PERSONAL DEVELOPMENT

QUARTER 1 | WEEK1
LEARNING COMPETENCY
Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better.
LEARNING OBJECTIVES
Identify your strengths and weaknesses.
Understand how self-concept can affect self-effectiveness.
Explain the relationship of self-concept and actual self
UNDERSTANDING ONESELF DURING MIDDLE AND LATE
LESSON 1
ADOLESCENCE
Growth is one truth we cannot avoid; be it physically or emotionally. Understanding the process deeper will also help us realize the worth that
e have and the very reason why God created us.
Every time you see your own reflection in the mirror, what do you see? Do you see the person you believe God had perfectly crafted? Do you
e the very person you have created for yourself, or maybe others have created through you?
When an individual sees his self as just a thought, rather than someone of worth and significance, the purpose of God’s creation is
mpromised. Going back to the story of creation, God created man for the purpose of having dominion over all that He created. Having done so is
tamount to accepting that God trusts humans with all our ability and traits.
Going this far means that somehow, we have understood our purpose and the very reason why we exist. But would that be enough?
owing the physical attributes that we have and the intellectual capacity we own, we tend to just be content in doing what is asked, not getting
yond what is already there for fear of failure, rejection or, much worst, defeat.
Self-concept is the image that you have of yourself. Individually unique as we are, this self-image change and form exactly as to how you
nt it. There a hundred and different ways to change yourself but you have to remember that your own perception of your self can be influenced by
ur interaction but is particularly influenced by the interactions you have with the people in your life.
fining Self-Concept
Self-concept is generally thought of as your individual perceptions of your behavior, abilities, and unique characteristics—a mental picture of
o you are as a person.Basically, it is a collection of beliefs you hold about yourself and the responses of others. It embodies the answer to the
estion "Who am I?" For example, telling yourself "I am a good friend" or "I am a reasonable person" are part of an overall self-concept.
Self-concept is more malleable when you are younger and still go through the process of self-discovery and identity formation. As you age,
ception about who and what you really are become much more detailed and organized as you understand deeper the reason why you were
ated, what you really want and what is important to you.
Our self-concept is far way different from the ideal self that we wanted. Although these two are non-negotiable because of their
omplexities, it is important that we understand the difference between the two and how we should learn to balance both.
It is important to note that the way you see yourself is different from how you want people to see you. Your actual self is who you really are,
ow you think, feel, look, and act upon things. It is built on self-knowledge which is derived from your social interactions that will provide insights on
ow others react on you. Your actual self can be seen by others but because you cannot really know how others think of you, or see you, your actual
elf becomes your self-image. On the contrary, the ideal self is what you want to be. It is the image that you would have wanted for yourself. And
his can be influenced by your experience, what you learned from your parents, what the environment had exposed you with and what the society
ontributed.
However, it is also important to note that there are numerous exchanges between the ideal and actual self. Through social roles, these
xchanges can be adjusted and re-adjusted, and can be derived from outcomes of our social interactions from infancy to adulthood. Again,
ignment to these changes are as necessary because only if the way that you are (actual self) is aligned with the way that you want to be (the ideal
elf), can there be a sense of mental well-being or peace of mind.
There would have to be no battle within yourself because your actual self is your gateway to achieving your ideal self; the same way that
our ideal self is the reason why you would have aspired to develop your actual self.
If the way that you are goes against how you want to be, you may suffer from mental distress or anxiety, trying to figure out what went
rong. Achieving greater self-knowledge will lead to higher alignment between these two personality domains.
Self-knowledge is derived from social interactions that provide insight into how others react to you
Social roles are the part people play as members of a social group. With each social role you adopt, your behavior changes to fit the
xpectations both you and others have of that role.
LESSON 2 DEVELOPING THE WHOLE PERSON
e word Personality derives from the Latin word “persona”, which means mask.
aracteristics of Personality
- Personality refers to persistent qualities of individual. -It impacts behavior and action.
- Personality is the result of social interactions. - Personality is unique in individual.
- Personality determines our thinking, reasoning, and actions. - Personality is always dynamic.
rsonality is not determined by a single factor, but by an accumulation of many factors. Some of those factors are psychological, while others are
ysical, biological, and hereditary.

ological Factors
Brain - father and son adopt almost the same type of brain stimulation
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 Physical factor - physical factors involves height, color, health status and beauty of the person
Heredity factor - factors affect the physical features intelligence level, attentiveness, gender, temperament, various inherited diseases, and
energy level
cial Factors also play a vital role in determining one’s personality.
The society that we live in, the environment, the community, all are included in this factor.
Socialization starts with the contact between a mother and infant. After infancy, we build our social skills with our father, brothers, sisters,
relatives, friends and then the social group
ltural Factors
The culture largely determines attributes toward independence, aggression, competition, and cooperation.
The culture in which one lives in, traditional practices, norms, customs, procedures, rules and regulations, values, are determinants of personality.
The creed, religion and believes are also very important factors of personality determinants.
uational Factor
According to Milgram "Situation exerts an important press on the individual”.
Situational factors do alter a person’s behavior and response from time to time.
Situational factors can be commonly observed when a person behaves contrastingly and exhibits different traits and characteristics.
A person’s personality should be seen as on-going development process. Every person has a different personality. According to Linton,
Personality embraces the total organized aggregate of psychological processes and status pertaining to the individual.”
Managing the different aspects of ourselves will lead us towards understanding and appreciating our unique personality. (Rubin, 2015)
he following are some benefits of self-knowledge:
1. You can be happier when you can explain who you are
2. Lesser inner conflict – actions are based on what really feels.
3. Better decision making – able to make better choices about anything when you truly know yourself.
4. Self-control – resist bad habits and develop a good one.
5. Resistance to social pressure – withstand the social pressure to conform the majority.
6. Tolerance and understanding of others- awareness of your foibles and struggles can help you empathize with others.
7. Vitality and pleasure – being who you truly are helps you feel more alive.
ACTIVITY 1
Fill in the blanks with appropriate words to complete your Strength and Weakness Guide.
I have many strength. My biggest strength is __________ because __________ and __________. The next strength I have is
the ability to __________. This is important because __________. Finally, I have the strength to __________ which is important
because __________. I feel __________and __________ about my personal strength.
I have a few weaknesses. My biggest weakness is ___________ because __________and __________. The next
weakness I struggle with is __________. This is because __________. Finally, I have a weakness of __________ because
__________. I have the confidence that with hard work, these weaknesses will soon become my strength.
ASSESSMENT 1
A. Choose the letter of the correct answer. Write your answer on your notebook.
The word Personality derives from the Latin word “persona”, which means:
A. Clown
B. Mask
C. Mirror
D. Person
Which of the following is NOT a characteristic of personality?
A. It is unique in individual
B. It impacts behaviour and actions
C. It’s the result of social interest
D. it remains the same in your lifetime
This factor affects the physical features, intelligence level, attentiveness, gender, temperament, various inherited diseases and energy level of a person
A. Heredity Factor
B. Physical Factor
C. Social Factor
D. Situational Factor
This factor refers to the society that we live in, the environment and the community
A. Heredity Factor
B. Physical Factor
C. Social Factor
D. Situational Factor
he following are benefits of self-knowledge, EXCEPT:
A. Better decision-making
B. Greater inner-conflicts
C. Resistance to social pressure
D. Vitality and pressure
B. Write TRUE if you agree with the statement; otherwise, write FALSE. Write 1-2 sentences to justify your answer.
_____1. Self-acceptance is one way of showing gratitude to God for creating you.
_____2. When God entrusted men His creations it means He does not really trust men’s capability to do so.
_____3. Self-concept is the image you created for yourself.
_____4. Our self-image is dependent on how others see us.
_____5. The way we interact with others does not influence the way we see our self.
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 _____6. Our self-concept can change depending on the environment we are exposed at.
_____7. Ideal self is who you want to be.
_____8. Actual self is depending on how people see you and build you.
_____9. Ideal self and actual self always go against each other, so you choose which one to live.
_____10. Ideal self can make you a better person if it does not go against the goodness that you
have in your actual you.
PERFORMANCE TASK 1
As a Senior High School student, self-analysis is perhaps one of the most complicated things, yet it plays a vital role towards your
self-progress. The personal skills SWOT analysis is a tool that will help you to learn more about yourself. it can help assess a person’s
Strengths, Weaknesses, Opportunities, and Threats too. Carrying out a personal SWOT analysis is an important step towards finding life
and career direction.
Dig deep and identify what your own contributions really are. The analysis entails finding out what you are good at and
what you are terrible at. Answer the following honestly.

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 2
LEARNING COMPETENCY
Evaluate his or her own thoughts, feelings, and behavior
Show the connections between thoughts, feelings, and behaviors in actual life situations.
LEARNING OBJECTIVES
• Differentiate the aspect of development.
• Identify the aspects of self.
• Create an action plan to manage your thoughts, feelings and behavior.
LESSON 3 HOW DO I THINK, FEEL AND ACT?
ASPECTS OF DEVELOPMENT
1. Physiological development is where bodily changes took place.
2. Cognitive development is where thinking skill become more advance.
3. Psychological development is where change in the way we feel about ourselves and other people around them.
4. Social development is where the interaction to other people will development.
5. Spiritual development is where you start to make your relationship with God stronger.
Three basic but yet different aspect of the self
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 Physical aspect (Behavior) as they relate to the body.
Intellectual aspect (Thought) as they relate to the mind.
Emotional aspect (Feeling) as they relate to the feeling.
Many individuals put some strong emphasis in physical aspect of the self. The body is tangible, obvious and we respond to it easily. The
body provides a place to house the spirit and the mind.
It may be important to some their mind be prominent and well educated. The mind is important, as it is the part of the self that directs the
ther two aspects. When you start you develop this aspect you will know how to handle your thoughts, feelings, and behavior properly. \

LESSON 4 DEVELOPING THE WHOLE SELF

ACTIVITY 2: My Problem Solving Plan

Answer the following questions briefly.
The problem (negative action) I’m facing is:
_________________________________________________________________________________
Different ways I can solve my problem:
1.________________________________________________________________________________
2.________________________________________________________________________________
3.________________________________________________________________________________
Think about what would happen for each of the solutions you wrote above.
_________________________________________________________________________________
ASSESSMENT 2
On a piece of paper, write and explain the connections of thoughts, feelings, and actions.

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 3
Learning Competency
Explain that knowing oneself can make a person accept his/her strengths and limitations and dealing with others better.
Learning Objectives
• Identify various developmental tasks according to developmental stage
• Express your feelings on the expectation of the significant people around you.
• Visualize physical, cognitive and emotional development that occurs in adulthood
LESSON 5 DEVELOPING THE WHOLE SELF
e Concept of Developmental task”
Is a task which arise at or about certain period in the life of the individual, successful achievement of which leads to his happiness and to
ccess with later tasks, while failure leads to unhappiness and difficulty with later task.
Development is continuous throughout the lifespan, occurring in stages, where the individual moves from one stage to the next by means of
ccessful resolution of problems or performance of developmental task.

Developmental task of infancy and early childhood: 2ND- Middle Childhood:

arning to walk. 1. Learning physical skills necessary for ordinary games.
arning to take solid foods 2. Building wholesome attitudes toward oneself as a growing organism
arning to talk 3. Learning to get along with age-mates
arning to control the elimination of body wastes 4. Learning an appropriate masculine or feminine social role
arning sex differences and sexual modesty 5. Developing fundamental skills in reading, writing, and calculating
rming concepts and learning language to describe social and 6. Developing concepts necessary for everyday living.
cal reality. 7. Developing conscience, morality, and a scale of values
etting ready to read 8. Achieving personal independence

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Developmental Tasks of Adolescence:
hieving new and more mature relations with age-mates of
sexes
hieving a masculine or feminine social role
cepting one's physique and using the body effectively
hieving emotional independence of parents and other adults
eparing for marriage and family life Preparing for an economic 6. Managing a home
er
quiring a set of values and an ethical system as a guide to
vior; developing an ideology
esiring and achieving socially responsible behavior
Developmental Tasks of Middle Age
hieving adult civic and social responsibility
tablishing and maintaining an economic standard of living
sisting teenage children to become responsible and happy
s 4. Establishing an explicit affiliation with one’s age group
eveloping adult leisure-time activities
elating oneself to one’s spouse as a person
cepting and adjusting to the physiologic changes or middle
9. Developing attitudes toward social groups and institutions. Getting
ready to readc
4TH - Developmental Tasks of Early Adulthood
1. Selecting a mate
2. Achieving a masculine or feminine social role
3. Learning to live with a marriage partner
4. Starting a family
5. Rearing children
7. Getting started in an occupation
8. Taking on civic responsibility
9. Finding a congenial social group
6TH- Developmental Tasks of Later Maturity
1. Adjusting to decreasing physical strength and health
2. Adjusting to retirement and reduced income
3. Adjusting to death of a spouse
5. Meeting social and civil obligations
6. Establishing satisfactory physical living arrangement

justing to aging parents.

DEVELOPMENTAL TASKS OF ADOLESCENCE

developmental task is a task that arises at or about a certain period in life, unsuccessful achievement of which leads to inability to perform tasks
ssociated with the next period or stage in life.
Nature of Task
o learn to look upon girls as women and boys as men; to become an adult among adults; to learn to work with others for a common purpose,
sregarding personal feelings; to lead without dominating.
Adolescence is the period of transition between childhood and adulthood. Children who are entering adolescence are going through many
hanges (physical, intellectual, personality and social developmental). Adolescence begins at puberty, which now occurs earlier, on average, than in
he past. The end of adolescence is tied to social and emotional factors and can be somewhat ambiguous.
What is this adulthood thing all about?
Do you remember the thrill of being dropped off at the movies for the first time to see a film with your friend while your parent ran errands
earby?
What are the physical changes of adolescence?
There are three main physical changes that come with adolescence:
he growth spurt (an early sign maturation)
rimary sex characteristics (changes in the organs directly related to reproduction)
econdary sex characteristics (bodily signs of sexual maturity that do not directly involved reproductions.
What can adolescents do during this time?
Bolster your criticisms of family, school and government with suggestions for practical improvements. Be as courteous and considerate to
our own parents as you would be to the parents of your friends.
ow can parents support healthy adolescent development?
While adolescence can be a trying period for both youth and their parents, the home does not have to become a battleground if both parents
nd young people make special efforts to understand one another.
What are the intellectual changes of adolescence?
Adolescent thinking is on a higher level than that of children. Children are only able to think logically about the concrete, the here and now.
dolescents move beyond these limits and can think in terms of what might be true, rather than just what they see is true. They are able to deal with
bstractions, test hypotheses and see infinite possibilities. Yet adolescents still often display egocentric behaviors and attitudes.
What are the intellectual changes of adolescence?
Adolescent thinking is on a higher level than that of children. Children are only able to think logically about the concrete, the here and now.
dolescents move beyond these limits and can think in terms of what might be true, rather than just what they see is true. They are able to deal with
bstractions, test hypotheses and see infinite possibilities. Yet adolescents still often display egocentric behaviors and attitudes.
What are the social and emotional changes of adolescence?
Adolescents are also developing socially and emotionally during this time. The most important task of adolescence is the search for identity.
his is often a lifelong voyage, lauched in adolescence. Along with the search for identity comes the struggle for independence.
ACTIVITY 3
Write the letter of the correct answer on the space provided before each number.
What are the Developmental Tasks of Early Adulthood except?
A. Selecting a mate B. Achieving a masculine or feminine social role
C. Learning to live with a marriage partner D. Getting ready to read
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 Developmental Tasks of Adolescence?
A. Achieving new and more mature relations with age-mates of both sexes B. Achieving a masculine or feminine social role
C. Accepting one's physique and using the body effectively D. All of the above
Getting started in an occupation?
A. Developmental Tasks of Later Maturity B. Developmental task of infancy and early childhood
C. Developmental Tasks of Adolescence D. Developmental task of middle age
Is the period of transition between childhood and adulthood?
A. Infancy B. Late childhood C. Adolescences D. Early childhood
A task that arises at or about a certain period in life, unsuccessful achievement of which leads to inability to perform tasks associated with the
ext period or stage in life.
A. Developmetal psychology B. Developmental Task C. Growth and Development D. None of these
SSESSMENT 3
Write T if the statement is true and write F is the statement is False. Write the letter of your answer in the blank provided at the left side of
he test questionaire.
___1. Cognitive task arises at or about a certain period in life, unsuccessful achievement of which leads to inability to perform tasks associated with
he next period or stage in life.
___2. Infancy is the period of transition between childhood and adulthood.
___3. Adolescents are also developing socially and emotionally during this time.
___4. Understand your children's feelings, even if you don't always approve of their behavior
___5. discourage your children to participate in family decision-making and to work out family concerns together with you.
___6. Help your children build self-confidence by encouraging their participation in activities of their choice.
___7. Listen calmly, concentrate on hearing and understanding your children's point of view.
___8. Adolescent thinking is on a higher level than that of children.
___9. Being happy is finding strength in forgiveness, hope in ones’s battles, security at the stage of fear love in disagreements.
__10. Stress is mental tension caused by demanding, taxing or burdensome .

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 4
EARNING COMPETENCY
Articulate observations on human cultural variation, social differences, social change, and political identities.
EARNING OBJECTIVES
dentify ways that help one become capable and responsible adolescent prepared for adult life.
LESSON 6 ROAD TO BECOMING A RESPONSIBLE PERSON
Taking charge or assuming responsibility is the ability to choose your own responses (Covey, 2004) to encountered circumstances. It is
aking ownership or accountability of your behaviors, without making excuses or blaming others for your mistakes. You have to remember that
uccessful persons take full responsibility of their actions. In doing so, they take charge to realize their goals, they act with motivation and
eterminism, and they correct their mistakes to stay on track of their goals.
In this world of working parents and video games, in some families, teens can go through childhood and adolescence without a real sense
f responsibility. They're occupied, but not prepared for a successful life. Having responsibility for things that matter and that contribute to the welfare
f others is part of a teen's preparation for the future.
Responsibility can be defined as the ability to be answerable or accountable for something within one's power, control or management.
eing a responsible teen is all about taking care of your needs and looking out for other people. Although there are a lot of distractions when you’re a
een, try to stay on top of your schoolwork, since this will make you more intelligent and get you a good job. Remember to be honest with your
arents and close friends. That way, you’ll have better relationships with them and they’ll be able to help you when you need it.
Try to treat other people nicely and help them out whenever you can. You should also surround yourself with positive people who respect
ou and don’t pressure you into anything you don’t’ want to do. Don’t be too hard on yourself when you get emotional or make mistakes, since a big
art of being a teen is learning to deal with difficult situations.

UNDERSTANDING ONESELF DURING MIDDLE AND LATE

LESSON 7
ADOLESCENCE
You have learned that being a responsible adolescence you know how to face Problems/challenges through your actions and decisions.
Having good mental health helps you to make good decisions and even deal with life’s challenges. Understanding and having good mental health
and psychological well -being that realize own abilities to cope with stresses of life and can work productively at every stage of life.
Adolescence is a unique and crucial period for developing and maintaining emotional and social habits that’s important for well -being.
These include developing coping, problem-solving and interpersonal skills; and learning to manage emotions. Multiple changes happen in terms of
emotional, physical, and social aspects, including exposure to abuse and poverty may vulnerable to mental health during this stage. The more risk
factors adolescents are exposed, the more potential impact on their mental health. These factors can contribute to stress that include pressure to
conform their peers, exploration of sexual identity and also access to use of technology will increase. Thus the influence of media can severe or
exacerbate the disparity an adolescent’s lived and even the perceptions. That’s why supportive environments are important.
The pressure can come from different aspects of daily life. During these situations you may feel threatened or maybe upset and our body
create a stress response. In this case, it may affect the way we behave and may experience more intense emotions. Stress affect us in a number of
ways, such as physically and emotionally. Everyone experiences stress that why having good mental health help you to make good decisions and

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 deals with the challenges or stresses in life. Stress can exist in great situations and can be prolonged and can be devastating; breakdown, and
depression.
Our thoughts, feelings and the way we behave can affect our life. It’s not healthy to avoid a stressful situation that needs to be addressed.
One of the best ways to be happy and successful is to manage your stress. Stress management starts with identifying the sources of stress in your
life.

CTIVITY 4
As an adolescent, how can you manage your own stress? Give an example.
ASSESSMENT 4
1. Being responsible is manifested through __________
a. your ability to regulate your emotions b. your capacity to dominate others by being overly helpful
c. your capability not to choose your own responses to various situations d. set standards that are too high for others.
2. Which of the following behaviors do not illustrate accountability?
a. Blaming others b. Coming prepared to class
c. Doing your part on an assigned group project d. Studying your lessons everyday
3. Which is the most important building block of responsibility?
a. Self-control b. Self-discipline c. Self-regulation d. Self-esteem
4. What is your ability to understand how others feel called?
a. Accountability b. Conscience c. Empathy d. Sympathy
5. Which situations illustrate a teenager’s capacity for integrity?
a. You cheat to belong to a certain group
b. You allow your classmate to copy your answer in a test because you want him to pass.
c. You say “no” to smoking and drinking even if your friends label you as “KJ”
d. You do not tell your mom that you skipped classes because she would just get angry
PERFORMANCE TASK 2
Make a poster on how you can become more responsible adolescents developing into responsible adults
and better persons.
ONLINE OFFLINE
You may do it using photo editor, PPT, Word Docx., etc Draw it in a long bondpaper. You may use drawing materials of your
choice (marker, pen, pencil, oil pastel, crayons, etc.)

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 5
LEARNING COMPETENCY
Identify causes and effects of stress in one’s life.
LEARNING OBJECTIVES
• Define stress
• Identify the causes of stress
• Describe the effects of stress in one’s life
LESSON 8 Stress: Causes and Effects
Stress is natural human response to situations because of different factors, considered as the causes of stress. Causes of stress are also
nown as stressors-situations and pressures that cause stress. These causes can be classified into two: the internal causes and the external
auses.
Internal causes of stress come from within you; they are results of the way you perceive and evaluate yourself based on what is expected
f you and on what is real. On the other hand, external causes of stress are situations that we face every day for they happen in our surroundings
nd most of the time, they are out of our control.
Stress is said to be a normal reaction to anything that pressures a person; when there is a need to respond to any kind of
emand where in our resources are outweighed by such demand or hard to manage.
The human body reacts to stress positively or negatively. Positive in a sense that when the stress hormone called cortisol
waken the body, it becomes motivated or alert. Negative in a sense that the body continuously faces challenges without relaxation
making a person overworked.
According to Samuel Maddock, a Healthcare Professional and Health Technology Researcher, today, stress is rarely positive.

LESSON 9 PERSONAL WAYS TO COPE WITH STRESS

Stress is inevitable. There are days you wake up to stressful moments which last throughout the day. These can come from the littlest
things such as worrying over what to cook for dinner, or deciding what clothes to wear for the day. You can’t escape stress, but you can manage it.
Let go of a little steam once in a while. Here are some tips on how you can reduce and manage stress better:
Breathe. It may be an action we do unconsciously, but it can also your stress reliever. Breathe deep. Close your eyes. Focus on your
breathing. Block out your surroundings. This helps to take a minute, or two to yourself. Breathe in deeply, and imagine all the stress going away as
you breathe out.
Learn to Say No. One of the most important things that you need to learn is how to say “No.” Remember that not only do we fight our own
battles, but we get to choose them as well. Not everything is worth fighting for and stressing over.
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 Alter yourself. Set your mindset in such a way that stress won’t easily present itself to you. Check your habits. Maybe it’s your
overthinking that invites stress, or maybe it’s your routine of putting things off until the last minute. Sometimes it’s what we do that causes stress
and we don’t realize it. Habits are not easy to change. Try to let go of one bad habit at a time.
Relax. Everyone has that one thing they do or go to when everything feels too much. Do whatever it is that helps you release all that
stress may it be a happy place, plans with friends, a vacation, or music. If you don’t have that thing yet, find it. It’ll come in handy when the world
feels like ganging up on you.
Stress can be a good thing when handled positively. It helps you achieve more. It helps you be more productive. You can’t escape stress,
so the best thing to do is manage it. Practicing the tips above can help you better cope with stress.

Personal Healthy Ways to Cope with Stress

Feeling emotional and nervous or having trouble sleeping and eating can all be normal reactions to stress. Here are some personal
healthy ways you can deal with stress:
Take care of yourself. Eat healthy, well-balanced meals. Exercise on a regular basis. Get plenty of sleep. Give yourself a break if you feel
stressed out
Talk to others. Share your problems and how you are feeling and coping with a parent, friend, counselor, doctor, or pastor.
Avoid drugs and alcohol. These may seem to help, but they can create additional problems and increase the stress you are already feeling.
Take a break. If news events are causing your stress, take a break from listening or watching the news.
Recognize when you need more help. If problems continue or you are thinking about suicide, talk to a psychologist, social worker, or professional
counselor.
S-
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R-
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ACTIVITY 5
Using an acrostic, describe or define the word STRESS. First word of the sentence should begin with letter.

ASSESSMENT 5
When a situation arise which threatens your well-being, on what condition are you?
A. Anxiety B. Excitement C. Misery D. Stress
Situations, events, and conditions that causes stress are called____
A.Stress B. Stress Response C. Stress Signals D. Triggers
Carlo has just graduated from college. He is very eager to start reviewing for the boards .A company called him and offered him a job with a great
pay. He called his mother and said he is stressed. What is the cause of his stress?
A.Board exam B. Busy schedule C. Parent pressure D. Unforeseen circumstance of which to prioritize
Cause: External: Workloads ; Cause: Internal: ________
A.Need to be perfect B.. New job C. Parents separation D. Rude people
Which does not belong to the group of the effects of stress?
A.Anger B. Anxiety C. Confusion D. Weakness
In going to school, there are some incidents that may cause stress in you EXCEPT
A.Broken shoes B. Slow driver C. Traffic D. Walking
Who among the following best illustrates a person who is under stress?
A.A person who doesn’t care about physical appearance B. A person who put things off
C.A person with excessive sweating D. A person with high blood pressure
As a student, which school activity usually makes you stressed the most?
A.Not being included in a sports team B. Speaking in public C. Taking test D. Too much homework
Which of the following illustrates positive effect of stress?
A. Makes one alert B. Makes one helpless C. Makes one moody D. Makes one panic
. The following signifies negative effect of stress EXCEPT
A. Leads a person to loose concentration B. Leads a person to use medication
C. Makes a person motivated D. Makes a person restless

PERFORMANCE TASK 3
STRESS SURVIVAL KIT: Make the Kit in your journal.

1. Choose 3 objects or symbols that make you feel relaxed to include in your kit.
2. You can make the symbols.
3. You can use words or pictures.
4. You can use objects from home.
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 5. Think about how the symbols help you when you are dealing with stress and stressful situations.
6. Write a paragraph for each symbol or object in your kit and how it helps you cope with stress in your everyday life.
ONLINE: photo editor, PPT, word docx., etc OFFLINE: long bond paper

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 6
LEARNING COMPETENCY
Discuss that understanding the different parts of the brain, processes and functions may help in improving thoughts, behavior and
feelings.
LEARNING OBJECTIVES
• Identify the parts of the brain, their roles and functions.
• Discover how to unleash the power of the mind.
• Evaluate what happen to the brain when learning something new
LESSON 10 UNLEASH THE POWER OF MIND
The brain has three major parts -- the cerebrum, the cerebellum and the brain stem. The brain stem connects the spinal cord and the
brain. It controls functions that keep people alive such as breathing, heart rate, blood pressure and food digestion. Those activities occur without
any thought. You aren't telling yourself, "Inhale. Exhale. Inhale." You're just breathing.
Things are different in the cerebellum. That region controls voluntary movement. When you want to lift your fork, wave your hand, brush
your hair or wink at a cutie, you form the thought and then an area in the cerebellum translates your will into action. It happens so quickly. Think
about how little time passes between your desire to continue reading this sentence and the time it takes your eyes to move to this word or this one.
It seems automatic, but it isn't.
Neurons, the basic functional units of the nervous system, are three-part units and are key to brain function. They are comprised of a
nerve cell body, axon and dendrite, and the power the rapid-fire process that turns thought into movement.
The thought moves as an electrical signal from the nerve cell down the axon to a dendrite, which looks like branches at the end of nerve
cells. The signal jumps from the end of the dendrite on one cell across the space, called a synapse, to the dendrite of another cell with the help of
chemicals called neurotransmitters. That signal continues jumping from cell to cell until it reaches the muscle you need to wave, wink or walk.
The cerebrum is the largest of the three brain sections, accounts for about 85 percent of the brain's weight, and has four lobes. The
lobes-frontal, parietal, temporal and occipital -- each have different functions. They get their names from the sections of the skull that are next to
them.
The parietal lobe helps people understand what they see and feel, while the frontal lobe determines personality and emotions. Vision functions are
located in the occipital lobe, and hearing and word recognition abilities are in the temporal lobe.
There is nothing good or bad about either preference. Both orientations can be equally successful in accomplishing a single task;
however, one may be more appropriate over the other depending on the situation.
RUG DAMAGE
Because so little recovery occurs to brains damaged after age 3, the effects of drugs and alcohol on the brain might be lasting.
Doctors know what inhalants, steroids, marijuana, cocaine and alcohol do to the brain when people use them. "The question scientists can't
nswer now is if the damage is permanent," said Sue Rusche, co-author of "False Messengers," a book on how addictive drugs change the brain.
Inhalants, such as glue, paint, gasoline and aerosols, destroy the outer lining of nerve cells and make them unable to communicate with one
nother. In 1993, more than 60 young people died from sniffing inhalants, according to National Families in Action, a drug education center based in
tlanta.
Studies have found that marijuana use hinders memory, learning, judgment and reaction times, while steroids cause aggression and violent
mood swings.
Ecstasy use is rising among young people, Rusche said, and scientists have found that drug destroys neurons that make serotonin, a
hemical crucial in controlling sleep, violence, mood swings and sexual urges.
While doctors and scientists know about some effect’s drugs have on the brain, they don't have a full picture, Rusche said.
"When people start using a drug, the scientists know nothing about it. These people are volunteering to be guinea pigs," said Rusche, who
co-founder and executive director of National Families in Action. "Once enough people take it, scientists apply for grants and start studying it.
eople are inventive. They find new drugs or new ways to take old drugs-like crack from cocaine.

LESSON 11 MASTERMIND: IMPROVING BRAIN FUNCTIONS

FACTS ABOUT THE HUMAN BRAIN
The human brain is the largest brain of all vertebrates relative to body size.
It weighs about 3.3 lbs. (1.5 kilograms).
The average male has a brain volume of 1,274 cubic centimeters.
The average female brain has a volume of 1,131 cm3.
The brain makes up about 2 percent of a human's body weight.
The cerebrum makes up 85 percent of the brain's weight.
It contains about 86 billion nerve cells (neurons) — the "gray matter."
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 It contains billions of nerve fibers (axons and dendrites) — the "white matter."
These neurons are connected by trillions of connections, or synapses

Why do we use brain functions?

We use our brain functions constantly every single day. Thousands of tasks are being performed, which require millions of complex mental
alculations from different parts of the brain.
Best Food to Boost Your Brain and Memory
ur brain is kind of a big deal.
We must eat nutritious food to keep our brain healthy and to
mprove its specific mental tasks, such as memory and
oncentration.
**The Bottom Line
Many food can help keep your brain healthy.
Some food, such as the fruits and vegetables, as well as tea
nd coffee, have antioxidants that help protect your brain from
amage.
thers, such as nuts and eggs, contain nutrients that
upport memory and brain development.
ou can help support your brain health and boost your
ertness, memory and mood by strategically including
hese foods in your diet.

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CTIVITY
1. As a student, what activities do you usually do to improve your brain function especially in doing your academic performance?
2. What do you usually do to “calm” your mind, especially in hard situations?
3. What other things can you explore to improve your brain functions?
SSESSMENT 6
1. What do you call the largest part of the brain?
A. Brain Stem B. Cerebellum C. Cerebrum D. Neurons
2. It helps people understand what they see and feel.
A. Frontal Lobe B. Occipital Lobe C. Parietal Lobe D. Temporal Lobe
3. It connects the spinal cord and the brain.
A. Brain Stem B. Cerebellum C. Cerebrum D. Neurons
4. The signal jumps from the end of the dendrite on one cell across the space, called a ___________.
A. Neurons B. Neurotransmitters C. Temporal Lobe D. Synapse
5. A pediatric neurosurgeon in New Orleans said that there a consensus among researchers that brain cells regenerate throughout life.
A. Albert Einstein B. Doug Poste C. Michael O’Boyle D. Sue Rushe

ERFORMANCE TASK 4
MIND MAPPING- Mind mapping is a powerful thinking tool. It is a graphical technique that mirrors the way the brain works, and was invented
by Tony Buzan. Mind mapping helps to make thinking visible.

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 Instructions:
1. Turn the page on its side
(landscape). Use plain paper.
2. Choose a subject or activity
that you do well (for example,
math, basketball, playing
guitar, painting, cooking or
computer games)
3. Draw the central image using
different colors. The central
image should encapsulate the
subject of the map.
4. Add the branches
representing the subject’s
main topics or themes using
key words or image.
5. Add detail with more key
words and images. Use color.
6. Write the words clearly.
7. Use arrows to connect linked
ideas

PERSONAL DEVELOPMENT
QUARTER 1 | WEEK 7
LEARNING COMPETENCY
Develop a personal plan to enhance brain functions.
LEARNING OBJECTIVES
• identify the importance of the brain and its parts and their specific functions.
• be informed with ways on how to improve an individual’s brain health.
• engage in various brain exercises that will also help students
• identify the importance of brain health and personal development
LESSON 12 I STEP! I PLAN: AN ACT OF ENHANCING BRAIN FUNCTIONS
OW DOES YOUR BRAIN WORK?
The Brain is a moist and spongy organ with an average of 3 pounds in weight and consisting of 10 billion neurons. It is the principal
ecipient, coordinator and distributor of data or knowledge for the body. This organ is composed of three (3) main parts: the cerebrum, cerebellum
nd brainstem.
The largest part of the brain is cerebrum, it has greater functions like understanding the information given by your
enses especially sight, touch and hearing. It is consisting of two (2) hemisphere, the right and the left.
Next part is the cerebellum which is placed beneath cerebrum. It synchronizes muscle movements, keep posture and balance. It produces signals
hat stimulates other parts of the nervous system.
Lastly, the brainstem is in control of the flow of information from the brain to the other parts of the body and vice versa. This part is also
esponsible for automatic tasks such as breathing, digestion, cardiac regulation or heart rate, blood pressure, sneezing, coughing, vomiting and
wallowing. It also serves as body’s support life system. You don’t have to tell your body to do these tasks. It is not necessary to remind yourself to
reathe because the brainstem do all this work
The cerebrum has two (2) hemispheres, the left and the right. The left hemisphere is the one who controls the right side of the body while
he right hemisphere is controlling the left side of the body. These hemispheres have different specialization for an instance, the left hemisphere is
esponsible for logics such as language, science and math.
On the other hand, the right hemisphere is working on the creativity like arts and music. The “Lateralization of Brain Function” also
nown as “Brain Dominance Theory” suggests that certain approaches to thinking can differ according to hemispheres. Critics of the said theory
pproach this as an outcome of pop psychology rather than sound science.

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By reviewing the chart below, we can see which side of the brain is responsible various aspects that make up our personal traits. A person who has
eeper connection with his/her emotions has a dominant right hemisphere, while people who tend to logics and reasoning are more left brain
ominant.

LEFT HEMISPHERE RIGHT HEMISPHERE

Logical Uses feeling/intuition
Linear thinking Thinks holistically
Keen on analysis/strategies Considers possibilities
Reality based Fantasy is a focus
Detail oriented Perceives the “big picture”
Facts are important Imagination is important
Math and science interest Philosophy, religion, art interest
Perceives patterns Perceives spatial relationships

Of course, in all common sense, we all use both of our hemispheres, a person can be both imaginative at the same time reality oriented, or
logical person yet trusts his own guts and intuition more often. But by learning which traits reflects us the most we can map our steps in honing our
aits and skills and decide on what to focus on our personal development.
Learning our strongest assets, we can easily point out what traits should we focus, what talents should be given more attention and strength
nd what characteristics should we maintain for the better.
2 WAYS TO KEEP YOUR BRAIN YOUNG
Every brain change with age, and mental function changes along with it. Mental decline is common, and it's one of the most feared
onsequences of aging. But cognitive impairment is not inevitable. Here are 12 ways you can help maintain brain function.
Get mental stimulation
Through research with mice and humans, scientists have found that brainy activities stimulate new connections between nerve cells and may even
elp the brain generate new cells, developing neurological "plasticity" and building up a functional reserve that provides a hedge against future cell
ss.
Any mentally stimulating activity should help to build up your brain. Read, take courses, try "mental gymnastics," such as word puzzles or math
roblems. Experiment with things that require manual dexterity as well as mental effort, such as drawing, painting, and other crafts.
. Get physical exercise
Research shows that using your muscles also helps your mind. Animals who exercise regularly increase the number of tiny blood vessels that bring
xygen-rich blood to the region of the brain that is responsible for thought. Exercise also spurs the development of new nerve cells and increases the
onnections between brain cells (synapses). This results in brains that are more efficient, plastic, and adaptive, which translates into better
erformance in aging animals. Exercise also lowers blood pressure, improves cholesterol levels, helps blood sugar balance and reduces mental
tress, all of which can help your brain as well as your heart.
. Improve your diet
Good nutrition can help your mind as well as your body. For example, people that eat a Mediterranean style diet that emphasizes fruits, vegetables,
sh, nuts, unsaturated oils (olive oil) and plant sources of proteins are less likely to develop cognitive impairment and dementia.
. Improve your blood pressure
High blood pressure in midlife increases the risk of cognitive decline in old age. Use lifestyle modification to keep your pressure as low as possible.
tay lean, exercise regularly, limit your alcohol to two drinks a day, reduce stress, and eat right.
. Improve your blood sugar
Diabetes is an important risk factor for dementia. You can help prevent diabetes by eating right, exercising regularly, and staying lean. But if your
ood sugar stays high, you'll need medication to achieve good control.
. Improve your cholesterol
High levels of LDL ("bad") cholesterol are associated with an increased the risk of dementia. Diet, exercise, weight control, and avoiding tobacco
ill go a long way toward improving your cholesterol levels. But if you need more help, ask your doctor about medication.
. Consider low-dose aspirin
Some observational studies suggest that low-dose aspirin may reduce the risk of dementia, especially vascular dementia. Ask your doctor if you
re a candidate.
. Avoid tobacco
Avoid tobacco in all its forms.
. Don't abuse alcohol
Excessive drinking is a major risk factor for dementia. If you choose to drink, limit yourself to two drinks a day.
0. Care for your emotions
People who are anxious, depressed, sleep-deprived, or exhausted tend to score poorly on cognitive function tests. Poor scores don't necessarily
redict an increased risk of cognitive decline in old age, but good mental health and restful sleep are certainly important goals.
1. Protect your head
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Moderate to severe head injuries, even without diagnosed concussions, increase the risk of cognitive impairment.
2. Build social networks
Strong social ties have been associated with a lower risk of dementia, as well as lower blood pressure and longer life expectancy.
LESSON 13 EMOTIONS AND FEELINGS
MOTIONS VS. FEELINGS
Feeling” and “Emotion” are synonyms, but they are not interchangeable.
What is their difference?
Feelings. Both emotional experiences and physical sensations — such as hunger or pain — bring about feelings, according to Psychology
oday. Feelings are a conscious experience, although not every conscious experience, such as seeing or believing, is a feeling, as explained in the
rticle.
Emotions. According to Psychology Today, an emotion “can only ever be felt…through the emotional experiences it gives rise to, even
hough it might be discovered through its associated thoughts, beliefs, desires and actions.” Emotions are not conscious, but instead manifest in the
nconscious mind. These emotions can be brought to the surface of the conscious state through extended psychotherapy.
A fundamental difference between feelings and emotions is that feelings are experienced consciously, while emotions manifest either
onsciously or subconsciously. Some people may spend years, or even a lifetime, not understanding the depths of their emotions.

CTIVITY 7
Look at the different emotions and feelings inside this box.

A.
1. What are the top three feelings that you do not like to have most?
2. What are the top three feelings that you like to have most?
B.
1. What are the two emotions that are difficult to manage? Why?
2. 2. What are the two emotions that are easy to hide? Why?
3. 3. What are the three emotions that you feel right now?
SSESSMENT 7
On a sheet of paper, answer the following questions. Write TRUE if the statement is correct, otherwise, write FALSE.
1. Human brain is composed of 4 major parts.
2. The “Lateralization of Brain Function” is also known as “Brain Dominance Theory”.
3. Listening to music is not a good exercise for our brain.
4. People who are anxious, depressed, sleep-deprived, or exhausted tend to score poorly on cognitive function tests.
5. The largest part of the brain is the brainstem.

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