Senior High School

Personal
Development
Quarter 1 – Module 5:
The Brain: Parts, Function &
Societal Relationship

1
Personal Development – Grade 11/12
Alternative Delivery Mode
Quarter 1 – Module 5: The Brain: Parts, Function and Societal Relationship
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Hernani D. Patches Jr.
Editors: Amalia C. Solis, EPS
Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content)
Marieta A. Dar (Language)
Illustrator: Name
Layout Artist: Name
Management Team: Malcolm S. Garma, Regional Director Name of Regional Director
Genia V. Santos, CLMD Chief Name of CLMD Chief
Dennis M. Mendoza, Regional EPS In Charge of LRMS
Maria Magdalena M. Lim, CESO V, Schools Division
Superintendent
Aida H. Rondilla, CID Chief
Lucky S. Carpio, EPS In Charge of LRMS
Division ADM Coordinator

Printed in the Philippines by

Department of Education – National Capital Region

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 11

Personal
Development
Quarter 1 – Module 5: The
Brain: Parts, Function &
Societal Relationship
Introductory Message
For the facilitator:

Welcome to the Personal Development – 11 Alternative Delivery Mode (ADM) Module

on The Brain: Parts, Function & Societal Relationship.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helpin g
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 into 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

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.
For the learner:

Welcome to the Personal Development 11 Alternative Delivery Mode (ADM) Module

on The Brain: Parts, Function and Societal Relationship.

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 Know This will give you an idea of the skills or
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 Learned This includes questions or blank

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.

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 Assessment This is a task which aims to evaluate your level
of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to 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 instruction 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

The brain plays an important role in our consciousness. It is the center of our
being, which makes us who we are, what we are as an existential being. After
all every system in our body are interconnected from our brain (the nervous
system). The ANS and CNS are mainly responsible for the other systems
function well, just like the heart, our skin, our response to hunger and love, etc.
This module was designed and written with you in mind; to understand and
study the underlying concept of the brain, its parts and function, as well as, its
relationship to its body and eventually to others.

The module is subjected to discuss namely:

• Lesson 1 Discuss that understanding the different parts of the brain,

processes and functions may help in improving thoughts, behavior and
feelings

Most Essential Learning Competency:

After going through this module, you are expected to:

1. Discuss that understanding the different parts of the brain, processes and
function may help in improving thoughts, behavior and feelings

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 What I Know

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

1. Basic building blocks of the nervous system

A. Amino Acid
B. Nerve Cells
C. Cell Body
D. Neurons
2. The cell parts that receive nervous system impulses
A. axons
B. dendrites
C. cell body
D. myelin sheath
3. The gap between neurons
A. synapse
B. myelin sheath
C. neuron
D. nerve cells
4. Opiate-like substance in the brain
A. Dopamine
B. Endorphin
C. Serotonin
D. Addictive cell
5. Chemicals that make it possible for neurons to communicate
A. Neurotransmitters
B. The Heart Organ
C. Hormones
D. Dopamine
6. Hormone closely associated with emotional excitement
A. Estrogen
B. Epinephrine
C. Dopamine
D. The glial cell
7. Which of the following does not belong to the group?
A. Cell Body
B. Myelin Sheath
C. Axon
D. Endorphin

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8. The brain structure that regulates movement and balance
A. Hypothalamus
B. Pituitary gland
C. Cerebellum
D. Spinal Cord

9. A Latin word meaning “pertaining to the temples”, they are involved on

processes of memory, perception, emotion and language comprehension
A. Auditory Complex
B. Parietal Lobe
C. Spinal Cord
D. Temporal Lobe
10. The bridge that connects the two hemispheres of the brain.
A. Cerebral cortex
B. Myelin Sheath
C. Cerebellum
D. Corpus Callosum

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 Lesson
The Brain: Parts, Function &
1 Societal Relationship

The Brain – is wider than the Sky – For –

put them side by side – The one the

other will contain

With ease – and You – beside.

EMILY DICKINSON

Our brain is one of the most complex parts of the body that is very much
attributed to the consciousness of the very uniqueness of the self. Studies in
the brain in field of Neuroscience, is a challenging subject course that gives
emphasis on the role of the brain in our everyday function in the society.
Especially, during this pandemic, the ability to cope and handle challenging
situations, also call for the strength of the mind to withstand any stressful
predicament that we face. After all, our brain is a temple for the consciousness
to linger, without a house for the consciousness to think and act, we become
ordinary animal beings, the only consideration that we separated ourselves
from them.

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 What’s In

Activity 1.1: “Let us combine!!!” (Critical Thinking, Collaboration)

Instruction: Below is piece of article. Read the article together a member of your
family, have a discussion of whether the decision of the individual in the article
is a rational or logical one or not. Narrate your findings and discussion on the
space provided. You may collaborate with the member of your family to narrate
your discussions. You may also try to look some follow-up questions below to
help your discussion.

A Family Discussion the San Gerardo Hospital in Monza,

Nurse diagnosed with COVID-19
commits suicide over fear of
spreading it
by Rodney Artida | News
A nurse working in the frontlines in Italy took
her own life after contracting coronavirus
disease (COVID-19) and feared that she
infected others.
Daniel Trezzi, 34, was terrified that she might
had spread the virus while treating patients at
Lombardy, the epicenter of the coronavirus
outbreak in Italy.
The Telegraph reported that Trezzi suffered
trauma by her experience in working on the
frontline since the outbreak exploded in Italy.
The National Federation of Nurse in Italy
initially said she was under quarantine since
testing positive with the disease last March
10.
The group released a statement expressing its
dismay over the death of their young
colleague.
“What Daniela had witnessed recently had
contributed heavily….it. was the straw that
broke the camel’s back,” Telegraph quoted
the group statement.
The federation stressed that “the condition
and stress to which our professionals are
subjected is under the eyes of all” and noted
that a similar case occurred a week ago in
Venice, with the same underlying reasons.
According to Gruppo Italiano per la Medicina
Basata sulle Evidenze (GIMBE), around
5,760 health care workers have tested
positive for COVID-19 in Italy, which
accounts for 8 percent of the 69,176 cases
recorded by Civil Protection Agency on
Tuesday.

Follow-up Questions:

1. Do you think the nurse did make the right choice? Explain.

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2. According to the research done in neuropsychology, biopsychology and
psychiatry, usually people with brain damage usually do not know what
they are doing. In the article given, do you think the nurse has contacted
brain damage to render herself to decide unfairly of her demise? Explain.

3. If you are in the position of the nurse, as a front liner, would you also do
the same, as retribution for your mistake? Why? Why not?

4. Why do you think stress can affect the brain’s function to perceive and
handle problems, especially in traumatic experiences?

Narrative Discussion…

Notes to the Teacher

Note: For learners who are using online platform

The learning module emphasizes on the 5-C skills being developed by the
learners through the activities – (Communication, Collaboration, Creativity,
Critical thinking and Character Building).

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 What’s New

Activity 1.2: Reading Comprehension (Critical Thinking)

Instruction: Read the two paragraphs below. After reading, make a simple reflection
about what you have read.

-
-
- Source: Wikimedia
My Reflection…

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 What is It

The Nervous System

The Brain organ is a part of

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

CENTRAL NERVOUS SYSTEM (CNS) –

processes, interprets and stores incoming
sensory information-information about our
5 senses to be exact; tastes, sounds, smells,
color, pressure on the skin, the state of
internal organs etc. It is the specific
command center (depicted in yellow color)
that sends out orders destined for muscles,
glands and body organs. The (CNS) has to
major parts, the brain and spinal cord. The
spinal cord is the extension of the brain. It
runs from the base of the brain down the
center of the back, protected by a column of
bones. The cord acts as a sort of bridge between the brain and the parts of the body
below the neck. But the spinal cord is not merely a bridge. It also produces some

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behavior on its own, without any help from the brain. These behaviors, called spinal
reflexes, are automatic, requiring no conscious effort. Example, if you accidentally
touch a hot iron, you will immediately pull your hand away, even before the brain can
actually comprehend the pain or the receptors kicks in. This is due to the nerve
impulses that brings message to the spinal cord, in this case “hot”. The spinal cord
immediately sends out a command via other nerve impulses, telling muscles in your
arm to contract and pull your hand away from the iron. (Although there some specific
parts in the brain that governs other reflexes such as our blinking and sneezing). The
neural circuitry underlying a reflex is called reflex arc. This could be best explained
through situations such as knee jerking, shifting balance of weight of the body, when
stepped broken glass or shards.

PERIPHERAL NERVOUS SYSTEM (PNS) – as the term “outlying” or “beyond” the CNS, this
system handles the CNS’s input and output (depicted in green color). It contains all
portions of the nervous system outside the brain and spinal cord, right down to nerves in
the tips of the fingers
and toes. The sensory nerves
in the peripheral nervous system
carry messages from the special
receptors in the skin, muscles
and other internal and external
sense organs to the spinal
cord, which sends them along to
the brain. These nerves put us
in touch with both the outside
world and the activities of our
own bodies. Motor (motion-
producing) nerves carry orders
from the central nervous
system to muscles, glands and
internal organs. They enable us
to move our bodies, and they cause
glands to contract and secrete
various substances,
including chemical messengers
called the hormones. This system is
further divided in two parts: the somatic nervous system and the
autonomic nervous system. The somatic (body) nervous system, sometimes called the
skeletal nervous system, controls the skeletal muscles of the body and permits voluntary
action. Examples of these are, when you are running, writing, going to work by
walking, doing a lecture in front of the class, following a dance moves or simply
creating your own moves, the somatic system is presently active. The autonomic (self-
governing) nervous system, as the term implies; these are movements or actions that
are involuntary, regulates blood vessels, glands and internal (visceral) organs like the
bladder, stomach and pumping of the heart. The autonomic nervous system works
more or less automatically, without a person’s conscious control. Under the
autonomic system, there are two subdivision,

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sympathetic and parasympathetic nervous system. These two subdivisions work together
but in opposing ways to adjust the body to changing circumstances (see illustration).
To simplify, the sympathetic system acts like the accelerator of a car, mobilizing the
body for action and an output of energy. It makes you blush, sweat, and it pushes up
your heart rate and blood pressure. The parasympathetic system is more like a brake. It
doesn’t stop the body, but it does tend to slow things down or keep them running
smoothly. It conserves energy and helps the body store it. If you have to jump out of
the way of a preoccupied motorcyclist, sympathetic nerves increase your heart rate.
Afterwards, parasympathetic nerves slow it down again and keep its rhythm regular.
Both system are involved in emotion and stress.

The nervous system can be likened to complex system, a network strands connected
to every fiber or part of the body.
And this system mostly run, just
like in the circulatory system,
blood cells and the like, the
nervous system has a nerve cells
or neurons. This neurons conducts
electromagnetic signal; and are the
basic unit of the nervous system;
and they are held in place by glial
cells (from the Greek word,
“glue”), which also provide them
with nutrients, insulate
them, and remove cellular “debris”
when they die.
Neurons are
communication cells. They
transmit information to, from or
inside of the central nervous
system, and are often called the building blocks of the nervous system. The structure
of a simple neuron differs in every region of the brain, and it differs also in main
function. But the simple neuron has its three (3) major basic structure namely, cell
body, dendrites, and axon.
The Cell Body is shaped roughly like a sphere or a pyramid. It contains the
biochemical machinery for keeping the neuron alive. It is responsible in the
transmission of messages to other neurons.
The Dendrites of a neuron look like branches of a tree, which is used as an
antenna, receiving messages from other nerve cells and transmitting them toward the
cell body.
The Axons can be likened to trunk of a tree, which is slenderer. It transmits
messages away from the cell body to other cells. Axons have branches at their tips, but
these branches are usually less numerous than dendrites. Dendrites and axons give
each neuron a double role: As one researcher in the field of Neurology, a neuron is first
a catcher, then a batter (Gazzaniga, 1988).

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In adult human beings, axons vary from only a tenth of a millimeter to few feet in
length. The large ones, of course, are found outside the brain. In the peripheral
nervous system, the axons of individual cells collect in bundles called nerves (not to be
confused with nerve cells). The human body has 43 pairs of peripheral nerves, one
nerve from each pair on the left side of the body and the other on the right. Most of
these nerves enter or leave the spinal cord, but the 12 pairs that are in the head go
directly to and from the brain. (the central nervous system also contains bundles of
neuron fibers, but they are called tracts.) Most axons are insulated by a layer of fat
cells called the myelin sheath. A major purpose of this covering is to prevent signals
from adjacent cells from interfering with each other. The myelin sheath is divided into
segments that make the axon look a little like a string of link sausages. When a neural
impulses travels down the axon, it “hops” from one break in the “string” to another,
making direct contact with the nerve cell. This action allows the impulse to travel
faster that it could if it had to move along the entire axon. The thicker the myelin
sheath, the faster the impulse. Nerve impulses travel more slowly in babies than in
older children and adults, because babies’ myelin sheaths have not fully developed.
The communication of neuron to neuron usually involves separated tiny gaps called
synapses.

The Brain

The storage of our memories, the seat of our intelligence (Davis, 1984) and you may
not know it, it is also where our emotions are found (Darwin, 1872; James & Lange,
1884; Cannon & Bard, 1900; Papez, 1937; Macchi, 1989). The brain’s structure is also
as complicated as its counterpart on moving the body itself. In this term, we are also
speaking on how we should feel, elicit emotion, act towards an emergency, our
brain plays an important role in our thoughts, behavior and feelings. The brain have
three (3) main sections divided: Hindbrain, Midbrain and Forebrain. The reflexive or
autonomic behavior is controlled by the Hindbrain a n d Midbrain. The complex
behavior of the individual belongs to controlled area of the Forebrain.
The Hindbrain (Rhombencephalon)

This part of the brain starts at the base of the skull and the brain
stem. It is the region of the brain in which the medulla oblongata,
pons and cerebellum. The Hindbrain coordinates functions that
are fundamental to survival, including respiratory rhythm,
motor activity, sleep and wakefulness.
The Midbrain (Mesencephalon)

Located towards the base of your

brain is a small but important region called the midbrain
(derived from the developmental mesencephalon), which
serves as a vital connection point between the other major
regions of the brain - the forebrain and the
hindbrain. The midbrain is the topmost part of the
brainstem, the connection central between the brain and
the spinal cord. There are three main parts of the
midbrain - the colliculi, the tegmentum, and the

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cerebral peduncles. Of the 12 cranial nerves, two thread directly from the midbrain
- the oculomotor and trochlear nerves, responsible for eye and eyelid movement.

Forebrain (Prosencephalon)
Source: Wikimedia

The Forebrain (derived from the developmental

prosencephalon) which contain the entire
cerebrum and several structures directly
nestled within it - the thalamus,
hypothalamus, the pineal gland and the limbic
system. This area of the brain plays a central role
in the processing of information related to
complex cognitive activities, sensory and
associative functions, and voluntary motor
activities. Included in this region is the visible
area, the cerebrum; and this cerebrum is divided
into two parts or most popularly known for the
two major division of the brain, cerebral
hemispheres (Michel et. al., 2020; MacNeilage,
2013). When you picture the iconic shape of the human brain, the majority of what’s
visible is the cerebrum with its wrinkly, pinkish-grey outer appearance. It makes up
around 85% of the brain and consists primarily of grey matter, divided into two
hemispheres.

The Two Hemispheres of the Brain.

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

We could recall from the lesson that

the cerebrum can be divided into two
parts which can be called
hemispheres. And these hemispheres
can control opposite sides of the body.
Though similar in structure, the
hemisphere has somewhat
separate talents or areas of
specialization. But before we discuss the
distinction that separate the
hemispheres, we have
acknowledged
what makes them connect. This importance and function belong to the corpus callosum.
These are a band of nerve, which carries back and forth between the two. A combination
of sensory motor and cognitive information is constantly being transferred between
hemispheres via this neural highway. If the corpus callosum is severed, the brain’s
hemispheres are not able to communicate properly, and the loss of a range of functions
can occur – for example, changes to visual perception, speech and memory. Surgical
severing of the corpus callosum is a last-resort method for untreatable epilepsy, to stop
seizures spreading across the brain.

These also provided proof that there is no truth that some people use one brain
hemisphere more than the other depending on their personality. Some functions may
be specialized in a particular cerebral hemisphere, but the truth is that we use both
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hemispheres equally. Even though one hemisphere is specific for a function. The truth
on the matter is that the continuous communication of both hemispheres works far
better. Even, the theory that the establishment of creativity is strictly for the right-
brained or the right hemisphere, on the contrary, there is no specific evidence to really
establish this theory. Creativity is a complex process. According to a study, creative
thinking does not seem to depend on a single mental process or the brain region. Nor
is it particularly associated with the right brain, attention, low level of activation or
synchronization with the alpha waves emitted by the brain (Cerdan, 2017).
A psychologist by the name of Roger W. Sperry was responsible for the theory of the
right and left-brain dominance. Sperry and his colleagues showed that perception and
memory had been profoundly affected, just as they had been in earlier animal
research. In 198, Sperry received a Nobel Prize for his work.

Function Left Brain Hemisphere Right Brain Hemisphere

Functions Speech and Language, Intuition
Mathematical Computation, Rational Spatial Awareness
reasoning, Music Creativity
Logical Analysis Facial recognition
Art
Rhythm
Personality Logical Artistic
Attention to details Creative Open-
Analytical minded
Traits Rational decision-making Random thoughts Non-
Linear thinking verbal processing
Reality-oriented Holistic Thinking
Fantasy-oriented
Thought Verbal and Sequential Non-verbal random thoughts
Process
Problem- Solve the problem in the most logical way Solve problems in the most intuitive way
Solving ability
Overall Detail - Oriented Holistic Approach
Thinking
Strengths Language both verbal and written Arts Music Coordinating Multi-dimensional
Mathematics and analytics Sequencing thinking
Reading Remembering a place, face or events
Writing, Spelling
Difficulties Visualization Organizing a huge body of information
Abstract thinking Difficulty in following a sequence
Remembering names
Parts of the It controls the right side of the body It controls the left side of the body
body being
controlled
Effects on the Not able to understand both spoken and Visual perception is impaired
body when written words Can’t see or perceived things on the left side of
damaged Can’t see or perceive things on the right side the body
of the body Short attention span
Slow movements Poor decision making
Slow learning process
Impulsiveness

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 What’s More

Activity 1.3: “Let’s put to practical use” (Critical Thinking)

Instruction: The following exercises is a good opportunity for you the practice
what you have learned from the previous lesson. Our constant use of the brain
is already a practice that we should maintain and be part of our healthy habit
as we venture to the “new normal”. In part 1 write “True” if the statement is
correct and if it is otherwise, change the word, to make the statement correct.
In part 2, provide what is asking. Write the answer on the spaces provided.
Part 1
1. According to research done by the University of New York, our brain
can read the sentence, with just only the first and last letter of the word is in
place. The brain reads by the word, not by letter in every word.
2. Pons are behavioral doings of the brain that are autonomic and does
not require consciousness effort.
3. Sympathetic and Parasympathetic are the two major systems of the
nervous system.
4. Occipital lobe = eyes: Parasympathetic = Liver
5. The Central Nervous = Brain: Somatic System = Sympathetic
System
6. These nerve cells conducts electromagnetic signal; and are the basic
unit of the nervous system.
7. There 3 main sections of the brain, they are Frontal lobe, Temporal Lobe
and Parietal Lobe.
8. The receptacle activating system is a stem extending to its structure
of the brain, usually it screens information and irrelevant information are
filtered out.
9. The Limbic System = Emotional: Basal ganglia = Motor functions
10. White matter = gray matter: Myelin sheath = axon

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Practice Questions:

1. What are the two types of nervous system? Which system does the spinal cord belong to?

2. The peripheral nervous system has two parts. What activities does each control?

3. When tasked to answer these questions, usually in which hemisphere of the brains we usually use?
Why?

4. In the Autonomic Nervous System, what organs of the body does this system usually handles? Why
they must be in an autonomous fashion?

5. In the four lobes of the cerebral cortex, which lobes usually work together when processing or
retrieving information (memory)? Why?

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 What I Have Learned

1. The Brain is a major part of the Nervous System, responsible for the peripheral
and autonomic responses of the other parts of the system in the body.
2. The Central Nervous System (CNS) is responsible for the processes, interprets
and stores sensory information, considered the central command system,
alongside the spinal cord that acts as the bridge to the different parts of the
body.
3. There two (2) types of the nervous system, the central and peripheral nervous
system. The Peripheral Nervous System, is located beyond the (CNS) and
handles the input and output of the latter. It has two division, autonomic and
Somatic.
4. Autonomic is responsible for actions or responses that are involuntary, while
Somatic, for the voluntary responses.
5. The Autonomic Division has to system, the Parasympathetic; which is tasked
to slow down the actions and responses of the body, while the Sympathetic is
the accelerator, mobilizing the body for action and output of the body.
6. A Nerve Cell or Neuron has three (3) major structures; the axons, the cell body
and the dendrite.
7. The Brain can be divided in to three (3) major parts, each responsible for the
processes of memory, intelligence can be found and emotion that can be
elicited.
8. The Cerebral Cortex which is the cap of the brain, has four (4) Lobes. The
Frontal, Parietal, Temporal and Occipital Lobes.
9. The Cerebellum is responsible for the cognitive skills, procedural learning and
movement coordination.
10. The Corpus callosum is a bridge that connects the interaction of the two
hemispheres of the brain.
11. Understanding the brain from the point of the lateralization of the left and
right hemisphere tend to produce different evidences that suggests the
distinction of the personality. The personality of the individual is complex and
unique, therefore the interaction and communication of both hemispheres is
needed to further understand the complexity of personality in every
individual.

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 What I Can Do

Activity 1.4: “The Human Brain Quiz” (Critical Thinking)

Instruction: Here’s something to really get your neurons firing. Find out how
much you know about your brain by taking the quiz. Shade the letter of the
correct answer.
1. Which statement is true about the gray matter?
o A. It is the primary source of the brain
o B. It is primary located mainly in the frontal lobes
o C. It process information
o D. It is the dominant type of nervous tissue in the brain
2. What is not part of the brain?
o A. Cerebellum
o B. Brain Stem
o C. Foramen magnum
o D. Cerebrum
3. Which area of the brain is not part of the cerebral cortex?
o A. Frontal Lobe
o B. Cerebellum
o C. Parietal Lobe
o D. Temporal Lobe
4. Which part of the brain moves the right side of your body?
o A. Left parietal lobe
o B. Left frontal lobe
o C. Right temporal lobe
o D. Right frontal lobe
5. Which task would not be affected by damage to the right parietal lobe?
o A. Recognizing shapes
o B. Dressing
o C. Doing Arithmetic
o D. Writing

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following does not belong to the group?
A. Autonomic System
B. Sympathetic
C. Spinal Cord
D. Parasympathetic
2. Recognizing a long lost friend
A. Pre-Frontal lobe
B. Temporal Lobe
C. Occipital Lobe
D. Parietal Lobe
3. Which of the following does not belong to the group?
A. Colliculi
B. Cerebral Cortex
C. Cerebral Peduncles
D. Tegmentum
4. A dense network for neurons that connects to higher areas of the brain
A. Nerve Fibers
B. Pons
C. RAS
D. Mesencephalon
5. Which of the following does not belong to the group?
A. Medulla Oblangata
B. Pons
C. Cerebellum
D. Cerebrum
6. A layer of fat cells that insulates to prevent signals from adjacent cells from
interfering with each other.
A. Mitochondrion
B. Glial cell
C. Myelin sheath
D. Broncha’s region
7. Can be likened to a tree trunk, transmits messages away from the cell body
to other cells
A. Dendrites
B. Cell Body
C. Mitochondrion
D. Axons
8. Which of the following does not belong to the group?
A. Blood Vessels
B. Liver
C. Digestive System
D. Sweat Gland

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9. Giving speech in the class
A. Right Hemisphere
B. Left Brain
C. Pons
D. RAS
10. Latin word for “hood”, this section of the brain involves coordination of the
movements.
A. Colliculi
B. Midbrain
C. Medulla Oblangata
D. Tegmentum
11. Which of the following does not belong to the group?
A. Thalamus
B. Amygdala
C. Hippocampus
D. Pineal Gland
12. Emotional Responses
A. Frontal Lobe
B. Temporal Lobe
C. Pons
D. Occipital lobe
13. Which of the following does not belong to the group?
A. Logic
B. Science and Math
C. Number skills
D. Music Awareness
14. Creativity
A. Neither
B. Either
C. Left Hemisphere
D. Right Hemisphere
15.Wiggling the left big toe
A. Right Hemisphere
B. Left Hemisphere
C. Corpus Callosum
D. Cerebral Cortex

23
 Additional Activities

Portfolio Output 5: “My Healthy Resolution Table” (Critical Thinking, Creativity, and
Character-Building)
Instruction: Making a list of resolution is a proactive behavior that leads to an
intended improvement and enhancement. When facing/experiencing th
pandemic times, it is up to us to make our own resolution, as part of our daily
coping mechanism to combat the anxiety of the crisis. In this portfolio you are
asked to remember at least five parts (5) of the brain that you have learned and
want to improve, below is an example of the parts given. You may choose your
own new list. Please follow the example given in that table.

“My Healthy Resolution Table”

What I can
Parts of the My Healthy My Learning
Its Function do to
Brain Lifestyle Avenue
improve
Ex. Hindbrain Coordinates Every start of the I stay away from I practice
fundamental day, I so some too much coffee, proactive reading,
survival such as simple exercise energy drinks I and usually being
motor activity etc. such as walking have too. Eat sensitive and
and jumping to healthy fruits and critical on the
sustain motor don’t smoke messages of the
activity from the reading materials I
body read.

1.
2.
3.
4.
5.

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6
2

What I can do
1. C
2. C
3. B
4. B
5. D

What I Know What's More Assessment

1. D 1. Cambridge 1. C
2. B University 2. B
3. B 2. Reflexes 3. B
4. A 3. Autonomic 4. C
5. B 4. True 5. D
6. B 5. Peripheral 6. C
7. D 6. True 7. D
8. C 7. Forebrain, 8. D
9. C Hindbrain, 9. B
10.D Midbrain 10.D
8. Reticular 11.D
Activation 12.A
System (RAS) 13.D
9. True 14.A
10. True 15.D
References
Websites:

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3897366/

https://www.jneurosci.org/content/34/14/5003

https://bjgp.org/content/66/642/44

https://www.cambridge.org/core/journals/the-british-journal-of-psychiatry/article/mood-change-
following-bilateral-hemisphere-brain-injury/AAC5D637093914B36C1EA54EE7C5D446

https://www.eurekalert.org/pub_releases/2018-11/rb-trf110518.php

https://blog.cognifit.com/brain-hemispheres/

https://brainmadesimple.com/left-and-right-hemispheres/

https://blog.cognifit.com/brain-hemispheres/

https://human-memory.net/left-and-right-hemisphere-of-the-brain/

https://teenbraintalk.wordpress.com/cerebral-cortex/

https://en.wikipedia.org/wiki/Cerebral_cortex

https://teenbraintalk.wordpress.com/limbic-system/

https://www.britannica.com/science/forebrain

https://qbi.uq.edu.au/brain/brain-anatomy/forebrain

https://en.wikipedia.org/wiki/Midbrain

https://psych.athabascau.ca/html/Psych289/Biotutorials/6/midbrain.shtml?

https://qbi.uq.edu.au/brain/brain-anatomy/midbrain

https://exploringyourmind.com/the-hindbrain-structure-and-functions/

https://psych.athabascau.ca/html/Psych289/Biotutorials/6/hindbrain.shtml

https://en.wikipedia.org/wiki/Hindbrain

https://www.britannica.com/science/hindbrain

https://psychologyhub.co.uk/the-structure-and-function-of-sensory-relay-and-motor-neurons/

https://faculty.washington.edu/chudler/nsdivide.html

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https://sites.google.com/site/appsychology54899/unit-2/the-nervous-system

https://imotions.com/blog/nervous-system/

https://open.oregonstate.education/aandp/chapter/12-1-structure-and-function-of-the-nervous-
system/

Images:

https://www.google.com.ph/imgres?imgurl=https%3A%2F%2Fi1.wp.com%2Fbrainmadesimple.com
%2Fwp-
content%2Fuploads%2F2019%2F09%2F959966.jpg%3Fresize%3D435%252C435%26ssl%3D1&imgref
url=https%3A%2F%2Fbrainmadesimple.com%2Fleft-and-right-
hemispheres%2F&tbnid=1NR6F7v5GB0MJM&vet=12ahUKEwjdzZTpxdPpAhXqy4sBHS6xBbcQMygBe
gUIARDWAQ..i&docid=_c2EshvTvxDcvM&w=435&h=435&q=brain%20hemispheres&ved=2ahUKEwj
dzZTpxdPpAhXqy4sBHS6xBbcQMygBegUIARDWAQ

https://qbi.uq.edu.au/brain/brain-anatomy/lobes-brain

https://www.pinterest.ph/pin/563935184568581406/

https://teenbraintalk.wordpress.com/limbic-system/

https://qbi.uq.edu.au/brain/brain-anatomy/what-neuron

https://qbi.uq.edu.au/brain/brain-anatomy/midbrain

https://qbi.uq.edu.au/brain/brain-anatomy/forebrain

https://www.legalgraphicworks.com/product/brain-cross-sectional-anatomy-functions-2/

https://psychologyhub.co.uk/the-structure-and-function-of-sensory-relay-and-motor-neurons/

https://www.pinterest.ph/pin/253749760234917832/

https://www.google.com/imgres?imgurl=https%3A%2F%2Fd2jmvrsizmvf4x.cloudfront.net%2FWxSvl
epvTE6FWe3JoQB4_Screen%2BShot%2B2016-06-
22%2Bat%2B9.48.42%2BAM.png&imgrefurl=https%3A%2F%2Fsocratic.org%2Fquestions%2Fwhat-is-
the-difference-between-the-peripheral-nervous-system-and-the-central-
ner&tbnid=KJwlWAQh5mTugM&vet=10CBEQxiAoAmoXChMIuOvS5KrJ6QIVAAAAAB0AAAAAEAY..i&d
ocid=OvBncBlr8za23M&w=239&h=295&itg=1&q=the%20cns%20and%20pns&ved=0CBEQxiAoAmoX
ChMIuOvS5KrJ6QIVAAAAAB0AAAAAEAY

28
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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