Senior High School

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

Office Address: ____________________________________________

____________________________________________
Telefax: ____________________________________________
E-mail Address: ____________________________________________
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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 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 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

This contains helpful tips or strategies that
will help you in guiding 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.
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.
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

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 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!

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

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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

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

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 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. Endorphine

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, in this pandemic times, 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 Follow-up Questions:
the San Gerardo Hospital in Monza,
Nurse diagnosed with COVID-19 Lombardy, the epicenter of the coronavirus
commits suicide over fear of outbreak in Italy.
spreading it The Telegraph reported that Trezzi suffered
trauma by her experience in working on the
by Rodney Artida | News 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.
A nurse working in the frontlines in Italy took According to Gruppo Italiano per la Medicina
her own life after contracting coronavirus Basata sulle Evidenze (GIMBE), around
disease (COVID-19) and feared that she 5,760 health care workers have tested
infected others. positive for COVID-19 in Italy, which accounts
Daniel Trezzi, 34, was terrified that she might for 8 percent of the 69,176 cases recorded by
had spread the virus while treating patients at Civil Protection Agency on Tuesday.

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

___________________________________________________________________________
___________________________________________________________________________
2. According to the research done in neuropsychology, biopsychology and
psychiatry, usually people with brain damage usually do not know what

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 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

Students can visit the website www.study.com for your all brain
enhancement and activity needs. It is also a great source for
activities and ideas for a project you need.
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…

What is It

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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 central nervous system
(CNS) and the peripheral nervous system or beyond the brain and the spinal cord
(PNS). Let us take a closer look of this 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
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
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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 the
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
outside world
and the
activities of our
own bodies. Motor (motionproducing) 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,
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,
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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

antennas, 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 more slender. 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).
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
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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 and 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 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

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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/brainanatomy/corpu
s-callosum

We could recall from the lesson that

the cerebrum can be divided into
two parts which can be
called hemispheres. And this
hemispheres can control opposite
sides of the body. Though similar in
structure, the hemisphere have
somewhat separate talents
or areas of specialization.
But before we discuss the
distinction that separate the
hemispheres, we have acknowledge
what makes them connect. This importance and function belongs 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, Logical Analysis Music Creativity
Facial recognition
Art
Rhythm
Personality Logical Artistic
Attention to details Creative
Analytical Open-minded
Traits Rational decision making Random thoughts
Linear thinking Non-verbal processing
Reality-oriented Holistic Thinking
Fantasy-oriented
Thought Verbal and Sequential Non-verbal random thoughts
Process

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 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 thinking
Sequencing Remembering a place, face or events
Reading
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
damaged Can’t see or perceive things on the right
of the body
side of the body Slow movements Short attention span
Poor decision making
Slow learning process
Impulsiveness
Source: https://human-memory.net/left-and-right-hemisphere-of-the-brain/

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