Republic of the Philippines concern in every aspect and your plan on how to deal with

Department of Education
them. Copy the sample table that follows:
Region III – Central Luzon
SCHOOLS DIVISION OF CITY OF BALANGA
BATAAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
City of Balanga, Bataan Name: Week No.:
Date:
Grade/Strand & Section
ACTIVITY SHEETS in PERSONAL DEVELOPMENT Activity Title: Activity 3: Analysis on My Personal
(MODULAR MODALITY) Challenges as An Adolescent
Copy this table and write your answer under the
Quarter 1 - Week 3, Day 1- 4 (LESSON 3: Developmental corresponding columns.
Stages and Challenges in Middle and Late Adolescence) Activity 3: ANALYSIS ON MY PERSONAL
CHALLENGES AS AN ADOLESCENT
LEARNING COMPETENCY WITH CODE Aspect of Concern/issues What are my
Developmen (description- my plan/s or way/s
1.1 discuss developmental tasks and challenges being t challenges in this to deal with it?
experienced during adolescence (merged/modified) -
aspect)
(EsP-PD11/12DS-Ic-3.1) (EsP-PD11/12CA-Id-4.1)
Physical
1.2 evaluate one’s development through the help of
Emotional
significant people around him/her (peers, parents,
siblings, friends, teachers, community leaders) (EsP- Social
PD11/12DS-Id-3.2) Mental
My top/major
LECTURE: concern
LECTURE READING FROM PAGE NUMBER
THE BOOK / LEARNER’S BOOK / Rubric for Scoring:
MANUAL (PDF) LEARNER’S Journal Writing (Reflection)
MANUAL (PDF) 1. Complete, accurate and comprehensive answers – 30 points
Reading 1: DEVELOPMENTAL 2. Neatness and orderly responses – 10 points
STAGES 18 3. Punctuality of submission – 10 points
Total – 50 points
Reading 2: HAVIGHURST`S
Portfolio Output Activity
DEVELOPMENTAL TASKS 19 – 20
1. Original and authentic concept/creativity – 30 points
DURING THE
2. Visual appeal and cleanliness – 10 points
LIFE SPAN
3. Punctuality of submission – 10 points
Reading 3: THE PASSAGE TO
Total – 50 points
ADULTHOOD: 24 – 25
ASSESSMENT
CHALLENGES OF LATE
ADOLESCENCE Direction: Use one (1) whole sheet of paper in answering the
test with your complete name, grade / strand / section and
ACTIVITY 1: MY PERSONAL TIMELINE and Portfolio date:
Output No. 5: My Personal Timeline with Reflection
Test I: Read the statements carefully and choose the best
answer inside the box. Write the letter that corresponds to
Instruction: Please refer to page 17-18 for activity in the
your answer on the space provided.
book. Use one (1) long bond paper and a sheet of paper for
reflection questions that follows. Write your name, 1. Developing acceptable attitudes toward society.
grade/strand/section, date and title of the activity as shown in 2. Learning to take solid foods.
the template below. 3. Learning to walk
Name: Week No.: 4. Adjusting to decreasing strength and health.
Date: 5. Helping teenage children to become happy and
Grade/Strand & Section responsible adults.
Activity Title: My Personal Timeline with Reflection 6. Achieving a masculine or feminine social role.
Title of my Timeline: 7. Learning to live with a partner.
8. Helping teenage children to become happy and
Activity 2: WORKSHEET ON DEVELOPMENTAL responsible adults.
TASKS OF BEING IN GRADE 11 9. Establishing relations with one’s own age group.
10. Preparing for marriage and family life
Instructions:
1. Read THE DEVELOPMENTAL TASKS SUMMARY A. Infancy and Early Childhood (0-5)
TABLE according to Havinghurst on pages 19 -20 of the B. Middle Childhood (6-12)
book. Analyze the stages you have gone through and C. Adolescence (13-18)
assess your own level of development as a Grade 11 D. Early Adulthood (19-30)
student. E. Middle Adulthood (30-60)
2. Copy and complete the WORKSHEET ON F. Later Maturity (61- )
DEVELOPMENTAL TASKS OF BEING IN GRADE 11
and answer the processing questions on page 20. Test II: Explain the Bio-Psychosocial Model of Havighurst in
your own words by applying or giving example.10 pts.
Activity 3: ANALYSIS ON MY PERSONAL
CHALLENGES AS AN ADOLESCENT REFLECTION 1
Instruction: Make a table of analysis and personal plan based Instruction: In an essay format answer the questions based on
on lecturette/Reading 3 on the challenges of adolescence. In what you have learned from the lesson. Use one (1) whole
one (1) whole sheet of paper with your name, sheet of paper with complete name, grade / strand / section
grade/strand/section and date – write your own issues and and date:

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1. What are your thoughts about the lesson? 2. Do you think they are quite normal or do think you need
2. What new insights did you gain about the lesson? help to assess or evaluate them?
3. How are you going to apply them today? 3. If you scored 7 Yes or more, what do you think is your
major concern or factor why are you feeling this way?
----000----
4. How do you want to get helped?
Quarter 1 - Week 4, Day 1- 4 (LESSON 4: Concepts on
5. If you answered YES in items 10-11 – please contact your
Mental Health and Psychological Well-Being including
teacher so that you can received assistance.
Stress and Coping Strategies in Middle and Late
Adolescence)
Activity 4: Suicide Prevention
LEARNING COMPETENCY WITH CODE Suicide is a leading cause of death among young people ages
1.1 Identify ways that help one become capable and 15-24. At least 90% of those who die by suicide have a mental
responsible adolescent prepared for adult life (EsP- illness. If a friend mentions thoughts of suicide or self-harm,
PD11/12DS-Id-3.3) you NEED to tell an adult. This may be a parent, teacher or a
guidance counselor. It’s better to have a friend who is angry
1.2 Discuss understanding of mental health and psychological with you than to keep their secret and live with knowing you
well-being to identify ways to cope with stress during could have helped, but remained silent when your friend was
adolescence (EsP-PD11/12MHWB-Ih7.1) (EsP- in trouble.
PD11/12MHWB-Ii7.4)
Here’s a scenario: “Your friend isn’t acting like his old self.
LECTURE: He seems really down, and has been doing strange things like
LECTURE READING FROM PAGE NUMBER giving his favorite things away. He recently told you that he
THE BOOK / LEARNER’S BOOK / thought the people he knew would be better off without him
MANUAL (PDF) LEARNER’S around and that he’s thought of killing himself. After he tells
MANUAL (PDF) you, he asks you not to tell anyone else about what he has
Reading 1: CHANGE YOUR said.”
MIND ABOUT MENTAL 45
HEALTH Instruction: Answer the processing questions in one (1)
Additional Information: whole sheet of paper with your your name,
Strategies for Becoming a 46 grade/strand/section and date.
Critical Viewer of the Media Processing Question
Self Esteem and Body Esteem 47 – 48 1. Do you think he has a mental health problem?
Common Eating Disorders 2. Is he in trouble?
3. What should you do?
Reading 2: Reading: SUPPORT
STRATEGIES/COMMUNITY 49
ASSESSMENT 4
MENTAL HEALTH
RESOURCES Test I: Read the statements carefully and choose the correct
Reading 3: HELP HOW-TO’S 50 answer. Write the letter that corresponds to your answer in
Supplemental Material on (In-charge: subject one (1) whole sheet of paper with your name,
Mental illness teacher) grade/strand/section and date.
1. – 3 Which of the following is the correct concept of mental
Activity 1. Media Motives illness as best described in the following situations?
Advertisers have developed a multi-billion-dollar industry to A. ADHD
convince consumers that we need to buy their products. In this B. Anorexia Nervosa
activity, we are going to examine the advertising methods that C. Bulimia Nervosa
are used. D. Autism Spectrum Disorder
1. Allan, a 7-year old boy was observed by his teacher being
Instruction: Cut an image of advertisement for beauty and so agile in the room, when a task is given, he cannot
fitness in a magazine or promotional booklet. Paste it on a one finish things and makes thoughts jump around.
(1) whole sheet of paper with your name, grade/strand/section 2. Lala finds it hard to control eating, junk food is her best
and date. Analyze the promotional texts and image shown by buddy and will only stop once full- then will start to
answering the questions on pages 45 – 46 of this activity in the purge.
book. (Write your answer below the picture) 3. Nap enjoys Math a lot but rarely mingles with people, he
prefers to do things alone and is sensitive when touched.
Activity 2. Portfolio Output No. 12: Media Influences
(How Ads Affected My Self-Esteem) 4 – 6 Which of the following is the correct concept of mental
Instructions: Read and answer the questions on page 47 of illness as best described in the following situations?
your book in one (1) whole sheet of paper with your name, A. Anxiety Disorder
grade/strand/section and date. B. Bi-polar Disorder
C. Post-Traumatic Stress Disorder
Activity 3: Signs of Trouble: Depression D. Schizophrenia
What’s the difference between just having a bad day and 4. Jake had recurrent dreams about being abused which he
something potentially more serious? suffered a month ago. It scares him a lot even if he is safe
Instruction: Read the statements inside the table on page 49 and there is nothing to be afraid of.
and write Yes or No for each of the items below if you have 5. Zoila in her late teens started seeing and hearing people
been persistently experiencing these for the past 2 weeks or conversing with her, her mind thought so it was real.
more or intermittently. Answer the processing questions that 6. Ruben always had a sudden feeling of stress that can
follow. Write your answer in one (1) whole sheet of paper make him feel dizzy, difficult to breathe and chest pain.
with your name, grade/strand/section and date. 7. Which is the best suitable environment for people with
Attention Deficit Hyperactivity Disorder?
Processing Questions: A. A quiet room to focus on his/her task.
Answer the questions as honest as you can. B. An area where he can be isolated.
1. What does your answers tell about your mood? C. A room filled with lots of things to enjoy with.

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 D. A large class so he can feel normal and do his best. perspective is primary before learning how to manage it. Let
8. All of these are indicators of depression EXCEPT: us look at the graph below. Under 3 columns are NO
A. Feeling worthless, unloved and suicidal thoughts STRESS, EUSTRESS and DISTRESS. The horizontal
B. Unable to enjoy things previously wanted to do arrow ( ) shows the degree stress or level of pressure a
C. Intense, frequent sadness of no apparent reason person may experience and the vertical arrow or upward arrow
D. Looks sad and sombre all the time ( ) represents level of performance a person is doing. The blue
curve line explains that when there is lower pressure or no
9. Mental health is just as important as physical health. The stress at all – the performance of a person is also lowered
state of a person’s mental health can influence the onset which leads to feeling lethargic, dull, unexcited and boredom,
or course of a physical or mental illness. 50% of while if a person experiences normal or moderate level of
adolescents do not get help when mentally challenged. positive stress (eustress) , it causes the person to act or
What can be inferred about mental health? perform at its peak as shown by the peak curve it leads to an
A. Physical health is important to maintain mental excellent performance and lastly, if a person reaches the end
health. of the horizontal arrow where greater pressure builds up over
B. Stigma and discrimination play a role in mental time – a great level of stress (distress) the curve slides down
health issues and concerns. which means the person’s performance slows down until
C. Mental health is the key element of a person’s overall anxiety or fatigue is experienced. This is what the stress that
health neglect of this is a serious threat as physical we often felt that is all there is, but you see, if there is no
illness. enough stress there is no performance, but too much
D. Physical health is more deadly than mental health prolonged unmanaged stress may cause exhaustion and health
10. The stress-vulnerability theory explains why someone problem. Therefore, experiencing stress is normal for as long
develops a mental illness: There is a genetic characteristic as you know how to manage them and understand its
to mental illness and stress can trigger the development of mechanism.
this illness. What conclusion can you make from this
Are all STRESS bad?
assumption?
Not all stress is bad. Here’s how you can identify
A. The cause of mental illness is often very complex
what is positive stress and negative stress.
B. Stress alone doesn’t cause the mental illness unless
one has a genetic susceptibility.
C. Mental illness is genetically predisposed.
D. A stress gene causes mental illness to develop.

REFLECTION 4
Direction: In an essay format answer the following questions
based on what you have learned from the lesson. Write your
answer in one (1) whole sheet of paper with your name,
grade/strand/section and date.
1. What are your thoughts about the lesson?
2. What new insights did you gain about the lesson?
3. How are you going to apply them today?
----000----
Kinds of Stress
Quarter 1 - Week 5, Day 1- 4 (LESSON 5: Concepts on
1. Eustress or positive stress - occurs when your level of
Mental Health and Psychological Well-Being including
stress is high enough to motivate you to move into
Stress and Coping Strategies in Middle and Late
action to get things done. Manageable stress which can
Adolescence)
lead to growth and enhanced competence. Examples are:
LEARNING COMPETENCY WITH CODE getting married, starting school, beginning a new job,
1.1 Identify causes and effects of stress in one’s life (EsP- making new friends and learning a new skill.
PD11/12CS-If-5.1) (EsP-PD11/12CS-If-5.2) 2. Distress or Negative stress - the level of stress is either
1.2 Demonstrate personal ways to cope with stress and too high or too low and your body and/or mind begin to
maintain mental health (EsP-PD11/12CS-Ig-5.3) respond negatively to the stressors. Uncontrollable,
prolonged, or overwhelming stress is destructive.
LECTURE Examples are: death of a loved one, financial problems,
Instructions: Read the lectures / reading with the academic difficulties and relationship break-up.
corresponding pages of your Personal development
book/ebook (Learner’s Manual) listed below: Below is the General Adaptation Syndrome (GAS) Model
LECTURE READING FROM PAGE NUMBER by Hans Selye which explains how our body responds to
THE BOOK / LEARNER’S BOOK / stress. At first our body is at state of balance (homeostasis) or
MANUAL (PDF) LEARNER’S normal level which is described as good health. Our resistance
MANUAL (PDF) level is also unaltered. Immediately when a stressor was
detected by the body it starts with the alarm stage which the
Reading 1: STRESS
body needs to react to, thus followed by resistance stage where
MANAGEMENT 29 – 30
your resistance to stress is being used and tested under
Reading 2: STRESS RESPONSE 33
Reading 3: KEEP STRESS 33 – 34
UNDER CONTROL
Reading 4: HEALTHY EATING 51 - 52
AND MENTAL HEALTH

Do we need stress?
Take a new look in understanding stress. Stress is inevitable
but we must learn the mechanism of it in order for it to work
for us and not against us. Understanding stress in a whole new

3|Page
prolonged resistance and numerous stressors coming in your Instruction: Answer the letter as if you are Covy and give the
body can lead to Exhaustion stage where you felt tiredness and letter sender - “Tired at school”, 3 practical steps to resolve or
your energy depleted. This doesn’t mean however that you address his/her problem.
will lead to exhaustion stage but a good reminder that you
should take care of yourself in handling stress and be very Dear Covy, I fell asleep in class today – once again! When I go
skillful in managing them in order to retain balance to bed at night, I just can’t seem to fall asleep. I lie in bed for
(homeostasis) again. hours and it doesn’t seem to make a difference. When I wake
Definition of Terms: These are terms you need to learn in up in the morning, I feel like I don’t want to get up and attend
managing stress. These are defined below. my class or work on my modules. This is the time I feel that I
 Stressors – Anything that is perceived as challenging, could really sleep. I wish that school didn’t start until this
threatening or demanding. These are the events, changes or pandemic is over. Please help me out! Give me some ideas on
threat to organism’s well-being that one needs to respond to.
how I could get a better sleep, so my teachers don’t get upset
People have different stressors.
that I fall asleep in my online class or failed to submit my
 Adaptation – change that takes place as a result of the
response to a stressor. output in time.
 Coping – a balancing act between biological, psychological,
and social process. Tired at School
 Adaptive Coping – contributes to resolution of the stress
ASSESSMENT 5
response.
 Maladaptive Coping –strategies that cause further
Test I: Modified True or False. (2 points each.)
problems
Direction: Read the statements carefully and choose the
 Active Coping – actively seeking resolution to the stress
correct answer. Write your name, grade level, strand, section,
 Homeostasis – a steady state and various physiologic
and lesson week/date in one (1) whole sheet of paper. Write
mechanisms within the body responding to internal changes
the letter that corresponds to your answer.
to maintain a relative constancy in the internal environment.
Write:
 Resilience – resistant quality that permits a person to
A. If the FIRST statement is TRUE and the
recover quickly and thrive in spite of adversity
SECOND statement is FALSE
BELLY BREATHING B. If the FIRST statement is FALSE and the
SECOND statement is TRUE
Deep breathing is a stress reduction strategy that can be used C. If BOTH statements are TRUE
in the present moment as well as an excellent skill to master to D. If BOTH statements are FALSE
more effectively cope with future stressors.
It’s time to try it now. Just follow through the steps below: 1. Burnout, breakdown, and depression are some of the
1. Stand with comfortable space or be seated in a chair. benefits of long-term, unmanaged stress.
2. Stand straight/sit with feet shoulder-width apart. The more you try to hold your emotions in, the
3. Relax your arms and hands. greater the pressure build-up will be.
4. Relax your body. 2. A series of stressful and frustrating experiences
5. Close your eyes. throughout the day can cause stress build up every
6. Focus on lower abdomen (belly) and imagine a small day.
balloon in that space. The more stress builds up the stronger you are as
7. Breath in slowly and deeply through nostrils, imagining developing person.
the balloon inflating (getting bigger/larger/growing) 3. A very rare cause of stress is dealing with life’s
slowly, hold a few seconds transitions.
8. Slowly exhale through the mouth, imagining the balloon Moving to a new school, job relocation and living in a
gently deflating (getting smaller, shrinking); blow out of new neighborhood are enjoyable life transitions.
the mouth as if blowing out a candle 4. Headaches, stomach aches, dizziness, and neck
9. Tip: Place a hand over the lower abdomen to feel it go up stiffness are examples of physical stress signals.
and down, and make sure you’re not breathing with the Anger, crying, confusion, feelings of helplessness and
chest restlessness are emotional stress signals.
10. Repeat at least 10 times. 5. Smoking, nail biting, pulling hair, use of alcohol, and
compulsive dieting are behavioral stress signals.
Activity 1: WHAT CAUSES YOU TO “LOSE YOUR Redirection of blood away from extremities and
COOL”?
instead to major organs are emotional stress response.
Instruction: In one (1) whole sheet of paper choose/select all 6. The stress response can actually cause no harm if it
the factors that causes you stress. You can also add your own leads to a state of chronic stress.
stressor/s if not listed. Please refer to this activity on page 31. That is, if our stress response is triggered, and then
our body doesn’t go back to its normal state of
Activity 2. STRESS SIGNALS relaxation.
Instructions: In one (1) whole sheet of paper copy the three 7. Understanding the cause of stress requires little effort
categories: Physical, Emotional and Behavioral. Under each to pause and simply ponder on the situation.
category, write all of the warning signs that apply to you and Analyzing stress factors can add problems in
count them to have the total number of items selected for each managing stress properly.
category. Then answer the questions that follow under 8. The longer you avoid dealing with the stress factors,
Portfolio Output No. 9: My Stress Signals – Please refer to the more the stress will build up.
this activity on page 32 of the book. Dealing with the stressors means developing
techniques to deal with the causes of stress.
Activity 3: MY STRESS SURVIVAL KIT 9. Most people must train themselves to relax when the
Instructions: Please refer to page 34 of the book. pressure is on.
When stressors cannot be reduced, managing one’s
Activity 4: DEAR COVY stress response can aggravate the situation.
10. Vulnerability explains that there is a genetic

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 characteristic to mental illness. alive. It is responsible in the transmission of messages to other
Stress alone can cause mental illness. neurons.

REFLECTION 5 The Dendrites of a neuron look like branches of a tree, which

Instruction: In an essay format answer the following is used as an antenna, receiving messages from other nerve
questions based on what you have learned from the lessons. cells and transmitting them toward the cell body.
Copy and answer in one (1) whole sheet of paper. The Axons can be likened to trunk of a tree, which is
1. What are your thoughts about the lesson? slenderer. It transmits messages away from the cell body to
2. What new insights did you gain about the lesson? other cells. Axons have branches at their tips, but these
3. How are you going to apply them today? branches are usually less numerous than dendrites. Dendrites
Quarter 1 - Week 6, Day 1- 4 (LESSON 6: Parts of the and axons give each neuron a double role: As one researcher
Brain, Its Processes and Functions) in the field of Neurology, a neuron is first a catcher, then a
batter (Gazzaniga, 1988).
LEARNING COMPETENCY WITH CODE/(MELC) In adult human beings, axons vary from only a tenth of a
millimeter to few feet in length. The large ones, of course, are
1.1 Discuss that understanding the different parts of the
found outside the brain. In the peripheral nervous system, the
brain, processes and functions may help in improving
axons of individual cells collect in bundles called nerves (not
thoughts, behavior and feelings.
to be confused with nerve cells). The human body has 43
1.2 Explore ways on how to improve brain functions for
pairs of peripheral nerves, one nerve from each pair on the
personal development
left side of the body and the other on the right. Most of these
LECTURE: nerves enter or leave the spinal cord, but the 12 pairs that are
Instruction: Read the lectures / readings that follow and note in the head go directly to and from the brain. (the central
important nervous system also contains bundles of neuron fibers, but

Reading 1: THE NERVOUS SYSTEM – AN OVERVIEW

The Brain organ is a part of one of the eight (8) systems of the
human anatomy, the nervous system. The purpose of the
nervous system is to gather information, produce responses to
stimuli, and coordinate the workings of different cells. It is the
command center of the other eights systems in the human
body. The development of life organisms from union of the
egg cell and sperm cell, always starts from the development of
the nervous system, the brain, its spinal cord and nerves. Even
the lowliest organisms such as the jellyfish and worms, have
origins of a nervous system. The nervous system is divided
into two main parts: the central nervous system (CNS) and the
peripheral nervous system or beyond the brain and the spinal
cord (PNS). Let us take a closer look of these two systems.

they are called tracts.) Most axons are insulated by a layer of

fat cells called the myelin sheath. A major purpose of this
covering is to prevent signals from adjacent cells from
interfering with each other. The myelin sheath is divided into
segments that make the axon look a little like a string of link
sausages. When a neural impulse travel down the axon, it
“hops” from one break in the “string” to another, making
direct contact with the nerve cell. This action allows the
impulse to travel faster that it could if it had to move along the
entire axon. The thicker the myelin sheath, the faster the
The Nervous System impulse. Nerve impulses travel more slowly in babies than in
older children and adults, because babies’ myelin sheaths have
not fully developed. The communication of neuron to neuron
THE BASIC UNIT OF THE NERVOUS SYSTEM usually involves separated tiny gaps called synapses.
The nervous system can be likened to complex system, a
network strands connected to every fiber or part of the body. Neural Transmission
And this system mostly run, just like in the circulatory system, The thought moves as an electrical signal from the nerve cell
blood cells and the like, the nervous system has nerve cells or down the axon to a dendrite. The signal jumps from the end
neurons. These neurons conduct electromagnetic signal; and of the dendrite on one cell across the space, called a synapse,
are the basic unit of the nervous system; and they are held in to the dendrite of another cell with the help of chemicals
place by glial cells (from the greek word, “glue”), which also called neurotransmitters. That signal continues jumping
provide them with nutrients, insulate them, and remove from cell to cell until it reaches the muscle you need to wave,
cellular “debris” when they die. Neurons are communication wink or walk.
cells. They transmit information to, from or inside of the
central nervous system, and are often called the building The Brain
blocks of the nervous system. The structure of a simple neuron The brain is a three-pound, pinkish-gray, wrinkled jelly-like
differs in every region of the brain, and it differs also in main mass organ which consists mainly of fat and water. It is a
function. But the simple neuron has its three (3) major basic complex organ that controls every thought and action. The
structure namely, cell body, dendrites, and axon. storage of our memories, the seat of our intelligence (Davis,
The Cell Body is shaped roughly like a sphere or a pyramid. 1984) and you may not know it, it is also where our emotions
It contains the biochemical machinery for keeping the neuron are found (Darwin, 1872; James & Lange, 1884; Cannon &

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Bard, 1900; Papez, 1937; Macchi, 1989). The brain’s structure peduncles. Of the 12 cranial nerves, two thread directly from
is also as complicated as its counterpart on moving the body the midbrain - the oculomotor and trochlear nerves,
itself. In this term, we are also speaking on how we should responsible for eye and eyelid movement.
feel, elicit emotion, act towards an emergency, our brain plays
Forebrain (Prosencephalon)
an important role in our thoughts, behavior and feelings. The
brain has three (3) main sections divided: Hindbrain, The Forebrain (derived from the developmental
Midbrain and Forebrain. The reflexive or autonomic prosencephalon) which contain the entire cerebrum and
behavior is controlled by the Hindbrain and Midbrain. The several structures directly nestled within it - the thalamus,
complex behavior of the individual belongs to controlled area hypothalamus, the pineal gland and the limbic system. This
of the Forebrain. area of the brain plays a central role in the processing of
information related to complex cognitive activities, sensory
and associative functions, and voluntary motor activities.
Included in this region is the visible area, the cerebrum; and
this cerebrum is divided into two parts or most popularly
known for the two major division of the brain, cerebral
hemispheres (Michel et. al., 2020; MacNeilage, 2013). When
you picture the iconic shape of the human brain, the majority
of what’s visible is the cerebrum with its wrinkly, pinkish-grey
outer appearance. It makes up around 85% of the brain and
consists primarily of grey matter, divided into two
hemispheres.

The Two Hemispheres of the Brain.

We could recall from the lesson that the cerebrum can be
divided into two parts which can be called hemispheres. And
these hemispheres can control opposite sides of the body.
Though similar in structure, the hemisphere has somewhat
The Hindbrain (Rhombencephalon) separate talents or areas of specialization. But before we
This part of the brain starts at the base of the skull and the discuss the distinction that separate the hemispheres, we have
brain stem. It is the region of the brain in which the medulla acknowledged what makes them connect. This importance and
oblongata, pons and cerebellum. The Hindbrain coordinates function belong to the corpus callosum. These are a band of
functions that are fundamental to survival, including nerve, which carries back and forth between the two. A
respiratory rhythm, motor activity, sleep and wakefulness. combination of sensory motor and cognitive information is
constantly being transferred between hemispheres via this
neural highway. If the corpus callosum is severed, the brain’s
hemispheres are not able to communicate properly, and the
loss of a range of functions can occur – for example, changes
to visual perception, speech and memory. Surgical severing of
the corpus callosum is a last-resort method for untreatable
epilepsy, to stop seizures spreading across the brain.

These also provided proof that there is no truth that some

people use one brain hemisphere more than the other
depending on their personality. Some functions may be
specialized in a particular cerebral hemisphere, but the truth is
that we use both hemispheres equally. Even though one
hemisphere is specific for a function. The truth on the matter
is that the continuous communication of both hemispheres
works far better. Even, the theory that the establishment of
creativity is strictly for the right-brained or the right
The Midbrain (Mesencephalon)
hemisphere, on the contrary, there is no specific evidence to
The Midbrain (Mesencephalon) really establish this theory. Creativity is a complex process.
Located towards the base of your brain is a small but
important region called the midbrain (derived from the
developmental mesencephalon), which serves as a vital
connection point between the other major regions of the brain
- the forebrain and the hindbrain. The midbrain is the
topmost part of the brainstem, the connection central between
the brain and the spinal cord. There are three main parts of the
midbrain - the colliculi, the tegmentum, and the cerebral

Source: https://qbi.uq.edu.au/brain/brainanatomy/corpus-callosum

According to a study, creative thinking does not seem to

depend on a single mental process or the brain region. Nor is it
particularly associated with the right brain, attention, low level
of activation or synchronization with the alpha waves emitted
by the brain (Cerdan, 2017).

A psychologist by the name of Roger W. Sperry was

responsible for the theory of the right and left-brain
6|Page
dominance. Sperry and his colleagues showed that perception impossible to ethically do a study." Previous research
and memory had been profoundly affected, just as they had produced information about the effects of stimulation
been in earlier animal research. In 198, Sperry received a deprivation, but modern ethical guidelines prohibit such
Nobel Prize for his work. research on people because of the potentially harmful
outcome.

EXERCISES/ACTIVITIES

Activity 1: Reading Comprehension

Instruction: Read the two paragraphs below. After reading,
make a simple reflection about what you have read. Write
your answer in 0ne (1) whole sheet of paper with your

My Reflection

What did I realize upon reading paragraph 1 and 2?

The LOBES OF THE BRAIN and their different complete name, Grade/ Strand and Section.
functions: (They get their names from the sections of the skull Paragraph 1
that are next to them.)
1. Frontal lobe – determines personality and
emotions, intelligence (organization, planning,
decision making, judgment, survival)
2. Parietal lobe – helps people understand what they
see and feel – sensorial information (visual and
spatial)
3. Temporal – it functions for hearing and word
recognition abilities – auditory information,
language and memory
4. Occipital – located here are the functions of our
vision and perception

Critical age
Because the brain's healthy functioning is essential to living
and determines quality of life, doctors emphasize protecting
the organ from injury and chemical abuse. There is a Paragraph 2
consensus among researchers that brain cells regenerate
throughout life, said Doug Postels, a pediatric neurosurgeon in
New Orleans, but that new growth happens very slowly after a
certain age. "The size of the brain doesn't increase much after
3," Postels explains. During the first three years of life, the
brain experiences most of its growth and develops most of its
potential for learning. That's the time frame in which
synaptogenesis, or the creation of pathways for brain cells to
communicate, occurs. Doctors generally accept that cut-off
point for two reasons, Postels said. First, in situations where
doctors removed parts of the brains of patients younger than 3
to correct disorders, the remaining brain sections developed to
assume the role of the portions those doctors removed. But
when physicians performed the same surgery on older
patients, that adaptability function did not occur. Second, "We
know from experiments that if you deprive people of
intellectual stimulation and put them in a dark room, that it
produces permanent changes in the brain," Postels said. "That
occurs most dramatically before age 3. After that age, it's

7|Page
 outbreak in Italy. The Telegraph reported that Trezzi suffered
trauma by her experience in working on the frontline since the
outbreak exploded in Italy. The National Federation of Nurse
in Italy initially said she was under quarantine since testing
positive with the disease last March 10.
The group released a statement expressing its dismay over the
death of their young colleague. “What Daniela had witnessed
recently had contributed heavily….it. was the straw that broke
the camel’s back,” Telegraph quoted the group statement. The
federation stressed that “the condition and stress to which our
professionals are subjected is under the eyes of all” and noted
Activity 2: “THE HUMAN BRAIN QUIZ” that a similar case occurred a week ago in Venice, with the
same underlying reasons. According to Gruppo Italiano per la
Instruction: Here’s something to really get your neurons Medicina Basata sulle Evidenze (GIMBE), around 5,760
firing. Find out how much you know about your brain by health care workers have tested positive for COVID-19 in
taking the quiz. Write the letter of the correct answer in one Italy, which accounts for 8 percent of the 69,176 cases
(1) whole sheet of paper with your complete name, recorded by Civil Protection Agency on Tuesday.
grade/strand/section and activity title/no.
1. Which statement is true about the gray matter? Processing Questions:
A. It is the primary source of the brain Direction: Answer the questions below in one (1) whole sheet
B. It is primary located mainly in the frontal lobes paper with your complete name, Grade/Strand / Section and
C. It processes information Activity title/no.
D. It is the dominant type of nervous tissue in the brain 1. Do you think the nurse did make the right choice? Explain
2. What is not part of the brain? 2. According to the research done in neuropsychology,
A. Cerebellum biopsychology and psychiatry, usually people with brain
B. Brain Stem damage usually do not know what they are doing. In the
C. Foramen magnum article given, do you think the nurse has contacted brain
D. Cerebrum damage to render herself to decide unfairly of her demise?
3. Which area of the brain is not part of the cerebral cortex? Explain.
A. Frontal Lobe 3. If you are in the position of the nurse, as a front liner,
B. Cerebellum would you also do the same, as retribution for your
C. Parietal Lobe mistake? Why? Why not?
D. Temporal Lobe 4. Why do you think stress can affect the brain’s function to
perceive and handle problems, especially in traumatic
4. Which part of the brain moves the right side of your experiences?
body? 5. Write a narrative discussion with your family/relative at
A. Left parietal lobe home about the topic/news article.
B. Left frontal lobe
ASSESSMENT 6
C. Right temporal lobe
Instruction: Read the statements carefully and choose the
D. Right frontal lobe
letter of the correct answer. Write your answer in one (1)
5. Which task would not be affected by damage to the right
whole sheet of paper with your complete name, Grade
parietal lobe?
/Strand / Section and activity title: Assessment – Lesson 6.
A. Recognizing shapes
B. Dressing 1. Which of the following does not belong to the group?
C. Doing Arithmetic A. Autonomic System C. Spinal Cord
D. Writing B. Sympathetic D. Parasympathetic
2. Recognizing a long-lost friend
Activity 3: A Practical Application: A Family Discussion A. Pre-Frontal lobe C. Occipital Lobe
B. Temporal Lobe D. Parietal Lobe
Instruction: Below is piece of article. Read the article
3. Which of the following does not belong to the group?
together a member of your family, have a discussion of
A. Colliculi C. Cerebral Peduncles
whether the decision of the individual in the article is a
B. Cerebral Cortex D. Tegmentum
rational or logical one or not. Narrate your findings and
4. A dense network for neurons that connects to higher areas
discussion in a sheet of paper. You may collaborate with the
of the brain
member of your family to narrate your discussions. You may
A. Nerve Fibers C. RAS
also try to look some follow-up questions below to help your
B. Pons D. Mesencephalon
discussion.
5. Which of the following does not belong to the group?
A. Medulla Oblangata C. Cerebellum
Nurse diagnosed with COVID-19 commits suicide over
B. Pons D. Cerebrum
fear of spreading it.
6. A layer of fat cells that insulates to prevent signals from
by Rodney Artida | News
adjacent cells from interfering with each other.
A nurse working in the frontlines A. Mitochondrion C. Myelin sheath
in Italy took her own life after B. Glial cell D. Broca’s region
contracting coronavirus disease 7. Can be likened to a tree trunk, transmits messages away
(COVID-19) and feared that she from the cell body to other cells
infected others. Daniel Trezzi, 34, A. Dendrites C. Mitochondrion
was terrified that she might had B. Cell Body D. Axons
spread the virus while treating 8. Which of the following does not belong to the group?
patients at the San Gerardo A. lood Vessels C. Digestive System
Hospital in Monza, Lombardy, B. Liver D. Sweat Gland
the epicenter of the coronavirus 9. Giving speech in the class

8|Page
 A. Right Hemisphere C. Pons situations, can lead to slow degeneration of the brain’s
B. Left Brain D. RAS capacity to process and retrieve information. To comprehend
10. Latin word for “hood”, this section of the brain involves situational problems and to train one's brain to handle these
coordination of the movements. challenges, will give an assurance of making right and logical
A. Colliculi C. Medulla Oblangata decisions. True enough, if you are consistent in being stagnant
B. Midbrain D. Tegmentum and refuse to learn new things, you are the risk of eliciting
11. Which of the following does not belong to the group? your capacity to improve. (In Praise of the Idle Mind; Davis,
A. Thalamus C. Hippocampus 2019)
B. Amygdala D. Pineal Gland
12. Emotional Responses WHAT CAN YOU DO? Check what applies to you.
A. Frontal Lobe
10. Quit Smoking. Not smoking is one of the first steps you
C. Pons
can take to improve your brain health. However, smoking is
B. Temporal Lobe
not just any old bad habit. One Archives of Internal Medicine
D. Occipital
study published in 2010 followed 21,123 smokers from 1978
lobe
to 2008.
13. Which of the
Those people who smoked more than two packs of cigarettes a
following does not
day had twice the rate of dementia when they were older.
belong to the group?
Those who smoked between half and one pack a day had a 44
A. Logic
percent increased risk of developing dementia. Even the
C. Number
lowest level of smokers had a 37 percent increased risk. The
skills
good news is that those participants in the study who used to
B. Science and Math D. Music Awareness
smoke but stopped has no increased risk of dementia and had
14. Creativity
normal brain functioning until old age.
A. Neither C. Left Hemisphere
B. Either D. Right Hemisphere 9. Have a Good Relationship. One particular form of
15. Wiggling the left big toe memory that we practice in
A. Right Hemisphere C. Corpus Callosum relationships of all kinds is
B. Left Hemisphere D. Cerebral Cortex known as “transactive”
memory, a concept first
REFLECTION 6 developed by psychologist
Instruction: In an essay format answer the following Daniel Wegner in 1985.
questions based on what you have learned from the lessons. This is a form of memory in
Answer in one (1) whole sheet of paper with your complete which we become an expert
name, Grade /Strand/Section and Activity title: Reflection – in one particular type of
Lesson 6. information and often have sole responsibility for it. For
example, at a party, your spouse may be excellent at
1. What are your thoughts about the lesson? remembering someone’s job and taste in music once he is
2. What new insights did you gain about the lesson? introduced, but he may be close to useless at remembering
3. How are you going to apply them today? faces and names even if he has met someone before. Thus,
couples often work as a team, with each being relied upon to
be expert in their area of talent. In this way, each partner
---000--- benefits from the relationship in never feeling forgetful and
always knowing what to say. Moreover, it turns out that the
Quarter 1 - Week 7, Day 1- 4 (LESSON 7: Improving more diverse your friends are in type, the more they challenge
Brain Function) you to think creatively. They provide you with information
you would not typically have, and different perspectives on
LEARNING COMPETENCY WITH CODE/(MELC) everything.
1.1 Develop a personal plan to enhance brain functions.
8. Think Positive. There is a well-known effect in the
LECTURE: psychology of education referred to as the “Pygmalion effect”-
Read the following lesson topics and take notes of important This effect is well-known that psychologists refer to
information from the lecturette/readings. psychologists as the Rosenthal-Jacobsen (1968) finding (after
two psychologists who discovered it).
Lecturette 1: THE DEVELOPING BRAIN – HOW TO This research suggests that if we
IMPROVE IT? set high standards for ourselves
During the enhanced community quarantine experience for and believed that achieving them
almost two to three months and up to this time, we faced a is possible, indeed, they become
great deal of stress and anxiety. As the number of cases rises, possible. Conversely, children
the anxiety, stress, and pressure are felt even more specifically who felt that there is little point
by the front liners. Our coping ability is indeed tested. Our in them trying to reach high
approach to humanity and life is challenged. Our ability to standards, give up easily and
handle situations, especially those who are in desperate eventually do not reach their
situations, is questioned. How do we cope up? How do we potential. In one study, by the social psychologist Arronson
address it? The current predicament of the country provided a and colleagues in 2001, members of an educationally
platform for our society to be restless and stressed. Moreover, disadvantaged community were taught to believe that it is
when talking about stress, we are also dealing with every possible to become more intelligent. The children from that
individual's capacity to handle it. As our brain comprehends group showed improved mathematical ability compared to a
the drastic changes that are happening around us, how do we matched control group of children who were not encouraged
respond to the changing times? While we look at ourselves to raise their expectations of what is possible. In other words,
during this pandemic crisis, are we also mindful of our mind positive attitude counts!
and brain? The same is true about the comprehension of the 7. Get Quality Sleep. The
mind; having a healthy and trained brain to handle stressful brain does not shut off when
9|Page
we are asleep. There is much work going on while we sleep; that, at least, we can become more agile thinkers, have more
much of it involves consolidating the learning that took place creative insights and reason more logically. Decades of
during the day (see work by Walker, Stickgold, Alsop, Gaab evidence from different laboratories, involving research with
& Schlaug, 2005). Psychologists have long understood that animals and humans, all suggest that brains can be trained and
our dreams, for example, are the reflection of all the work our developed by mental exercise.
brains are doing. This includes trying to make sense of all the
information we have been taking in but have not yet fully EXERCISES/ACTIVITIES
interpreted and made sense. We can really solve problems and
Activity 1: I think I know it.
make sense of things by “sleeping on it.” On the other hand, if
Instruction: Choose the letter of the correct answer. Write
we do not sleep properly, we can lose the benefit of our
your answer in 0ne (1) whole sheet of paper with your
learning experiences. We may not be able to learn new
complete name, Grade/ Strand/Section and title - Activity 1: I
experiences. Also, we will not be able to learn the following
think I know it.
day.
1. Which of the following items complement a healthy
6. Eat Well. There is quite a range of food ingredients that are lifestyle?
good for your brain, and can increase our mental functioning. A. Piattos
Ginkgo Biloba (extracted from the Ginkgo Tree) has good B. Instant Noodles
effects on memory. Vegetables, such as broccoli, spinach, C. Fuji Apples
tomatoes, some berries, and the omega-3 fatty acids found in D. Pik-nik
oily fish (and some grains), appear to improve memory and 2. Among the following statements,
overall brain function do green teas and protein in general. which of them contradicts
Protein, which we take in through meat, eggs, and beans and positive thinking in these
peas (pulses), contains high levels of amino acids, such as pandemic times?
tyrosine, which cause neurons to produce the significant A. Always criticize the government
neurotransmitters norepinephrine and dopamine, which are B. Be prejudice, especially of those who are not
associated with mental alertness. wearing a face mask
C. Post negative comments in twitter
5. Meditate. In recent years, psychologists have become more D. Reading positive quotes every morning
interested in some ancient wisdom around mindfulness and 3. Which of the following
meditation. Meditation techniques vary widely, but they all promotes in maintaining high
have some form of focus on breathing and achieving calm. levels of Mental Activity?
Research shows that meditation improves concentration and A. Sleeping in bed in a
memory. Studies have also tracked the growth in essential week
brain areas associated with intelligent thinking over time as B. Running in the oval
research participants practiced meditation. platform of Luneta
C. Sitting and watching
4. Stay Healthy. Over the past Netflix the whole day
decades, it has come as a surprise to D. Watching a Korean marathon every week ends
psychologists that physical exercise 4. In a study conducted by this psychologist, members of an
is a sort of miracle cure or “panacea” educationally disadvantaged community were taught to
for a wide range of physical, believe that it is possible to become more intelligent. Who
emotional, and intellectual problems. is this psychologist?
Physical exercise increases your A. Anderson
blood flow, which increases the amount of oxygen and B. Freud
glucose received by the brain. Exercise helps with the growth C. B.F. Skinner
of new brain cells (neurons) as well as the cells that connect D. Arronson
them (neurogenesis). 5. Which of the following statements does not complement
3. Maintain High Levels of Mental Activity. The more the “Extend Your Education”?
conversations you have with your child, the more intelligent A. Blended Learning
they will be. Simple games B. Modules for 1st Quarter
involving naming objects and C. Online Learning
solving little puzzles together, D. Posting on Facebook during the pandemic
making learning a social and
educational matter, improve a Activity 2: “A Story to Conclude” (Critical Thinking)
child’s IQ. Talking to a child Instruction: Conclude the story. Write your answer on one
increases their vocabulary, (1|) whole sheet of paper with your complete Name,
which is truly important for Grade/Strand/Section and Activity title/no. - 2 “A Story to
their general intelligence levels. You can raise your child’s IQ Conclude”.
by six points by doing this over a few years when they are 1. Alice knows very much that to finish at the top of the
young. spelling bee contest, she must work hard and study hard
2. Extend Your Education. We can about the words that might happen to come up during the
all do the same thing for ourselves and contest. She works hard up until 1:00 AM of the late
our kids by actively embracing evening and usually sleeps late at 1:30 AM. As a friend,
problem solving and learning every you know that sleep is an essential aspect of allowing
day. Do take courses, try to learn the your mind and body to rest. How would you like to end
second language, and read that heavy the story?
book you were avoiding. Even older 2. Your father always smokes ever since you were born; you
children appear to show IQ gains if their environment have always observed he is a chain-smoker. As a student,
becomes more stimulating and challenging. you have learned in school about the harmful effects of
smoking and want to talk about it personally with your
1. Do Brain Training. Psychologists attempted to devise father. How would you like to end the story?
exercises to target those precise areas so

10 | P a g e
3. Your friend Julianne has always been thinking negatively Quarter 1 - Week 8, Day 1- 4 (LESSON 8: Positive and
since the lockdown in March. You and your friend never Negative Emotions and Ways to Manage Various
had your dream graduation for the Senior High School. Emotions))
Your friend approached you and told you about her plans
LEARNING COMPETENCY WITH CODE/(MELC)
for stocking food, and preparing her clothes and other
essentials in case of moving out and living in the 1.1 discuss that understanding the intensity and
mountains. Both you and your friend live in the urban differentiation of emotions may help in communicating
subdivision. As a neighbor and friend, how would you emotional expression.
like to end the story? 1.2 explore one’s positive and negative emotions and how
4. You always had a fight with your sibling. Being the older, one expresses or hides them; and
you would always tell him/her that you are right. 1.3 demonstrate and create ways to manage various emotions
Sometimes you lose your patience and blurts out bad
words to him/her. During the quarantine, you had the LECTURE: Read the following lesson topics and take notes
opportunity to be with him/her for a longer time; while of important information from the lecturette/readings.
both of you are at home watching the latest development
Instruction: Read the lectures / reading with the
of the virus. As the oldest/youngest, how would you like
corresponding pages of your Personal development
to end the story?
book/ebook (Learner’s Manual) listed below:
Activity 3 - Portfolio Output 6: “Developing My Personal
LECTURE READING FROM PAGE NUMBER
Plan”
THE BOOK / LEARNER’S BOOK /
Instruction: In this output, you are tasked to make your own MANUAL (PDF) LEARNER’S
simplified “Personal Plan” to improve your brain functions. MANUAL (PDF)
You may include a variety of exercises and diet programs that Reading 1: EMOTIONAL 54 – 56
you think will further develop your brain functions. INTELLIGENCE
Reading 2: TYPES OF 57 – 58
This intended “Personal Plan,” must follow the “SMART” RESPONSES
protocol in which every intended activity you make must be
simple, measurable, attainable, practical, and time-bound. What Are Positive Emotions?
Consider the example given. You may choose any part of the Positive emotions are emotions that we typically find
brain to improve. Choose at least 3-5 parts of the brain. pleasurable to experience. The Oxford Handbook of Positive
Write your answer in a long bond paper and have a 1-inch Psychology defines them as “pleasant or desirable situational
margin on all sides with your complete Name, Grade responses…distinct from pleasurable sensation and
/Strand / Section and activity title: undifferentiated positive affect” (Cohn &
Fredrickson, 2009).
What Are Negative Emotions?
On the other hand, negative emotions
PO 6 – Developing My Personal Plan are those that we typically do not find
Part of the Example: 2. 3. 4. pleasurable to experience. Pam (2013) defined negative
brain / day 1. Amygdala emotions as “an unpleasant or unhappy emotion which is
Monday Memorize one evoked in individuals to express a negative effect towards an
word in the event or person.” If an emotion discourages and drags you
dictionary down, then it is most likely a negative emotion.
Tuesday Exercise for 1
hour Examples of Positive and Negative Emotions
Wednesday Eat vegetables Some common positive emotions include:
such as green • Love • Interest
peas etc. • Joy • Amusement
Thursday Read 1 mantra/ • Satisfaction • Happiness
quote for a day • Contentment • Serenity
and used it on A few of the most commonly felt negative emotions are:
that day • Fear • Rage
Friday Meditate for 1
• Anger • Loneliness
hour
Saturday Eat a Banana • Disgust • Melancholy
Sunday Have a family • Sadness • Annoyance
bonding, you may Now the Question is, “Do We Need Both?”
attend mass Look back over the list of sample negative emotions. Do you
together or watch
a movie together
want to feel any of those emotions? You probably do not want
it! No wonder it does not feel good to experience any of those
emotions. Now, look at the list of sample positive emotions. It
REFLECTION – Lesson 7
is easy to see that this list is full of pleasurable emotions that
Instruction: In an essay format answer the following
people tend to seek out. We know that we need positive
questions based on what you have learned from the lessons.
emotions to function effectively, grow, and thrive. Positive
Answer in one (1) whole sheet of paper with your complete
psychologists also argue that while there are many benefits to
name, Grade /Strand/Section and Activity title: Reflection –
positive emotional states, our negative emotions are also
Lesson 7.
designed to keep us safe and to motivate us to improve our
1. What are your thoughts about the lesson? lives, just as positive emotions do. So, do we need them both?
2. What new insights did you gain about the lesson? The answer is yes!
3. How are you going to apply them today?
The Emotions of Adolescence
---000--- Adolescence can be a highly emotional stage in one's life.
Many of us experience different emotions in similar situations,

11 | P a g e
as well as similar emotions in different situations. Several 1. The Emotional Quotient of a person is not as important as the
descriptions of adolescent’s emotions are as follows: Intelligence Quotient.
 Adolescence in Western culture is characterized as a 2. High IQ may predict sues in one’s social and emotional
period of emotional upheaval and confusion according situations.
to Arnett (1999), others described youth’s inner lives 3. Emotions are attitudes or responses to a situation or an object.
using the word like “alienated,” “desperate,” and 4. People must understand the necessity of both positive and
“overwhelmed.” negative emotions for healthy functioning.
 Adolescents are dealing with lots of emotional highs 5. An adolescent does not feel emotional highs or lows during the
and lows. One minute, they may feel great; the next adolescence stage.
day, they feel sad and tearful. 6. Being dependent on his/her parents is one of the struggles of an
 They are experiencing new levels of emotional adolescent.
variability, moodiness, and emotional outbursts. They 7. Jealousy is an emotion of feeling alone and that nobody cares.
often struggle with being dependent on their parents 8. Confusion is an emotion of feeling bad after doing wrong.
while having a strong desire to be independent. 9. When feeling angry, it is important to let it out immediately to
 They may also feel overwhelmed by the emotional and another person or thing.
physical changes they are going through. They may be 10. In managing emotions, it is important to understand what other
facing different pressures from friends to “fit in” plus people feel.
the added responsibilities at home, and stricter grading
policies in school and expectations to do well in other Activity 2: EXPLORING EMOTIONS
activities like sports or parttime jobs. Part 1 Instruction: Read and answer activity on page 56 of
 They are particularly vulnerable to a roller coaster of the book/learner’s manual. State what was happening to you
emotions. Pickhardt (2010) added further that the loss when you felt the following emotions listed below? Cite a
of childhood is so painful for adolescents that the situation. Write your answer in one (1) whole sheet of paper
developmental challenges are so daunting. The with your Name, Grade/Strand/Section, date and Activity
vulnerability from insecurity is high; the demands of Title - Activity 3 – Exploring Emotions.
growth are many; the conflicts over independence are
exciting. Activity 3: AM I ASSERTIVE?
Given the descriptions above, we suggest that the Instruction: Read and answer activity on page 58 of the
unpredictability of emotions is normal. A primary task during book/learner’s manual. Write your answer in one (1) whole
this time is to gain insight into one’s emotionality and expand sheet of paper with your Name, Grade/Strand/Section, date
one’s capacity for empathy with others' emotional state and Activity Title - Activity 3 – Am I Assertive?
(Wessberg & O’Brien, 2004). 1. Think of a time when you were a doormat.
What happened?
Positive Actions to Help you Manage Emotions What did you do?
Did you know that you can take a number of actions that How did you feel?
will help you manage your emotions? Many of them are 2. Now think of a better way to handle that situation in the
very general, but it is worth trying them because you may future. Write a better response and practice it
find that they truly work! 3. Think of a time when you were too bossy.
 Exercise. This releases reward and pleasure chemicals What happened?
in the brain such as dopamine, which makes you feel What did you do?
better. Being fit also makes you healthier, which helps How did you feel?
in managing your emotions. 4. Now think of a better way to handle that situation in the
 Be kind to others. This helps to stop you worrying future. Write a better response and practice it
about yourself. ASSESSMENT 8
 Be open and accept what is going on around you. Instruction: Multiple Choice. Read the statements carefully
Learn to appreciate what is happening and avoid giving and choose the letter of the correct answer. Write your
criticisms to others as well as their situations. answer in one (1) whole sheet of paper with your complete
 It is good to talk. Spend time with other people and name, Grade /Strand / Section and activity title: Assessment –
enjoy their company. Lesson 8.
 Distract yourself. Watching a bit of TV, reading, or 1. IQ is also known as?
surfing the internet for a while will probably help you A. Intelligent Quotient C. Intelligent Quote
forget that you were feeling a bit down. B. Intelligence Quotient D. Intelligent Quality
 Do not give in to negative thoughts. If you find 2. This is an emotion wherein you feel alone and nobody
yourself having negative thoughts, then challenge cares.
yourself by looking at them positively. A. Jealous C. Afraid
 Spend time outside. Breathing in the fresh air, B. Lonely D. Ashamed
especially around nature, helps calm and relax your
emotions. 3. This is an emotion wherein you feel sad, blue,
 Be grateful. Do give thanks to people for the good discouraged, and unhappy.
things they did for you, and always remember it. A. Afraid C. Depressed
 Play on your strengths. That means doing things that B. Lonely D. Confused
you enjoy most, and it involves doing things that are 4. John’s parents always give his younger brother anything
good for you. he wants, but not with him. He felt unfair and sad and had
 Be aware of the good things in your life. An adage a little anger inside him. What do you think is the emotion
that means—count your blessings! he is showing?
A. Lonely C. Jealous
EXERCISES/ACTIVITIES B. Confident D. Anger
Activity 1: I think I know it. 5. What kind of emotion does a person need?
Instruction: True or False. Write TRUE if the statement is A. Positive C. Both
correct, and FALSE if the statement is wrong. Write your B. Negative D. None of the above
answer in 0ne (1) whole sheet of paper with your complete
Name, Grade/ Strand/Section.

12 | P a g e
6. When you feel stressed about your school works and
started acting inappropriately, what kind of skills do we
need to improve to manage our emotions?
A. Understanding how others feel and why
B. Managing emotional reactions
C. Emotions of adolescence
D. Choosing your mood
7. Your friend tried to open up matters about himself, but
you ignored him and thinks he is just overreacting. He
told you are insensitive and do not want to be your friend
anymore. What kind of skills do you need to improve in
managing emotions?
A. Managing your emotional reactions
B. Choosing your mood
C. Understanding how others feel and why
D. Being aware of your emotion
8. Many people feel confident when they?
A. Tell people to do something
B. Know how to do something
C. Forget to do something
D. Don’t want to do something
9. All of these are ways to manage emotions except?
A. Exercise
B. Eat Junk foods
C. Distract yourself
D. Be grateful
10. Your friend told you she has suffered depression. What
would you do?
A. Allow your friend to express her feelings and show
support
B. Convince her to go out with some friends and get her
mind out of it
C. Give her some time to herself
D. Spend time with her but avoid talking about her
depression.

REFLECTION – Lesson 8
Instruction: In an essay format answer the following
questions based on what you have learned from the lessons.
Answer in one (1) whole sheet of paper with your complete
name, Grade /Strand/Section and Activity title: Reflection –
Lesson 8.
1. What are your thoughts about the lesson?
2. What new insights did you gain about the lesson?
3. How are you going to apply them today?
Health and Safety Reminder:
Practice Personal Hygiene Protocols at all
times.

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