep at past 10 pm not later than 11 pm.
a. sleep helps your brain to regenerate cells b. sleep can make you fat
b. sleep helps you become beautiful d. sleep is beneficial

ADDITIONAL ACTIVITY/IES

Directions: Make your own simplified plan to improve your brain functions. Consider
the different techniques to develop your brain power. Use the mind mapping
technique in the presentation of your plan.

23
 ANSWER KEYS

Lesson 1 Lesson 2
What I know: What I know: Answers may vary
1. Brain What’s In: Answers may vary in
2. Cerebral Cortex preference to start with action words
3. Cortex What’s New: Answers may vary
4. Brain Stem
What I have learned: Answers may vary
5. Basal Ganglia
What I can do: Answers may vary
6. Cerebellum
7. Frontal lobes Assessment:
8. Parietal lobes
9. Temporal lobes
1. b
2. a
10. Occipital lobes
3. c
What’s In: Answers may vary 4. a
What’s New: Answers may vary 5. d
What I have learned: Answers may vary 6. b
What I can do: Answers may vary in 7. a
preference to balance both left and right 8. a
9. c
Assessment:
10. a

1. d
2. a Additional Activities: Answers may vary
3. b
4. c
5. d
6. c
7. d
8. b
9. b
10. b
11. a
12. a
13. b
14. b
15. c

Notes to the Teacher!

The teacher will check all the

Answers Vary Part.

24
 REFERENCES

Published Books

Personal Development. Learner’s Manual. Department of Education Republic of the

Philippines. First Edition 2016.

Personal Development. Teacher’s Guide. Department of Education Republic of the

Philippines. First Edition 2016

Electronic Resources

Parts of the Brain Retrieved from https://www.webmd.com/brain/picture-of-the-

brain#1

Herrmann Whole Brain Model Retrieved from

https://www.toolshero.com/psychology/herrmann-whole-brain-model/

Herrmann Brain Dominance Instrument and the Whole Brain Model Retrieved from
https://www.herrmann.com.au/what-is-whole-brain-thinking/

The Way You Cross Your Fingers Shows What Kind of Person You Are Retrieved
from https://brightside.me/inspiration-psychology/the-way-you-cross-your-
fingers-shows-what-kind-of-person-you-are-794376/

How to Tell If You Are Left-Brain Dominant Retrieved from

https://www.thoughtco.com/tips-for-left-brain-students-1857173

How to Tell If You Are Left-Brain Dominant Retrieved from

https://www.thoughtco.com/right-brain-dominant-students-1857175

Teen Brain: Behavior, Problem Solving, and Decision Making Retrieved from
https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-
Guide/The-Teen-Brain-Behavior-Problem-Solving-and-Decision-Making-
095.aspx

Positive Self-Talk Retrieved fromhttps://www.scribd.com/document/279588820/Area-

a-Personal-Management-Positive-Self-Talk-0

Mind Mapping Retrieved from

http://aysinalp.edublogs.org/files/2013/09/TheBrainandLearning-1f6e16y.pdf

Other Resources

K to 12 Most Essential Learning Competencies with Corresponding CG Codes

Bitmoji Images Own Creation. 2020 http://www.apache.org/licenses/LICENSE-2.0

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For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province

(Office Address) IPHO Bldg., Sudlon, Lahug, Cebu City 6000
Telefax: (032) 255-6405
Email Address: [email protected]