Entrepreneurship: 1St Generation Modules - Version 2.0

SENIOR HIGH SCHOOL
Entrepreneurship
2.0
Quarter 1—Module 1
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Subject to further validation for IP compliance, this material is for first quarter use only. Circulation shall be limited to public schools within the jurisdiction of the Division of Cebu Province. LR-PIPCV
Entrepreneurship
Alternative Delivery Mode
First Quarter- Module 1: The Relevance of Entrepreneurship
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist
in any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand
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names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
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authors do not represent nor claim ownership over them.
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Published by the Department of Education
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Secretary: Leonor M. Briones
Undersecretary: Diosdado M. San Antonio
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Development Team of the Module
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Writer : Mr. Neil U. Lim

Reviewer : Dr. Clavel D. Salinas
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Illustrator : Mr. Neil U. Lim

Layout Artist : Mr. Neil U. Lim
Evaluator : Ms. Natividad A. Villegas
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Moderator : Dr. Arlene D. Buot

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Management Team
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Schools Division Superintendent : Dr. Marilyn S. Andales, CESO V

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Assistant Schools Division Superintendents : Dr. Leah B. Apao

Dr. Ester A. Futalan
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Dr. Cartesa M. Perico

Chief, CID : Dr. Mary Ann P. Flores
EPS in LRMS : Mr. Isaiash T. Wagas
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PSDS/SHS Division Coordinator : Dr. Clavel D. Salinas

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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: cebu.province@deped.gov.ph
_______________________________________________________________________________________________________________________________________________________________
SENIOR HIGH SCHOOL
2.0
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Entrepreneurship
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Quarter 1—Module 1 S
The Relevance of Entrepreneurship
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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.
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You are reading the Entrepreneurship: First Quarter Alternative Delivery
Mode (ADM) Module on “Discuss the Relevance of the Course” as written and
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found in the K-12 Most Essential Learning Competencies.
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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
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addition, this module is meticulously planned, organized, checked and verified by
knowledgeable educators to assist you in imparting the lessons to the learners
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while considering the physical, social and economical restraints in teaching
process.
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The use of Teacher-made Educational Module aims to surpass the
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challenges of teaching in a new normal education set-up. Through this module, the
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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
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learners acquire the prerequisite 21st Century skills needed with emphasis on
utmost effort in considering the whole well being of the learners.
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In addition to the material in the main text, you will also see this box in the
body of the module:
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Note to the Teacher!

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This part of the module gives you helpful tips,

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suggestions or strategies that will make the learning

process easy and efficient to the learners.
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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.
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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 Entrepreneurship: First Quarter Alternative Delivery
Mode (ADM) Module on “Discuss the Relevance of the Course” as written and
found in the K-12 Most Essential Learning Competencies.
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This module is especially crafted for you to grasp the opportunity to continue
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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
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contents of the lesson presented; recognizing your own capacity and capability in
acquiring knowledge.
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This module has the following parts and corresponding icons:
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The first part of the module will keep
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you on track of the competencies,
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WHAT I NEED TO KNOW
objectives and skills that you are
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expected to develop and master.

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This part aims to check your existing

WHAT I KNOW
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knowledge of the lesson.

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This part helps you link the previous

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WHAT’S IN lesson with the current one through a

short exercise/drill.
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The lesson is introduced in this part

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of the module creatively. It may be

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WHAT’S NEW 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 in this part. It guides and
WHAT IS IT
helps you unlock the lesson
presented.
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A comprehensive activity or activities
for independent practice is in this part
WHAT’S MORE
to solidify your knowledge and skills
of the topic.

This part of the module is used to
WHAT I HAVE LEARNED process your learning and
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understanding on the given topic.
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A transfer of newly acquired
knowledge and skills to a real-life
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WHAT I CAN DO
situation is present in this part of the
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module.
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ASSESSMENT
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This activity assesses your level of
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mastery towards the topic.
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In this section, enhancement activities

ADDITIONAL ACTIVITIES will be given for you to further grasp
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the lessons.
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This contains answers to all activities

ANSWER KEY
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in the module.
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At the end of this module you will also find:

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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.
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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.
5. This module helps you attain and learn lessons at home. Make sure to
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clearly comprehend the first activity before proceeding to the next one.
6. This module should be returned in good condition to your teacher/
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facilitator once you completed it.
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7. Answers should be written on a separate sheet of paper or notebook
especially prepared for English subject.
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If you wish to talk to your teacher/educator, do not hesitate to keep in touch
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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.
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We do hope that in using this material, you will gain ample knowledge and
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skills for you to be fully equipped and ready to answer the demands of a globally-
competitive world. We are confident in you! Keep soaring high!
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WHAT I NEED TO NOW
Good day, dear learner!

This module is solely prepared for you to access and acquire lessons
befitted to 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 entrepreneurship and its relevance to your chosen strand.
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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
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instructions/directions on how to do every activity is plotted for your convenience.
Using this learning resource, you will be able to discuss the relevance of
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entrepreneurship to your chosen strand as indicated in the K-12 Most Essential
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Learning Competencies.
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At the end of this module, you are expected to achieve the following
objectives:
 define entrepreneurship;
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 explain the importance of entrepreneurship in your chosen strand;
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 differentiate an entrepreneur from a businessman; and

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 perform preliminary opportunity seeking by identifying unused

resources.
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WHAT I KNOW
Please answer the following questions to the best of your ability.

 What is an entrepreneur?
 Is “entrepreneur” the same as “businessman?” If your answer is “no”,
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how can you tell the difference?
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WHAT’S NEW
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Based on your honest answers to the two questions above, identify whether
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the person described is an entrepreneur or a businessman. Write your answers on
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1. Ms. Wah left her job as a call center agent and with the money she
saved, underwent training in beauty care services (nail care) to obtain
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a TESDA national certification (NC2). Soon, she set herself up as a

traveling makeup artist and manicurist in her hometown, which does
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not have any beauty salons or such services.

2. Noticing that there is a large demand for iron grills, Annie, an ABM
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student without any skill, persuaded her parents to loan her some
money to rent a portable welding machine and some basic iron
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working tools. She, then persuaded her schoolmates in the industrial

arts strand who are majoring in shielded metal arc welding to work on
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a “per job” basis. Since they are not “professionals” they were able to
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sell their services much cheaper than their competitors.

3. Mark, a fisherman and former STEM student, lives in an island that
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has no electrical services and uses kerosene lamps at night. After an

accident that resulted in one house being burned down, he was able
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to remember his chemistry and physics class to make a salt-powered

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LED lamp, which he sells to his fellow islanders.

4. John, a social work graduate and a former HUMSS learner from your
school, wasn’t able to find a job. Being unemployed, he developed an
advocacy against unemployment. By watching videos on the internet,
he was able to learn t-shirt printing and bookbinding. He then uses
these skills to set up a small shop and hire unemployed “tambays” in
the community, making them learn the necessary skills on the job.
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5. Mr. Lim, an ICT teacher, noticed that there is a huge demand for
laptops and computers due to a nationally-imposed quarantine. He
leaves his job and is now making a lot of money selling laptops and
other computer accessories from a Chinese supplier.
WHAT IS IT
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ENTREPRENEURSHIP
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It is the act of creating a new or better product or service or the creation of
an existing product or service through new and more efficient means (Morato, 2015,
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3).
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The definition infers that entrepreneurship is innovating existing products,
services, methods to create better value. This is very important for the economy as
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it allows the conversion of low value resources (often materials and even labor) to
high valued uses. Again, innovation is the key. S
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While the terms “businessman” and “entrepreneur” are often believed to
have the same meaning. They actually, most often, don’t. A businessman doesn’t
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innovate and uses a “tried and true” system of making a profit.

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Who Can Be an Entrepreneur?

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As shown in “What’s New” portion, anyone can be an entrepreneur

regardless of his or her chosen strand. Learners in the TVL track may make better
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products through better ways or substitute materials. A learner in HUMSS may

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become a social entrepreneur to solve a problem in the society, like unemployment,

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through the establishment of a business. STEM learners may make better products
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and services through scientific research.

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WHAT’S MORE
Now that you know what is an entrepreneur, you should be on your way to
becoming one. As a start, list down 15 resources in your area that has low value.
Take note that labor is also a resource.
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1. ___________________________
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2. ___________________________
3. ___________________________
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4. ___________________________
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5. ___________________________
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6. ___________________________
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9. ___________________________
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11. ___________________________
12. ___________________________
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13. ___________________________
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15. ___________________________
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WHAT I HAVE LEARNED
Look at the two pictures below. Which among the two people is an
entrepreneur?
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Vendor A
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Vendor B
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Illustrations by Neil U. Lim
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Write an explanation for your choice.

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WHAT I CAN DO
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In the first column of the table below, write down the resources you listed down in
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"What's More". In the second column, write a product or service that you can make
with those resources.
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RESOURCE PRODUCT/SERVICE
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ASSESSMENT
Read each statement carefully. On a separate sheet of paper, write TRUE if

the statement is in accordance with what you have learned. Write FALSE if it does
not. You may write IT DEPENDS if the statement is vague and you require more
information to make a definite answer.
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1. Only learners in the ABM strand can be true entrepreneurs.
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2. A buyer of scrap iron is an entrepreneur. _______________
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3. A building contractor is an entrepreneur. _______________
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4. Entrepreneurs can be businessmen. _______________
5. Buying vegetables from a mountain community and selling them to a
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fishing village is an example of entrepreneurship. _______________
6. Substituting malunggay with carrots in a recipe is an example of
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entrepreneurship. _______________
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7. HUMSS learners need not study entrepreneurship because they will

most often become lawyers, teachers, or politicians.
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8. For an entrepreneur to venture into a bakery business, he or she must
have baking skills. _______________
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9. ABM learners have an advantage when it comes to entrepreneurship.

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10. Entrepreneurs are not concerned with profit. _______________

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11. Using an experimental recipe to launch a product is an example of

entrepreneurship. _______________
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12. All businessmen are entrepreneurs. _______________

13. A “buy-and-sell” business is most likely owned by an entrepreneur.
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14. Exclusively employing ex-convicts is an example of entrepreneurship.

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15. Buying a newly-developed product then selling it for a profit is an
example of entrepreneurship. _______________
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ADDITIONAL ACTIVITIES
Please answer the questions below to the best of your ability. Write your
answers on a separate sheet of paper.
1. After knowing what is entrepreneurship, has your knowledge made
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you feel satisfied or regretful about your choice of strand? Why?
2. If you cannot get a job, how can this knowledge help you? Cite
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examples to strengthen your answer.
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have varied answers.
The teacher will check all the sections that will
Note to the Teacher!
WHAT I CAN DO WHAT I KNOW
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answers vary answers vary

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ASSESSMENT WHAT’S IN
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1. FALSE answers vary

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2. IT DEPENDS (on how the

purchased scrap iron will be
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used) WHAT’S NEW

3. IT DEPENDS (if the con- 1. Entrepreneur
tractor's operations are
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based on innovations) 2. Businessman

4. TRUE 3. Entrepreneur
4. Entrepreneur
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5. FALSE
5. Businessman
6. TRUE
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7. FALSE
8. FALSE
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WHAT’S MORE
9. FALSE S
10. FALSE answers vary
11. TRUE
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12. FALSE
WHAT I HAVE LEARNED
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13. FALSE
14. TRUE The vendor with the free wifi is
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the entrepreneur because
15. FALSE
offering the service is an
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innovative way of attracting
more customers. While offering
ADDITIONAL ACTIVITIES
a “buy-two-take-one” deal can
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answers vary be considered “creative”, a lot of
sellers have used the method
before.
ANSWER KEY

REFERENCES
Morato, Eduardo A. 2015. A Trilogy On Entrepreneurship. Philippines: Eduardo A.

Morato, Jr.
"What Is A Social Entrepreneur. Enterprising Ideas. NOW | PBS". 2020. Pbs.Org.

http://www.pbs.org/now/enterprisingideas/what-is.html.
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For inquiries or feedback, please write or call:

Department of Education, Region VII, Division of Cebu Province
Office Address: IPHO Building, Sudlon, Lahug Cebu City 6000
Telefax: (032) 255 - 6405
Email Address: cebu.province@deped.gov.ph
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SENIOR HIGH SCHOOL

Writer : Mr. Neil U. Lim

Illustrator : Mr. Neil U. Lim

Moderator : Dr. Arlene D. Buot

Schools Division Superintendent : Dr. Marilyn S. Andales, CESO V

Assistant Schools Division Superintendents : Dr. Leah B. Apao

Dr. Cartesa M. Perico

PSDS/SHS Division Coordinator : Dr. Clavel D. Salinas

Printed in the Philippines

Learning is a constant process. Amidst inevitable circumstances,

Note to the Teacher!

This part of the module gives you helpful tips,

suggestions or strategies that will make the learning

For the Learners:

expected to develop and master.

This part aims to check your existing

knowledge of the lesson.

This part helps you link the previous

WHAT’S IN lesson with the current one through a

The lesson is introduced in this part

of the module creatively. It may be

WHAT’S NEW through a story, a song, a poem, a

In this section, enhancement activities

This contains answers to all activities

At the end of this module you will also find:

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

2. This module is organized according to the level of understanding.

WHAT I NEED TO NOW

Good day, dear learner!

 differentiate an entrepreneur from a businessman; and

 perform preliminary opportunity seeking by identifying unused

Please answer the following questions to the best of your ability.

a TESDA national certification (NC2). Soon, she set herself up as a

not have any beauty salons or such services.

working tools. She, then persuaded her schoolmates in the industrial

sell their services much cheaper than their competitors.

has no electrical services and uses kerosene lamps at night. After an

to remember his chemistry and physics class to make a salt-powered

LED lamp, which he sells to his fellow islanders.

innovate and uses a “tried and true” system of making a profit.

Who Can Be an Entrepreneur?

As shown in “What’s New” portion, anyone can be an entrepreneur

products through better ways or substitute materials. A learner in HUMSS may

become a social entrepreneur to solve a problem in the society, like unemployment,

and services through scientific research.

WHAT I HAVE LEARNED

Illustrations by Neil U. Lim

Write an explanation for your choice.

Read each statement carefully. On a separate sheet of paper, write TRUE if

7. HUMSS learners need not study entrepreneurship because they will

9. ABM learners have an advantage when it comes to entrepreneurship.

10. Entrepreneurs are not concerned with profit. _______________

11. Using an experimental recipe to launch a product is an example of

12. All businessmen are entrepreneurs. _______________

14. Exclusively employing ex-convicts is an example of entrepreneurship.

answers vary answers vary

1. FALSE answers vary

2. IT DEPENDS (on how the

used) WHAT’S NEW

based on innovations) 2. Businessman

Morato, Eduardo A. 2015. A Trilogy On Entrepreneurship. Philippines: Eduardo A.

"What Is A Social Entrepreneur. Enterprising Ideas. NOW | PBS". 2020. Pbs.Org.

For inquiries or feedback, please write or call: