Personal Development-Grade 11

Alternative Delivery Mode

Quarter 1- Module 3: Coping with Stress in Middle and Late Adolescence
and the Powers of the Mind
First Edition 2020

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Development Team of the Module

Authors: Annabelle M. Abecia
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Editors:
Reviewers: Lucille N. Quiriado, Lorna V. Rigor, Amor
Author: Annabelle Malayang
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ii
 PERSONAL
DEVELOPMENT
Quarter 1 – Module 3
Coping with Stress in Middle and Late
Adolescence and Powers of the Mind

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Education @ deped.gov.ph.

We value your feedback and recommendations

Department of Education – Republic of the Philippines

iii
 Module Module
Module 3 Table of Contents

Cover Page ------------------------------------------------------------------------------ i

Copyright page ---------------------------------------------------------------------------
ii
Title page ---------------------------------------------------------------------------
iii
What I Need to Know ------------------------------------------------------------------
2
What I Know ---------------------------------------------------------------------------
3
Lesson 1: Coping with Stress in Middle and Late Adolescence
What’s In --------------------------------------------------------------------------------
5
What’s New ------------------------------------------------------------------------------
5
What is It?
Reading 1.1 Stress -----------------------------------------------------------
6
Reading 1.2 Stress Response ---------------------------------------------
7
Reading 1.3 Stress Management -----------------------------------------
7
What’s More ----------------------------------------------------------------------------
8
What I Have Learned ------------------------------------------------------------------
10
What I Can Do -------------------------------------------------------------------
10
Additional Activities
Activity: Poster Making --------------------------------------------------
11
Lesson 2: The Powers of the Mind
What’s In ----------------------------------------------------------------------------
12
What’s New -------------------------------------------------------------------------
12
What is It
Reading 2.1. The Brain --------------------------------------------------- 13
Reading 2.2. The Dominant Side of The Brain --------------------- 13
Reading 2.3. Mind Mapping--------------------------------------------- 14
Reading 2.4. You Can Grow Your Intelligence -------------------- 15

1 4
What’s More ------------------------------------------------------------------------ 16
What I Have Learned ------------------------------------------------------------- 17
What I Can Do --------------------------------------------------------------- 17
Additional Activities ---------------------------------------------------------------- 18
My Reflection
Assessment ------------------------------------------------------------------------- 19
Additional Activities ---------------------------------------------------------------- 20
Poster Making
References ------------------------------------------------------------------ 21
Answer Key ---------------------------------------------------------------- 22

Management Team ---------------------------------------------------------------- 23

Coping with Stress in Middle

Module
and
3 Late Adolescence and the
Powers of the Mind

What I Need to Know

For the Learner:

This module is made to give you exciting lessons that will help you
manage your life meaningfully. It is focused on how to cope with stress in
middle and late adolescence. It also discussed on how to develop the powers
of our mind. Learning all these things will surely make you a better person
who can decide well and can handle whatever problems that may come
across your life’s journey.

At the end of Lesson 1, you are expected to:

1. discuss that understanding stress and its sources during
adolescence may help in identifying ways to cope and have a
healthy life.
(EsP-PD11/12CS-IE-5.1)
2. identify sources of one’s stress and illustrate the effect of stress
on one’s system. (EsP-PD11/12CS-IE-5.2), and

2 5
 3. demonstrate personal ways of coping with stress for healthful
living.
(EsP-PD11/12CS-Ie-5.3)

In Lesson 2, you are expected to:

1. discuss that understanding the left and right brain functions may
help in
improving one’s learning. (EsP-PD11/12PM-If-6.1)
2. explore mind-mapping techniques, each suited to right brain or
left brain-dominant thinking styles, (EsP-PD11/12PM-If-6.2), and
3. make a plan to improve learning using both left and right brain
through
mind-mapping activities. (EsP-PD11/12PM-If-6.3)

To make your journey more meaningful, you will be provided with

enjoyable activities that will test your prior knowledge, stimulate your interest,
and elevate your understanding and level of excitement. Here’s a simple
guide for you in going about the module.
1. Keep a personal journal notebook for all your answers to the
activities.
2. Read and follow all instructions carefully.
3. Answer the pre-test to determine how much you already know
about the lessons in this module.
4. Check your answers based on the given answer key at the end
of this
module.
5. Read each lesson and do the activities that are provided for you.
6. Perform all the activities diligently to help and guide you in
understanding
the topic.
7. Take the self-test after each lesson to determine how much you
understood the topic.
8. Answer the post test to evaluate how much you have learned
from the
lessons.
9. Good luck, enjoy and have fun!

For the Facilitator:

One of the tasks of a facilitator is to guide the independent

learners on how to go through this module. Each lesson is provided with
meaningful activities for the learners to answer in their journal notebook.
Thus, it is necessary for you to remind the learners to strictly follow the
guidelines in going through this module for a better learning outcomes.

3 6
 Thank you very much for your full support and care for our
learners.

What I Know

Multiple Choice. Read the statements carefully. Choose the letter of the
correct
answer and write in your journal notebook.
1. Which of the following refers to a normal reaction of the body to unexpected
change that causes tension?
A. stressor B. stress C. behaviour D.
attitude
2. The following examples are behavioural signs of stress, EXCEPT—
A. Use of medication C. Hair chewing
B. Smoking D. Back pain
3. Which is NOT a physical sign of stress?
A. Nail biting C. Cold hands/feet
B. Headache D. Excessive sweating
4. Anger, anxiety and irritability are signs of --
A. Physical stress C. Behavioral stress
B. Emotional stress D. Psychological stress
For Questions 5 & 6
5. Jessa’s dream in life to become a teacher. After all her sacrifices and
sleepless nights in studying and reviewing the course, she finally
passed the 2019 Licensure Exam for Teachers. What type of
stress Jessa had experienced? A. Eustress C.
Stressor
B. Distress D. Stress response
6. If you are Jessa, what would be your feeling and why?
A. Sad, because I passed the exam.
B. Happy, because I finally reached my dream.
C. Sad, because I don’t want to become a teacher.
D. No feeling at all.

7. Workloads, financial problems and failing marks are some of the common
stressors of a person. What do you mean by stressors?
A. The things that make a person happy
B. The things that make a person energetic
C. The things that change a person’s beauty.
D. The things that change the person’s mood which cause some
tension.
8. Which of the following is NOT a correct statement?
A. Stressors are things that make us stressed.
B. Success and happiness are examples of distress.
C. Distress is a negative response of the body towards stressors.
D. Eustress is our positive and healthy response to the stressors.
9. The following are ways to properly manage your stress, EXCEPT –

4 7
 A. Exercise regularly.
B. Eat well-balanced meals.
C. Learn ways to relax yourself.
D. Spend time to people who do not care.
10. Which part of the brain is the center of intelligence?
A. brain stem B. body nerves C. cerebellum D.
cerebrum
11. Which part of the brain controls functions like breathing, heart rate, blood
pressure and food digestion?
A. cerebrum B. brain stem C. cerebellum D.
nerve
12. A part of the brain that quickly translates your will into action is –
A. cerebellum. B. cerebrum C. nerve D. brain
stem
13. A person is either left-brain or right-brain dominant. Which of the
following best
describes a left-brain dominant person?
A. He is very organized and a careful planner.
B. He can work well in a quiet space.
C. He loves to make a to-do-list.
D. He is a daydreamer
14. Which does NOT describes a mind mapping technique?
A. A powerful thinking tool.
B. A technique which helps make thinking visible.
C. A graphical technique that mirrors the way the brain works.
D. Cannot be used in other curriculum areas except for senior high
school.
15. If you are to discuss the parts and functions of the brain using the mind
mapping
technique, what would be the central image or subject in your map?
A. Mind C. Parts of the Brain
B. Brain D. Functions of the Brain

Lesson
Coping with Stress in Middle and
1 Late Adolescence
5 8
 Stress is the body’s reaction to changes in our life. It affects
everyone in diverse ways, either in positive or negative way. In fact, the
stress of an exciting life can actually serve as a right motivator and keep
things exciting and interesting. However, if stress level gets too intense,
symptoms will be experienced which could really affect our well-being.

This lesson will guide you discover your sources of stress, and
learn a wide variety of stress management techniques to deal with it.

What‘s In

In your previous lesson, you learned that as an adolescent, you

should prepare yourself for a more challenging adult life by accomplishing
various developmental tasks according to developmental stages. Being an
adolescent, you should also learn to balance the expectations of the
significant persons in your life and your personal aspirations.

What‘s New

Activity 1.1 Stress Word Puzzle

Copy the word puzzle in your journal. Find some words in the puzzle.
Encircle the words in the puzzle that you like, and box the words that you
dislike. Then, copy the words in the table below.
Stress Word Puzzle

M O N E Y Y T M C P
O R R Y Y S O U C R
X I L L N E S S R O
M S F F L M U I F B
I R J D L E M C A L
S H O E S S M I B E
Q R B A C S E X A M
S S T T H A R M W S
M A T H O O R S R S
X V F O O F O O D S
L O V E L I F E D S
M C E L L P H O N E
Table
Column A Column B
Words that I Like Words that I Dislike

6 9
 What is It

Self-Test 1,1. Answer the following questions in your journal.

1. Why do you like the words in column A and dislike the words in
column B?
2. How do they affect your feelings and emotions?
3. What will you do to avoid the bad feelings?

Reading 1.1 Stress

Stress is a physical, mental, or emotional tension resulting from

unfriendly or very demanding circumstances. It is the body’s response to a
threatening situation or change.
Stress can come from any event or thought that makes you feel
frustrated, angry or nervous. The manner in which stress affects us depends
on how we choose to think about it, and how we respond to it. But do you
think that stress is always something negative? Actually, stress can either be
negative or positive. There are two kinds of stress – eustress and distress.

Eustress refers to a positive and healthy response of the body from

a stressor .It produces good feelings to one’s well-being. Example, a student
who studied so hard for the examination then took and got an outstanding
grade in it, he may feel happiness and enjoyment.

On the other hand, distress refers to a negative reaction of the body

towards a given stressor. Stressors are the things that make a person
stressed. It may alter the mood and emotions, may cause problems in health,
and even affect the way a person thinks. For example, when a student failed
in his subject he may experience sadness and disappointment.

Reading 1.2 Stress Response

7 10
 Stress response is the collection of physiological changes that
happen when you face an apparent threat from stressors. When your stress
triggered, series of changes occur within your body; physical, emotional and
behavioural changes.
Stress is associated with physical symptoms like low energy,
headaches, stomach upset, muscle pains, chest pains, rapid heartbeat,
insomnia, frequent colds and infections, and loss of sexual desire and/or
ability. It is also associated with emotional symptoms like impatience or
irritability, feeling overwhelmed, feeling bad about himself, restless, frustrated,
and moody. Stress has also behavioral symptoms like over or under-eating,
sleeping too much or too little, social withdrawal and isolation, reduced work
efficiency or productivity, and using cigarette, alcohol or drugs to relax.
Indeed, stress can truly affect your body, your thoughts, feelings,
and your performance. Being able to recognize common stress symptoms can
give you a way on how to manage them.

1. Department of Education, Republic of the Philippines, Personal Development Reader 1st

edition, What is a stress response? by E. Scott (Quezon City: Sunshine Interlinks Publishing House
Inc., 2016), 33

Reading 1.3 Stress Management

Stress is part of our everyday life. It comes from both the good and
bad things that happen to us. If we did not feel any stress, we would not be
motivated to do anything, and we would never grow. Too much stress,
however, can give negative effect in our mental wellness. It may also put
students at higher threat of becoming involved in risk-taking behaviors. So,
learning how to prioritize tasks and break them down into manageable steps
are important skills to learn for managing stress.

Stress management is a wide range of methods and therapies or

treatment aimed at regulating a person’s level of stress for a better everyday
functioning.

Here are some ways to help you cope with stress.

1. Be optimistic
 Make a list of the things you are thankful for.
2. Manage your time
 Organize your daily events
 Learn to prioritize responsibilities
3. Manage your finances
 Learn how to budget your income
 Distinguish your needs from your wants
4. Learn ways to relax yourself
 Stay focused
 Listen to music
 Practice meditation, or deep breathing exercise

8 11
 5. Spend quality time with people who care
 Share your feelings with a trusted friend or family,
 Spend time with optimistic people

6. Take care of your physical health

 Eat well-balanced meals
 Exercise regularly
 Get enough sleep
7. Do something you enjoy
 Read magazine or book
 Sing or watch a favorite movie
8. Express yourself
 Write in a journal
 Create an artwork to express your feelings

What’s More

Activity 1.2 What Causes My Stress?

All of us have certain things, persons or situations that cause us

to lose our composure in our everyday living. Copy this in your journal and
determine your stressors by completing this activity. Put an X to each factor
that causes you distress, and Y on each factor that causes you eustress.

______ being late in school _____ financial obligations

______ too much homework _____ pregnancy
______ oral recitation _____ Facebook
______ baby sitting _____ taking examinations
______ going to the doctor _____ computer
______ receiving own income _____ traffic
______ household chores _____ getting an injection

______ lack of sleep _____ winning a basketball

______ too much work at home _____relationship with a
girlfriend/
______ getting married boyfriend
______ pimples _____ third party relationship
______ physical education class _____ rock music
______ Math subject _____ reckless driver
______ English teacher _____ the death of loved one
______ no money _____ chronic illness or injury
______ no transportation _____ parents fighting
______ video games _____ going to the dentist
______ playing volleyball _____ unfaithful friend
______ losing money _____ class adviser

2. Department of Education, Republic of the Philippines, Personal Development Reader 1st

edition, What Causes You To “Lose Your Cool”? (Quezon City: Sunshine Interlinks Publishing House
Inc., 2016), 31

9 12
Self-Test 1.2
1. What are your realizations about the activity?
2. What are your ways to cope with your stressors?

Activity 1.3. My Response to Stress

This activity will let you identify the warning signs of stress applicable to
you.

Steps: 1. Read the warning signs of stress listed below.

2. Check and write down in your journal all the warning signs that
apply
to you
3. After doing this activity, find a partner and discuss your
answers.

Physical Emotional Behavioral

____headaches ____mood changes ____smoking

____stomach aches ____lack of ____nail biting
____dizziness concentration ____tapping
____back pain ____nightmares ____pulling hair
____neck stiffness ____panic attacks ____grinding
hair
____ulcer ____anxiety ____use of
alcohol
____ rapid or difficult ____anger ____use of
medication
breathing ____irritability ____compulsive
dieting
____weight loss ____crying ____hair
chewing
____weight gain ____depression ____nervous
____twitches (eyelids,face) laughter

____weakness ____thoughts of ____pacing

____nausea suicide ____lateness
____indigestion ____confusion ____putting
things off
____excessive sleeping ____restlessness ____not caring
____overeating ____feeling of ____physical
____loss of appetite helplessness ____appearance

____insomnia ____ racing thoughts ____compulsive

____skin problems ____aggressiveness ____overeating

10 13
 ____cold hands or feet
____constant fatigue
____excessive sweating
____chest pains
____high blood pressure

3. Department of Education, Republic of the Philippines, Personal Development Reader 1st edition,
Stress Signals (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 32

B. Write five (5) top most stressors in your life, and connect a line to the part
of the
body that is affected by each stressor.
My Five (5) Top Most Stressors in Life

Example: Public speaking

1. _______________________________
2. _______________________________
3. _______________________________
4. _______________________________
5. _______________________________
Self-Test 1.3

How would you manage yourself to keep your life happy and healthy?

What I Have Learned

1. List down three things you learned in the lesson.

___________________________________________________
___________________________________________________
___________________________________________________
2. If you have to share to a friend the ways to cope with stress,
what
would you tell him/her?
________________________ ______________________
________________________ ______________________
________________________ ______________________
________________________ ______________________
3. Explain in your own way this topic: #stress
___________________________________________________
___________________________________________________
___________________________________________________

11 14
 What I Can Do

Activity 1.4 My Stress-free Bag

Emergency kit or bag is one of the essential things to prepare in

every home before a crisis. Likewise, we also need to organize similar kit or
bag for stressful situations, before they happen.

In this activity, you will make your own bag, “ Stress-free Bag”,
which will help you cope with stress in your everyday living.
Steps: 1. Make a paper bag. (You may recycle a paper bag from a grocery
store)
2. Choose 5 objects to put inside your bag, each will represent
something or
someone that makes you feel relaxed.
3. If objects are not available, you can draw symbol on each piece of
paper. 4. Think about how these objects help you when you are down or
under
stressful situations.
5. In a piece of paper, write few lines for each object, explaining
how it
helps you deal with stress in your life. Attach it on the object
itself, and
share it with a partner.

Self-Test 1.3: ( Write your answer in your Journal)

1. How do you feel while doing the activity? Why?
2. What are your personal ways of handling stress that could
maintain a
healthy well-being?
3. What is your realization to this lesson?

Additional Activity

Activity: Poster Making

Make a Poster to express your understanding of the lesson on

stress and stress management. Use half of a white cartolina, pens, pencils or
other coloring materials.

12 15
 Lesson

2
Module 3 TheCoping
Powerswith of theinMind
Stress Middle
and

The man’s mind is the most complex technology on Earth. It is the

source of all thoughts and behaviour. It embraces the power of imagination,
appreciation, recognition, and is accountable for processing one’s feelings
and emotions, resulting in attitudes and actions.

What‘s In

In your previous lesson, you learned that stress is part of our

everyday life. It comes from both the good and bad things that happen to us. If
we did not feel any stress, we would not be inspired to do anything, and we
would never grow. Stress can truly affect our body, our thoughts, feelings,
and our performance. Too much stress, however, can give negative effect in
our mental wellness. So, being able to recognize common stress symptoms
can give us a way on how to manage them.
Thus, learning how to prioritize tasks and break them down into
manageable steps are important skills to learn for dealing stress.

What‘s New

Activity 2.1. Lateral Thinking Puzzles

1. There are four white kittens in the basket. Four little girls each take
one of the kittens. How can it be that one kitten is left in the basket?
2. The father and his daughter are in a car crash. The father killed and the
child is taken to hospital gravely injured. When she gets there, the
surgeon says, “I can’t operate on this girl – for she is my daughter!!!”
How can this possibly be?
3. How could a baby fall out of a twelve-story building onto the ground
and live?

13 16
 4. You are driving down the road in your car on a wild, stormy night, when
you pass by a bus stop and you see three people waiting for the bus:
a. An old lady who looks as if she is about to die
b. An old friend who once saved your life
c. The perfect partner you have been dreaming about
5. Knowing that there can only be one passenger in your car, whom
would you choose?

4. Department of Education, Republic of the Philippines, Personal Development Reader 1st

edition, Lateral Thinking Puzzles (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 36

What is It

Self-Test 2.1
1. As you were thinking of solutions to the puzzles, what was going on
inside
you?
2. What organ in your body was working?

Reading 2.1 The Brain

The brain is the main control center of coordination. It is about the size
of a small head of a cauliflower. It weighs about 1.4 kilograms and is
protected by the skull.

The cerebellum, the cerebrum and the brain stem are the three parts
of the brain. Each part controls a specific activity. 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. It functions without being told.
Activities are different in the cerebellum. This part 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.
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 they 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.

14 17
 The cerebrum is the center of intelligence. It is the largest of the
three brain sections, accounts for about 85% of the brain’s weight, and has
four lobes. The frontal, parietal, temporal and occipital lobes –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.
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.

5. Department of Education, Republic of the Philippines, Personal Development Reader 1st

edition, Brain Power: Complex Organ Controls Your Every Thought and Move, by Christy Oglesby
(Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 38

Reading 2.2 The Dominant Side of the Brain

Researchers believed that brain dominance determines a person’s

preferences, problem solving style, personality characteristics, and even
career choices. For example, a right-brain individual will quickly get a feeling
for a situation, while a left-brain person will usually ask a lot of questions first.
The following chart reflects additional difference between left and right-brain
dominance.

PERSONAL PREFERENCE
LEFT DOMINANCE RIGHT DOMINANCE
Classical music Popular music
Being on time A good times
Careful planning To visualize the outcome
To consider alternative To go with the first idea
Being thoughtful Being active
Monopoly, scrabble, or chess Athletics, art, or music
6. Department of Education, Republic of the Philippines, Personal Development Reader 1st
edition, The Dominant Side of the Brain (Quezon City: Sunshine Interlinks Publishing House Inc., 2016),
39

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.

15 18
Reading 2.3 Mind Mapping

Mind mapping is a powerful thinking tool. It is a graphical method

that reflects the way the brain works. It was invented by Tony Buzan. Mind
mapping helps to make thinking visible. It involves the use of the left and right
brain, thus, recalling the information becomes easier.
In making mind maps, the subject being studied is crystallized in a
central image and the main topic or theme radiates out from the central image
on branches or outlets. Each branch holds a key word or a key image, then,
details about the topic radiate further out.
Mind mapping technique can be used in all curriculum areas. This is
best to use in note taking, problem solving and planning for writing. Using
colored ink in making notes finds more attractive to the brain, and rhythm can
aid the learning process, thus, can help to make learning more enjoyable to
the learner.

Below is an example of a simple mind map linked to the information

above:

7. Department of Education, Republic of the Philippines, Personal Development Reader 1st

edition, Mind Mapping by Dodd (Quezon City: Sunshine Interlinks Publishing House Inc., 2016), 41

16 19
Reading 2.4 You Can Grow Your Intelligence

Many people think of the brain as a mystery, They don’t know

much about intelligence and how it works. When they do think about
what intelligence is, most people believe that a person is born either
smart, average, or dumb – and stays that way for life. But new research
show that a brain is like a muscle – it varies and gets stronger when you
use it. And scientist have been able to show just how the brain grows
and gets stronger when you learn. Everyone knows that when you lift
weights, your muscles get bigger and you get stronger. But most people
don’t know that when they practice and learn new things, parts of their
brain change and get larger a lot like muscles do when they exercise.
Inside the cortex of the brain are billions of tiny nerve cells,
called neurons. The nerve cells have branches connecting them to
other cells in a complicated network. Communication between these
brain cells is what allows us to think and solve problems. When you
learn new things, these tiny connections in the brain actually multiply
and get stronger. The more that you challenge your mind to learn, the
more your brain cells grow resulting to a stronger, smarter brain.
Practice is the key to growing the brain!

What’s More

Activity 2.2 My Way of Getting Smarter

Copy the diagram in your journal notebook. Then, think of five (5)
ways on how to make your brain smarter, and write your answers in the given
boxes below.

MY BRAIN

20

17
Activity 2.3: My Dominant Side

Copy the following statements in your journal notebook and answer

YES in the space provided if the statement applies to you..

LEFT
______I am very organized_
space
______I remember faces more than Names
______I think things through before
making a decision
______If someone’s mad at me, I can
tell even without the person
saying a word
RIGHT
______I work best in a quiet
______I daydream a lot
______I hate taking risks
______I tend to get emotional
______I make a to-do-list
______I trust my “gut instinct”

If you have more “YES” answers from the left column, you are
probably left-brain dominant, while if you have more “YES” answers from the
right column, you are probably right-brain dominant.

Self-Test 2.3

Copy and provide answers to the following statements.

1. After doing the activity, I discovered that I

______________________________________________________________
______________________________________________________________

2. My personal preferences are

______________________________________________________________
_____________________________________________________________

What I Have Learned

1. Describe the parts of the brain listed below.

a. Cerebrum --
______________________________________________
b. Cerebellum --
______________________________________________
c. Brain Stem --
______________________________________________

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2. If you have to explain Mind Mapping to a classmate, what would you tell
her/him?
Mind Mapping is
______________________________________________________________
______________________________________________________________
________________________________________________
______________________________________________________________
3. Which part of the lesson did you find most interesting? Why?
________________________________________________________
______________________________________________________________
_______________________________________________________________
_______________________________________________________________

What I Can Do

Activity 2.4. Let’s Make a Mind Map

In this activity, you are going to draw in your journal notebook a mind
map of the subject BRAIN Here are the steps on how to draw a mind map:
1. Draw the central image and write the word BRAIN as the subject
of the
map. Make it colourful.
2. Add the branches representing the subject’s main topics or
themes
using key words or images.
3. Add detail with more key words or images.
4. Use arrows to connect related ideas.

Self-Test 2.4
In your own understanding, what are the advantages of the mind
mapping
technique?

Additional Activities

Activity : My Reflection

Read the given selection and write a reflection about the “ Myth
of Michael Jordan” in your journal notebook.

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Reading: THE MYTH OF MICHAEL JORDAN

Michael Jordan is one of the best basketball players of all times. His
average point per game is the highest in NBA history –31.5. He is one of the
players to score more than 3000 points in a single season. And he has 11
MVP awards – five for the regular season and six for the finals
It was dazzling to watch Jordan play. People often spoke of his grace
on the court. They talked about his natural abilities. But the true story is
different. When he was a sophomore student in high school, Michael Jordan
didn’t even make the theme. “It was embarrassing not making the team,” he
says. “They posted the roster (list of players) an it was there for a long, long
time without my name on it. I remember being really mad too, because there
was a guy who made it that wasn’t as good as me. “Someone else might have
sucked, or quit”. But this setback only fuelled Jordan’s desire to improve.
“Whenever I was working out and got tired and figured I ought to stop, I’d
close my eyes and see that list in the locker room without my name on it,”
Jordan says, “ and that usually got me going again.
The physical education teacher of Jordan’s high school, Ruby Sutton,
describes Jordan’s commitment to the game in those days, I would normally
got to school between 7:00 and 7:30. Michael would be at school before I
would.
Every time I’d come in and open these doors, I’d hear the basketball. Fall,
wintertime, summertime. Most mornings I had to run Michael out of the gym.”
8. Department of Education, Republic of the Philippines, Personal Development Reader 1st edition,
The Myth of Michael Jordan by Larry Schwartz (Quezon City: Sunshine Interlinks Publishing House
Inc., 2016), 44.

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 Assessment

Multiple Choice. Read the statements carefully. Choose the letter of the
correct
answer and write in your journal notebook.

1. Which of the following refers to a normal reaction of the body to unexpected

change that causes tension?
A. stressor B. stress C. behaviour D.
attitude
2. The following examples are behavioural signs of stress, EXCEPT—
A. Use of medication C. Hair chewing
B. Smoking D. Back pain
3. Which is NOT a physical sign of stress?
A. Nail biting C. Cold hands/feet
B. Headache D. Excessive sweating
4. Anger, anxiety and irritability are signs of --
A. Physical stress C. Behavioral stress
B. Emotional stress D. Psychological stress
For Questions 5 & 6
5. Jessa’s dream in life to become a teacher. After all her sacrifices and
sleepless nights in studying and reviewing the course, she finally
passed the 2019 Licensure Exam for Teachers. What type of
stress Jessa had experienced? A. Eustress C.
Stressor
B. Distress D. Stress response
6. If you are Jessa, what would be your feeling and why?
A. Sad, because I passed the exam.
B. Happy, because I finally reached my dream.
C. Sad, because I don’t want to become a teacher.
D. No feeling at all.
7. Workloads, financial problems and failing marks are some of the common
stressors of a person. What do you mean by stressors?
A. The things that make a person happy
B. The things that make a person energetic
C. The things that change a person’s beauty.
D. The things that change the person’s mood which cause some
tension.
8. Which of the following is NOT a correct statement?
A. Stressors are things that make us stressed.
B. Success and happiness are examples of distress.
C. Distress is a negative response of the body towards stressors.
D. Eustress is our positive and healthy response to the stressors.

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9. The following are ways to properly manage your stress, EXCEPT –
A. Exercise regularly.
B. Eat well-balanced meals.
C. Learn ways to relax yourself.
D. Spend time to people who do not care.
10. Which part of the brain is the center of intelligence?
A. brain stem B. nerves C. cerebellum D. cerebrum
11. Which part of the brain controls functions like breathing, heart rate, blood
pressure and food digestion?
A. cerebrum B. brain stem C. cerebellum D. nerve

12. A part of the brain that quickly translates your will into action is –
A. cerebellum. B. cerebrum C. nerve D. brain stem
13. A person is either left-brain or right-brain dominant. Which of the
following best
describes a left-brain dominant person?
A. He is very organized and a careful planner.
B. He can work well in a quiet space.
C. He loves to make a to-do-list.
D. He is a daydreamer
14. Which does NOT describe a mind mapping technique?
A. A powerful thinking tool.
B. A technique which helps make thinking visible.
C. A graphical technique that mirrors the way the brain works.
D. Cannot be used in other curriculum areas except for senior high
school.
15. If you are to discuss the parts and functions of the brain using the mind
mapping technique, what would be the central image or subject in your map?
A. Mind C. Parts of the Brain
B. Brain D. Functions of the Brain

Additional Activity

Activity: Poster Making

Make a Poster to express your understanding of the lesson on

stress and stress management. Use half of a white Carolina, pens, pencils or
other coloring materials.

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References

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Stress Management, by H.R. Wallace & Masters.
Quezon
City: Sunshine Interlinks Publishing House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Stress Signals, . Quezon City: Sunshine Interlinks
Publishing
House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. What is a stress response?, by E. Scott. Quezon
City:
Sunshine Interlinks Publishing House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. Brain Power: Complex Organ Controls Your Every
Thought
and Move, by Christy Oglesby. Quezon City: Sunshine Interlinks
Publishing
House Inc., 2016.

Department of Education, Republic of the Philippines, Personal Development

Reader 1st edition. The Myth of Michael Jordan, by Larry Schwartz.
Quezon City:
Sunshine Interlinks Publishing House Inc., 2016.

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 Answer Key
Pre-test Post test

1. B 1. B
2. D 2. D
3. A 3. A
4. B 4. B
5. A 5. A
6. B 6. B
7. D 7. D
8. B 8. B
9. D 9. D
10. D 10. D
11. B 11. B
12. A 12. A
13. A 13. A
14. D 14. D
15. B 15. B

M O N E Y Y T M C P
O R R Y Y S O U C R
X I L L N E S S R O
M S F F L M U I F B
I R J D L E M C A L
S H O E S S M I B E
Q R B A C S E X A M
S S T T H A R M W S
M A T H O O R S R S
X V F O O F O O D S
L O V E L I F E D S
M C E L L P H O N E

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Rubrics for Individual Work

Exceptional Admirable Acceptable Attempted

20 points 18 points 15 points 12 points

Understanding Factual Factual Factual Factual

the topic information is information is information is information is
accurate; and accurate; and accurate; and accurate; and
indicates a clear indicates a clear indicates a clear indicates a clear
understanding of understanding of understanding of understanding of
topic topic topic topic

Accuracy and Point-of-view, Point-of-view, Point-of-view, Point-of-view,

believability of arguments, and arguments, and arguments, and arguments, and
solutions solutions solutions solutions
the role
proposed were proposed were proposed were proposed were
always realistic always realistic always realistic always realistic
and constantly in and constantly in and constantly in and constantly in
character character character character

Cooperation Accepts ideas of Accepts ideas of Accepts ideas of Accepts ideas of

others; able to others; able to others; able to others; able to
compromise; all compromise; all compromise; all compromise; all
members members members members
contribute contribute contribute contribute

Presentation Shows Shows Shows Shows

confidence; confidence; confidence; confidence;
informative; informative; informative; informative;
entertaining; entertaining; entertaining; entertaining;
engages engages engages engages
audience; speaks audience; speaks audience; speaks audience; speaks
loudly and clearly; loudly and loudly and loudly and
appropriate use clearly; clearly; clearly;
of body language appropriate use appropriate use appropriate use
of body language of body language of body language

Adapted and modifies from PerDev Readers of the department of Education 1st edition
Sunshine Interlinks Publishing House Inc., 2016

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