SENIOR

HIGH
SCHOOL

Personal
Development
Quarter 1 – Module 5:
The Powers of the Mind

Region I
ALAMINOS CITY DIVISION
Alaminos City, Pangasinan
Project Write, Write, Write
Alternative Instructional Module
i
Personal Development
Alternative Instructional Module
Quarter 1 – Module 5: The Powers of the Mind
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by SDO Alaminos City

Schools Division Superintendent: Dr. Lorna G. Bugayong, CESO VI
Asst. Schools Division Superintendent: Aguedo C. Fernandez, CESO VI
Development Team of the Module
Writer/s: Sandra Dee B. Corpus
Editors: Olivia R. Panaga
Reviewers: Edna C. Caserial, EdD
Illustrator: Sandra Dee B. Corpus
Layout Artist: Reika May N. Pascua
Management Team: Dr. Lorna G. Bugayong, CESO VI
Schools Division Superintendent

Dr. Wilfredo E. Sindayen

Curriculum Implementation Division Chief

Dr. Ronald R. Radoc

EPS in-Charge of LRMS

Dr. Edna C. Caserial

Education Program Supervisor, EsP

Printed in the Philippines by

Department of Education: Region I – Alaminos City Division
Office Address: San Jose Drive, Poblacion, Alaminos City,
Pangasinan
Telefax: (075) 205-0644/205-0643
E-mail Address: alaminos.city@deped.gov.ph

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 12

Personal
Development
Quarter 1 – Module 5:
The Powers of the Mind

iii
Introductory Message
For the facilitator:

Welcome to Personal Development (Quarter 1 – Module 5) Module on The Powers of Mind!

This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher, or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

This learning resource hopes to engage the learners in guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st-century skills while taking into consideration their needs and circumstances.

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

Notes to the Teacher

This contains helpful tips or strategies that
will help you guide the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

iv
For the learner:

Welcome to the Personal Development Module on The Powers of Mind!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or
Know competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to
take. If you get all the answers correct (100%),
you may decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the answers
to the exercises using the Answer Key at the
end of the module.
What I Have This includes questions or blank
Learned sentence/paragraph to be filled in to process
what you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into
real life situations or concerns.

Assessment This is a task which aims to evaluate your level

of mastery in achieving the learning
competency.

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 Additional In this portion, another activity will be given to
Activities you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included in
the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the concept of self-development. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:
• Lesson 1 – Brain parts, Its Processes and Functions
• Lesson 2 – Ways on how to improve brain functions for personal development
Most Essential Learning Competencies:

• Discuss that understanding the different parts of the brain, processes and
functions may help in improving thoughts, behavior and feelings.
EsPPD11/12PM-Ig-6.1
• Explore ways on how to improve brain functions for personal development.
EsP-PD11/12PM-Ig-h6.2
• Develop a personal plan to enhance brain functions
EsP-PD11/12PM-Ih-6.3

What I Know

Before we proceed to the lesson, let us first test what you already know about the topic.

Activity 1 Pre-Assessment: Multiple Choice Test

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

1. What division of the nervous system is composed of brain and spinal cord?
a. Somatic nervous system
b. Central nervous system
c. Peripheral nervous system
d. Autonomic nervous system

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2. What do you call the shaft of the brain that controls several autonomic responses such
as breathing, digestion and some heart functions?
a. Cerebellum
b. Spinal cord
c. Brain stem
d. Limbic system

3. John is hungry and thirsty at the same time. What part of Johns brain is responsible
for controlling his hunger and thirst?
a. Thalamus
b. Hypothalamus
c. Cerebrum
d. Cerebellum

4. Which of the following abilities is not controlled by the left hemisphere of the brain?
a. Mathematical ability
b. Critical thinking
c. Artistic expression
d. Problem solving

5. What is the basic functional unit of the nervous system?

a. Axon
b. Dendrite
c. Neuron
d. Cerebrum

6. What do you call the structures that cover and help cushion, protect and nourish the
brain and spinal cord?
a. Myelin sheath
b. Medulla
c. Pons
d. Meninges

7. Maria went to her friend’s birthday party which was held at the rooftop of their
fourstorey house. She turned anxious because of her fear for heights and was not able
to stay that long at the party. What part of the brain is implicated by Maria’s fear?
a. Medulla
b. Amygdala
c. Limbic system
d. Diencephalon

8. What lobe of the brain is responsible for coordination motor movements and higher
cognitive skills such as problem solving and critical thinking?
a. Frontal lobe
b. Parietal lobe
c. Occipital lobe
d. Temporal lobe
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9. Which of the following is a function of the Pons?
a. Controls blood pressure
b. Transmits motor information
c. Controls sleep and awakening
d. Coordinates movement on each side of the body
10. How do you distinguish left brain dominance from right brain dominance?
a. Left-brain person is interested in arts and music while a right-brain shows more
interest in playing chess and scrabble.
b. A left-brain person goes with the first idea while a right-brain person considers
alternatives.
c. A left-brain person considers careful planning, while a right-brain person prefers
visualizing the outcome.
d. A left-brain person is more interested in drawing while a right-brain person prefers
solving mathematical problems.

11. What lies at the back of the skull and contains the visual center?
a. Frontal lobe
b. Parietal lobe
c. Occipital lobe
d. Temporal lobe

12. What is the largest part of the brain that consists of right and left hemisphere?
a. Cerebellum
b. Cerebrum
c. Brain stem
d. Limbic system

13. What connects the two hemispheres of the brain?

a. Brain stem
b. Cerebellum
c. Cerebral cortex
d. Corpus Callosum

14. Which of the following brain structures regulates balance and movement?
a. Thalamus
b. Spinal cord
c. Cerebellum
d. Hypothalamus

15. What do you call this graphical technique that mirrors the way the brain works which
was invented by Tony Buzan?
a. Puzzles
b. Infographics
c. Mind mapping
d. Brainstorming

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 Lesson
The Powers of the Mind
1
Cradled in our cranium,
Is where you’ll find our brain-ium,
Enables us to think and do,
Remembers what! Remembers who!
When we’re feeling fine, or pained,
We’re utilizing our large brain,
Like we’re doing,
When we think…
Let’s us see, makes us blink…
Some functions are involuntary,
Breathing air is one of many, Digesting
food!
Our beating heart!
Controlled by brain!
Our crucial part!
Connects straight-up with spinal cord,
Synapse, nerve,
It’s never bored, Gives us feelings,
Does great things!
Let’s thank our brain for all it brings!
MR. R.’S WORLD OF SCIENCE

What’s In

ACTIVITY 2. Directions: Read the story and answer the following questions.

How Corona Virus Stress May Scramble Our Brains

By Laura Sander
I’m on deadline but instead of focusing, my mind buzzes with unrelated tidbits. My
first-grader’s tablet needs an update before her online school session tomorrow.
Heartbreaking deaths from New York City make me tear up again. Was that a kid’s scream
from upstairs? Do I need to run up there, or will my husband take care of it?
These hornets of thoughts drive out the clear thinking my job demands. Try as I might
to conjure up a coherent story, the relevant wisps float away. I’m scattered, worried and tired.
And even though we’re all socially isolated, I’m not alone. The pandemic -- and its social and
economic upheavals -- has left people around the world feeling like they can’t string two
thoughts together. Stress has really done a number of us.
(https://www.sciencenews.org/article/coronavirus-covid19-stress-brain/amp)

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Process Questions:
1. Why did the speaker in the story considered corona virus disease as a stress?
2. How does the stressful situation, the Covid pandemic, affect the life of the speaker
in the story?
3. How does a stressful situation, such as the Covid-19 affect the activity of brain in
making a good plan?

What’s New
ACTIVITY 3
Directions: Read the letter and answer the following questions below.

When I Was a Kid . . .

The Letters in November, 2013

them so shy and close when touched! I spent

When I was a kid, I hours chasing dragon flies! Those tiny colorful
spent hours playing wings were like fairies passing
With leaves and by! I always set them free after that glorious
flowers.There were moment o touching those colorful tails.
no high-tech gadgets
and wesimply played
in the fields and along
the streets.There was
so much danger
of getting ran
over trucks and I learned
our little hard-work
carefree feet from helping
played from my grannies
the sun up until in the farm.
sundown on Though we
school-free mostly played, we did our part. We helped
days. pull peanut shrubs and free nuts from their
The “makahiya” shells. And oh boy how crunchy those
leaves fascinated peanuts tasted
me so much! They when fried!
still do, they make Periwinkles
me wonder suffered
what makes torture from

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 my fingers as I poked them way up 1. How did you feel about the letter?
high! We’d go to school; just walking and talking
Yet mother nature always makes them thrive. and running from
I love them to this day. dogs…and it was
There were no bubble makers on sale fun! Especially
at stores. We when it rained
made them with and we could dip
stone crushed our feet into water
hibiscus petals over grass.
mixed with water
and some soap.
At times those
vividly colored rounded flowers were balls,
we’d toss them up in the air with our knees,
hands, and feet. The garden though never
ran out of flowers! Grandma loves planting
them for
hours.

On nights
when full
moon lit the sky, us kids would be playing
hide and seek! We were happy without wifi
and gadgets because we played with what
Chocolates and candies were a bore. It was was best - nature at its finest!
more exciting to climb trees and jump or fruits …and if I had a choice to go back and change
and berries! my life, I’d still choose that simple, carefree,
… grasses were the nature nurtured childhood!
best toys! We’d pull (https://www.theletternsinnovember.com/2013/09/whe
those kind of weeds, n-I-was-a-kid.html?m=1)
hold them from end
to end and then split
‘em up into two!
We’d bet how the
week would break;
into a square or into a Y and Y would mean a
boy…a square a girl. How fascinating that
already was!

Process questions:

2. Were you able to experience those activities too? Share your experience.
3. What do you think is the reason why makahiya leaves curls up when you strike or
touch it?Can it feel the stimulus?
4. What part of the letter have triggered your brain to recall your experiences during
childhood?

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 What is It

Topic 1 THE BRAIN: IT’S PARTS AND FUNCTIONS

The Nervous System

The nervous system is a complex structure. The basic functional units of the nervous
system are called neurons which combine to form the different structures of the nervous
system. The function of the nervous system is to control and coordinate all essential functions
of the body including all other body systems allowing the body to maintain homeostasis or its
state of balance. Our movements, thoughts, hopes, aspirations, dreams, are all intimately
related to this system. The nervous system has branches that are responsible for muscle
movement, perceptions, automatic functions like breathing, production of hormones and mental
activities such as thoughts and feelings.

The Neuron
The neuron or nerve cell, the the basic functional unit of the nervous system. It is made
up of a nucleus and other parts common to all cells. It coordinates and transmits impulses.
Neuron consists of the following
parts:

Dendrites are short fibers

that receive stimulus and carry
impulses toward the cell body.

Cell Body or soma contains the

nucleus and serves as the center for
nourishment.

Axons are long extensions at on

side of the cell body which carries messages to other cells and conducts neural impulses away
from the cell body.

Schwann Cells are cells which produce fat layer (myelin) in the Peripheral Nervous System.

Myelin sheath is a protective covering which serves as an insulating material around the axon
to prevent messages from short-circuiting one another. It also helps to increase the velocity
with which the electrical impulses travel through the neurons.

Nodes of Ranvier are gaps in the myelin sheath.

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Nerve Impulse transmission The leaves o the “makahiya” plant are capable
to display touch-induced movement. The leaves
A neuron has the ability to respond to a certain respond to being touched or shaken, heated or
rapidly cooled.The speed of the response
stimulus. A stimulus is a change in the
depends on the magnitude of the stimulus. The
environment with sufficient strength to initiate a mechanical or heat stimulus induces and
response. Excitability is the ability of a neuron electrical signal, similar to the electrical
to respond to the stimulus and convert it into a potentials in nerve cells, that can move from cell
nerve impulse. Once the neuron becomes to cell at a higher rate.When the electrical
excited, it generates and transmits nerve potential reaches specialized “motor cells” at
the base of each leaflet, the folding is caused by
impulses (electro-chemical in nature) to and
the rapid efflux of potassium followed by rapid
from the brain. When a neuron gets irritated, the water transport out of the motor
polarized state of the membrane is cells.(https://plantsinmotion.bio.indiana.edu/pla
characterized by negativity outside the ntmotion/movements/nastic/mimosa/mimosa.h
membrane and positivity inside the membrane. tml)

The Major Components of the Nervous System

The two main divisions of the nervous system are the peripheral nervous system and
the central nervous system.

Nervous System

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 Peripheral nervous system consists o nerve fibers passing to and from the central
nervous system. It consists of somatic nervous system and autonomic nervous system.

Somatic nervous system is composed of the cranial and spinal

nerves and it functions to organize voluntary movements.

Autonomic nervous system is composed of nerves that control

involuntary movements. It is concerned with the parts of the body that
function involuntarily such as the heart, blood vessels, glands and
lungs. It consists of sympathetic nervous system and
parasympathetic nervous system. The sympathetic division sets the
body to respond to stressful situations. Such responses include
increased heart rate, fast breathing, dilation of the pupil of the eye, etc.
The parasympathetic division calms the body and brings functions
back after a stressful situation.

The central nervous system is also

known as the body’s central processing unit which is composed of the
brain and the spinal cord. The brain is the seat o higher mental
processes, while the spinal cord is regarded as an information pathway
which transmits messages from sensory receptors to the brain and from
the brain to the muscles and glands throughout our body.

The Brain

The human brain is a three-pound organ that is soft, spongy,

mottled and pinkish-gray in color. It is the largest part of the nervous
system which controls all functions of the body. It is cushioned, protected and
nourished by several layers of coverings called meninges. Enclosed in a bony cavity
called the skull, the brain is composed of the cerebrum, cerebellum and the brain
stem.

Parts of the Brain and Their Functions

The Cerebrum
Cerebrum is the largest part of the brain which is
composed of the right and left hemisphere. It is involved with
high functions such as interpreting touch, hearing, vision,
speech, reasoning, learning and fine control o movement. The
two halves of the cerebrum which are the right and left
hemisphere are joined by the corpus callosum, a bundle of
nerve fibers that transmit messages from one side to the other.
Each hemisphere controls the opposite side of the
body. The right hemisphere controls the left side of the body and is responsible for artistic
expression and understanding relationships in space. The left hemisphere controls the right
side of the body and is responsible for mathematical ability, problem solving, language, and
decision making.

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 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
Personal Development Teacher’s Guide, Department of Education Philippines

The cerebral hemispheres are divided into lobes by the distinct fissures.
hemisphere is has four lobes: frontal, temporal, parietal and occipital.

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Each Special Regions of the Brain

The Broca’s area which lies in the left frontal lobe is important in the production of
speech. It was named after the French surgeon, Paul Broca who discovered it. The Wernicke’s
area lies in the left temporal lobe which is important in the production of meaningful speech
and comprehension of language. The Limbic System is locate din the inner edge of cerebrum
and is involved in memory, emotion and motivation. It is made up of different structures:
amygdala, which means “almond”, is involved in a wide variety of emotions and emotionally
mediated behaviors such as fear, apprehension and sexual response; hippocampus , a
structure in the limbic system that plays an important role in the formation of memories;
hypothalamus, which lies beneath the thalamus and above the pituitary gland is involved in
the regulation of body temperature, motivation and emotion.

Deep Structures of the Brain

Hypothalamus is located just below the thalamus. The major function o this structure
is to maintain homeostasis, a state of balance o the internal environment of the body. It also
controls hunger and thirst. Thalamus, located in the middle of the central core, act primarily as
relay station for messages concerning sensory information. The pituitary gland is located at
the base of the brain an is about the size of a pea. It secretes a number of hormones that
control sexual development, promote bone and muscle growth and respond to stress. The
pineal gland secretes melatonin that helps regulate body’s internal clock and circadian rhythm

The Cerebellum

The cerebellum is found bellow the cerebrum, just above the medulla and behind the
pons. It controls the bodily balance. It coordinates muscle movements and maintains posture.

The Brain Stem

Also known as the “shaft of the brain”, the brainstem connects the cerebrum and
cerebellum to the spinal cord. It controls several autonomic responses such as regulation of
breathing, digestion, blood pressure, sneezing, coughing, vomiting and some heart functions.
The two main parts of the brain stem are pons and medulla. The pons joins the two halves of
the cerebellum and it is involved in respiration, attention and sleep and dreaming. Medulla
which is at the base o the central core and continuous with the spinal cord, controls many
important body functions like breathing, sneezing, coughing, hiccups and maintenance of
heartbeat.

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ACTIVITY 4
Directions: Answer the following questions.

Process Questions:

1. Cell communicates with other cells. Is it the same thing as people transmit
messages to one another? Explain
2. Why is the central nervous system considered as the body’s central processing
unit?
3. What part of a tree, could axons be compared to? Explain

ACTIVITY 5 Brain Dominance

Directions: Which of the following statements apply to you?

___ I am very organized.

___ 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.
___ I work best in a quiet space.
___ 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.

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Topic 2 Ways to Improve Brain Functions

“It is impossible for a person to become

healthy mentally or physiologically
without a healthy brain”
-- Datis Kharrazian

Our brain controls everything. From different reflexes to voluntary and involuntary
movements. It is very important for us to be aware of some ways in order to keep our brain
healthy and boost mental performance. Dianna Purvis Jaffin Ph.D of Center for Brain Health
Brain Performance Institute, has outlined a holistic approach to optimize brain functions.
Exercise, stress management, nutrition, sleep, social relationships and mental activity are
elements that work together synergistically to promote bran health and enhance brain
performance.

Exercise stimulates brain growth factors called neutrophins. These neutrophins

stimulate neurogenesis or the formation of new neuronal cells. Exercise training increases
hippocampal size which is important in forming new memories. Physical activity also
stimulates the release of neurotransmitters. Neurotransmitters are chemicals in the synapse
(junction between neurons) which allow impulses to be started in the second neuron. Some
neurotransmitters act to excite other neurons while some neurotransmitters act to inhibit
receiving neurons. Neurotransmitters are involved in physical and psychological processes.
Excesses or deficiencies of these chemicals have been linked to psychological disorders such
as depression and schizophrenia. (Rathus, 2001)

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 NEUROTRANSMITTER FUNCTIONS
Acetylcholine ACh Causes muscle contractions and is involved
in formation of memories
Dopamine Involved o\in muscle contraction, learning
and memory, and emotional response
Noradrenaline Accelerates the heart rate, affects eating,
and is linked with activity levels, learning and
remembering
Serotonin Is involved in behavior patterns and
psychological problems, including obesity,
depression, insomnia, alcoholism and
aggression
Endorphins Inhibit pain by blocking pain-causing
chemicals out of their receptor sites
Essentials of Psychology by Spencer Rathus, 2001

Engaging in physical activity improves cognition and mental health. It could be evidenced by
improved mood and affect, reduced tension, anger and depression and improved reaction
time, perception, memory and attention.
Stress causes reduction of dopamine and
serotonin in the brain. It can also cause impairment in
memory and thinking and can accelerate brain aging. 30 minute focused attention
Stress management is critical for brain functioning. (meditation) + 30 minute moderate
intensity aerobic exercise
Mindfulness training, a practice that strengthens
attention and working memory is said to be an antidote or
stress.

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 BRAIN
Nutrition for brain health includes high consumption of
PERFORMANCE vegetable particularly green leafy vegetables, olive oil, fish (omega
STRATEGIES fatty acids), fruits and less animal food and dairies.
Lifestyle factors that affect brain functioning include sleep
Exercise and stay
and social relationship. Sleep is critical for brain health and there
physically active
Manage stress should be 7-8 hours of sleep per night as this enough time or sleep
Eat a balanced diet can clear toxins. Inadequate amount of sleep may lead to impaired
Have enough sleep cognitive performance. Social relationship is another important factor
(7-8 hours per night) that bolsters mental resilience. Loneliness according to many studies,
Utilize your brain well increases risk depression and poor cognitive function.
Build strong
relationships
Live with happiness

What is Mind-Mapping?

Another brain enhancing activity is mind mapping. This activity is a powerful thinking
tool. It is a graphical technique that mirrors the way the brain works, and was invented by Tony
Buzan. Mind mapping helps to make thinking visible. Most people make notes using lined
paper and blue or black ink. Making notes more attractive to the brain by adding color and
rhythm can aid the learning process, and can help to make learning fun. The subject being
studied is crystallized in a central image and the main theme radiates out from the central
image on branches. Each branch holds a key image or a key word. Details are then added to
the main branches and radiate further out. Mind maps have a wide variety of uses, for
example, note taking, revision planning, planning for writing and problem solving can all be
successfully carried out using the technique. The colors and the graphics used will help
children to organize their ideas and thoughts. They can be very simple or, quite detailed
depending upon the age of the children and complexity o the subject. (Personal Development
Teacher’s Guide, DepEd Philippines)

According to Buzan (2005), there are four important features of mind map which
include:
 Attention to subject is provided by a picture at the center of the mind map.
 Main themes of the subject are formed thanks to the branches related with the picture
at the center
 Branches state a key picture or keyword on the connected lines. Branches have a
structure which is related to each other.

Michalko (2001) described mind map as an organized brain storm method. Creativity
increases as simultaneous usage of words and symbols activates the imagination. Brain map
focuses on using almost all of the features of brain. It models our brain whose left lobe
operates with words and right lobe with images. For brain, mind maps which are multicolored,
multi-dimensional and which provide stimulation visually are more attracting than one colored
traditional notes and also more effective in remembrance. (Universal Journal of Educational
Research, Aliye Erdem, 2017)

15
 How to draw a mind map:
1. Turn the page on its side (landscape). Use plain paper.
2. Draw the central image using different colors. The central image should
encapsulate the subject of the map.
3. Add the branches representing the subject’s main topics or themes using
key words or images.
4. Add detail with more key words and images. Use color.
5. Print the words clearly.

6.
Use arrows to connect linked ideas.

ACTIVITY 5 Mind Mapping

Directions: Create a mind map about something that interests you.
Points
earned
4 3 2 1
Mind map follows Mind map partially Mind map follows Mind map does
the branch format. follows the branch another format, not follow any
format. such as circles, format
lines, etc.

he mind map The mind map The mind map is The mind map is
uses a different uses different not completely not colored.
color for each colors for some colored.
branch. The mind branches.
map is properly
colored.
The mind map The mind map The mind map The mind map
includes the misses some misses most major presents no major
MAJOR points of major points of the points of the points.
the material. material. material.

The mind map The mind map The mind map The mind map
presents only one presents more presents more presents more
word or name per than one word on than one word on than one word all
branch. some branches. many branches. branches.

The mind map is The mind map is The mind map is The mind map is
very neat and somewhat neat not neat and not readable.
orderly. and orderly. orderly.

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 What’s More

ACTIVITY 6 What is in Your Brain

Directions: Label the parts of the brain...

What I Have Learned

ACTIVITY 7 FILL IN THE BLANKS

Directions: Fill-in the missing word/words to complete the statement.
1. Nerve impulses are ________________ in nature.
2. ___________ is a powerful thinking tool developed by Tony Buzan.
3. Some neurotransmitters act to ______ other neurons while some act to inhibit receiving
neurons.
4. The brain has three major parts namely, the cerebrum, the ________ and the brain stem.
5. Dendrites are short fibers that carry impulses ________ the cell body.
6. ____________ refers to the formation of new neuronal cells.
7. Stress causes reduction of dopamine and __________ in the brain.
8. In mind mapping, _________ state a key picture or keyword on the connected lines.
9. The pineal gland produces __________ that helps regulate body’s circadian rhythm.
10. Autonomic nervous system is composed of nerves that control __________ movements.
11. The _______ joins the two halves of the cerebellum.
12. ___________ is located in the frontal lobe and responsible for the production of speech.
13. The __________ acts as relay station for sensory information.
14. The two halves of the cerebrum are joined by the _______________.
15. The ________ is involved in emotionally mediated behaviors such as fear, apprehension.

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 What I Can Do

ACTIVITY 8 MY PERSONAL PLAN

Directions: Create your own personal plan to improve your brain functions. Proper brain
functioning is very important especially in this time of pandemic crisis. In this
activity, you need to list down at least 5 brain parts or structures that you want
to enhance or improve. You may include different activities that you think could
help improve the brain functions.

Lifestyle Activities
Brief description / Things to do to
Brain Parts
function improve
(Time-bounded)

Ex. Hippocampus Structure in limbic Engage in physical

system which is activity Start gardening
responsible in the activities( Water
formation of new plants everyday,
memories Clean garden plot at
least thrice a week,
etc.

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 Assessment

Let’s see what you have remembered!

ACTIVITY 9 MULTIPLE CHOICE TEST

Directions: Choose the letter of the correct answer.

1. What part of the brain is located at the back and processes all the visual information
coming into the brain?
A. Thalamus
B. Medulla
C. Brainstem
D. Occipital lobe

2. Which of the following does not belong to the group?

A. Brain
B. Autonomic
C. Sympathetic
D. Parasympathetic

3. What are the chemicals in the junction between neurons which allow impulses to be
started in the second neuron?
A. Neutrophins
B. Neurogenesis
C. Myelin Sheath
D. Neurotransmitters

4. Mang Tonio had a stroke and his left upper extremities were paralyzed. What part of his
brain was affected?
A. Thalamus
B. Brain stem
C. Left Hemisphere
D. Right Hemisphere

5. Which of the following statements is not true about mind mapping?

A. It enhances your imagination.
B. It is a well-organized brain storm method.
C. Mind map was invented by Tony Buzan.
D. Each branch of the mind map holds a key image or a key word.

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6. Which o the following does not belong to the group?
A. Dopamine B. Endorphin
C. Serotonin
D. Epinephrine

7. What structure of the brain is responsible for the formation of new memories?
A. Pons
B. Meninges
C. Amygdala
D. Hippocampus

8. How do you distinguish left brain dominance from right brain dominance?
A. Left-brain person is interested in arts and music while a right-brain shows more interest
in playing chess and scrabble.
B. A left-brain person goes with the first idea while a right-brain person considers
alternatives.
C. A left-brain person considers careful planning, while a right-brain person prefers
visualizing the outcome.
D. A left-brain person is more interested in drawing while a right-brain person prefers
solving mathematical problems.

9. What neurotransmitter acts as the body’s natural pain killer?

A. Dopamine
B. Serotonin
C. Endorphin
D. Acetylcholine

10. Nichole always wakes up at five o’clock in the morning and her body got used to this
routine. What part of the brain is responsible for Nichole’s routine?
A. Medulla
B. Pineal gland
C. Hippocampus
D. Pituitary gland

11. What is the basic functional unit of the nervous system?

A. Axon
B. Dendrite
C. Neuron
D. Cerebrum

12. Which of the following brain structures regulates balance and movement?
A. Thalamus
B. Spinal cord
C. Cerebellum
D. Hypothalamus

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13. John is hungry and thirsty at the same time. What part of Johns brain is responsible for
controlling his hunger and thirst?
A. Thalamus
B. Cerebrum
C. Cerebellum
D. Hypothalamus

14. Which of the following is a function of the Pons?

A. Controls blood pressure
B. Transmits motor information
C. Controls sleep and awakening
D. Coordinates movement on each side of the body

15. What do you call the ability of a neuron to respond to the stimulus and convert it into a
nerve impulse? A. Polarity
B. Irritability
C. Excitability
D. Electro-chemical

Additional Activity

ACTIVITY 10 LET’S DRAW

Directions: Draw a memory map of your neighborhood. Recall or think about the sounds,
colors, views and smells that are part of your experience as you walk around your
neighborhood when you were a child and include them in your map. Label your map.

Process Questions:

1. How did you feel about the activity?

2. What makes your neighborhood special to you?
3. What are the things that you helped you recall your memories in your neighborhood?

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Answer Key

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References
Ramos, Pia Anna. (2010). General Psychology. Phinma Education Network

Rathus, Spencer A. (2001). Essentials of Psychology 6th Edition. Harcourt College

Publishers

Ruch, Floyd L. (1963). Psychology and Life 6th Edition. Scott, Foresman and Company

Frisch and Frisch. (1998). Psychiatric Mental Health Nursing. Delmar

Publishers
https://drive.google.com/file/d/1NLLxMXY1pz4o__IU5OauvIm9lhsKrsX/view?fbclid=IwAR00
8KNMD4atSMQNaTSj78-jgvzTFVAv2nb3kCsO8mh3jiTTyt-t24OEHDA
https://pin.it/wHLJajF https://pin.it/4rc8Zyh https://www.mayfield.com/pe-
anatbrain.htm https://blog.mindvalley.com/which-part-of-the-brain-deals-
with-thinking/amp https://pin.it/2SbfZqQ
https://slate.com/technology/2016/03/how-big-is-the-brain-who-knows-even-our-best-
efortsto-calculate-its-capacity-are-flawed-and-meaningless.amp
https://awkwardbotany.com/2014/01/16/venus-flytrap-a-species-of-special-concern/amp/
https://www.flipscience.ph/flipfacts/makahiya
https://www.theletternsinnovember.com/2013/09/when-I-was-a-kid.html?m=1
https://www.healthbenefitstimes.com/nut-grass/ https://www.worldvision.org/blog/childs-
daily-journey-school-philippines https://news.abs-cbn.com/news/05/08/20/look-super-flower-
moon-lights-up-zamboanga-sky https://www.pinterest.ph/pin/555561304004116036/
http://aseantimes.net/2019/03/top-6-health-benefits-of-hibiscus-leaves/
http://bioweb.uwlax.edu/bio203/2011/schneide_rebe/adaptation.htm
https://nomadicimagery.com/drgaonflies-of-the-philippines/
https://www.sciencenews.org/article/coronavirus-covid19-stress-brain/amp
https://plantsinmotion.bio.indiana.edu/plantmotion/movements/nastic/mimosa/mimosa.html
https://www.prodigygame.com/main-en/blog/brain-teasers-for0kids/
https://www.qualitymatters.org/qa-resources/resource-center/artcles-resources/mind-maps
https://www.pinterest.ph/pin/555561304011273307/

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For inquiries or feedback, please write or call:
Department of Education – City Schools Division of Alaminos
San Jose Drive, Poblacion, Alaminos City, Pangasinan
Telefax: (075) 205-0644/205-0643
Email-Address: alaminos.city@deped.gov.ph