Personal Development-Q1-M3, Study notes of Physical education

Download Personal Development-Q1-M3 and more Study notes Physical education in PDF only on Docsity! Personal Development Quarter 1 – Module 3: Why Am I Like This? Senior High School Personal Development – Grade 11 Alternative Delivery Mode Quarter 1 – Module 3: Why Am I Like This? 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 the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio Printed in the Philippines by ________________________ Department of Education – National Capital Region Office Address: ____________________________________________ ____________________________________________ Telefax: ____________________________________________ E-mail Address: ____________________________________________ Development Team of the Module Writer/s: Renee G. Yap Editors: Amalia C. Solis, EPS Reviewers: Hernani D. Patches Jr. / Dr. Richmond Fructuoso B. Salao (Content) Marieta A. Dar (Language) Illustrator: Layout Artist: Management Team: Malcolm S. Garma, Regional Director Genia V. Santos, CLMD Chief Dennis M. Mendoza, Regional EPS In Charge of LRMS Regional ADM Coordinator Maria Magdalena M. Lim, CESO V, Schools Division Superintendent Aida H. Rondilla, CID Chief Lucky S. Carpio, EPS In Charge of LRMS For the learner: Welcome to the Personal Development Alternative Delivery Mode (ADM) Module on Why Am I Like This? (Development of Adolescents)! 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. 5 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: 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! References This is a list of all sources used in developing this module. 6 What I Need to Know This module was designed and written with you in mind. It is here to help you master the development that occurs in adolescents. Human life completes its journey through various stages and one of the most vital stages is adolescence. Adolescence is the period of transition from childhood to adulthood and plays a decisive role in the formation of pro-social/anti-social adult. All of us undergo this stage, which poses many challenges and is full of excitement. At the same time, it demands adjustment on many fronts. When we come to this world, we are entirely dependent upon others and gradually learning to be independent. This module will help you understand the nature of adolescence, challenges, and significant tasks faced by adolescents, and some of the adolescents' essential problems. The module is divided into three lessons, namely: • Lesson 1 – Development Tasks and Challenges experienced during Adolescence • Lesson 2 – Evaluation of an Adolescent’s Development through the Significant People in their lives • Lesson 3 – Ways on how to become Capable and Responsible Adolescent prepared for Adult Life Most Essential Learning Competencies: • Discuss developmental tasks and challenges experienced during adolescence • Evaluate one’s development through the help of significant people around him/her (peers, parents, siblings, friends, teachers, community leaders) • Identify ways that help one become capable and responsible adolescent prepared for adult life After going through this module, you are expected to: • develop understanding about physical, physiological, and psychological issues related to the processes of growing up; • explain the nature of adolescence as a developmental stage; and • explain the physical development during adolescence. 7 What’s In ACTIVITY 1.1. : Me, Myself, and I (Character, Critical - Thinking, Creativity) Instruction: Draw your lifestyle when you’re still a child and your lifestyle when you’re already an adolescent. Below your drawing, write your characteristics in terms of physical appearance, emotional state, and behavior. What has changed over the years? CHILD SELF ADOLESCENT SELF PHYSICAL EMOTIONAL BEHAVIOR PHYSICAL EMOTIONAL BEHAVIOR Notes to the Teacher Students can visit the website www.habitsforwellbeing.com for understanding the importance of “Knowing yourself”, through habits that can improve sense around and the self. It is a great site for looking answers in the philosophical and psychological understanding the self, especially in this trying times. 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). 10 What’s New Many things change as one undergoes puberty and becomes an adolescent. Activity 1.2. Enumeration (Critical-Thinking, Character) Instruction: Enlist 6 awkward changes that have occurred in your adolescent life. Explain how you managed each one of them Physical changes during Adolescence - At a glance 11 For girls, you might start to see early physical changes from about 10 or 11 years, but they might start as early as 8 years or as old as 13 years. These physical changes during puberty include: • development of breast • changes in body shape and height • growth of pubic and body hair • onset of menstruation or monthly period For boys, physical changes usually start at around 11 or 12 years, but they might start as young as 9 years or as old as 14 years. These physical changes include: o growth of the penis and testes (testicles) o changes in body shape and height o erections with ejaculation o growth of body and facial hair o changes in voice. Body Image Concerns It is within the context described above that children and adolescents begin to form their perception of their own bodies – their body image. Body image can be defined as the subjective evaluation of one’s body and appearance (Smolak & Thompson 2009). Related to one’s body and appearance, this comprises thoughts (e.g. “I think I look bad in photographs”), feelings (“I hate the way I look”), as well as perceptions (“I am too fat”). In body image research, a person’s body image is often described in terms of the level of body-esteem (referring to self-esteem in relation to body and appearance) or body dissatisfaction (referring to negative feelings and thoughts about one’s body and appearance) which a person may be experiencing. Nutrition, Health, and Hygiene Nutrition and dietary habits during adolescence Adolescence is a period of rapid physical growth, with a corresponding increase in nutritional requirements to support the increase in body mass and to build up stores of nutrients. The daily intake of nutritional requirements increases according to the following factors: Age: at the beginning of puberty, with the increase of height and at the last stage of adolescence; Gender: adolescent girls require 10% more nutrients, iron and iodine in particular than boys; What is It 12 hygiene to a child with special needs, his/her learning ability and style might be a factor. You may consider breaking the hygiene tasks (such as showering, shaving, using deodorant and cleaning teeth) into small steps. This way, they might be easier for adolescent to learn. Start early - before puberty: If you keep reinforcing messages about personal hygiene, most adolescent will get there in the end. What’s More Activity 1.3. Comic Story (Creativity, Character) Instruction: Using the incomplete figures in each box, draw something that comes into your mind. Once you completed drawing the 6 figures you’ve created, make a comic story about it which tackles the lesson that was discussed. Make it as creative as possible. What I Have Learned 15 Activity 1.4. Story making (Creativity, Critical-Thinking, Character) Let us reflect on what you have learned! Instruction: Using the keywords below, create a story about an adolescent character that experiences a certain challenge and how the character overcome that challenge. 16 What I Can Do Essay Instruction: Write an essay about the question “What solutions will you suggest for adolescents to overcome these challenges?”. 17 What’s New Music can have many social psychological impacts and meanings for people at different periods of their development (Hargreaves, 1986; McPherson, 2006; North & Hargreaves, 2008). Music is a resource of considerable intellectual, artistic, cultural, technological, and economic breadth and depth. Young people, mainly, devote most of their time and money to music listening (Roberts, Henriksen, & Foehr, 2009). Listening to music is thus particularly essential and ubiquitous in the contemporary lives of media-socializing and multi-tasking adolescents (Brown & Bobkowski, 2011; Roberts et al., 2009). Activity 2.1. Substitute the lyrics (Creativity, Critical-Thinking) Instruction: Substitute the lyrics of any song. Make the lyrics a story about an adolescent being affected by the society. It should tackle the impact of peers and family on the development of an adolescent. PEERS 20 Social and emotional maturity is intertwined. As teens’ emotional maturity increases, their relationships with their peers change as they become more vulnerable and emotionally intimate. This increased vulnerability and intimacy require greater trust among peers. Thus, during the adolescent years, teen peer groups become increasingly crucial as they experience closeness in these friendships resulting in more gratifying relationships. Nowadays, teens turn to their friends for help; instead of their families as the first line of support during times of worry or upset. This increased reliance on friendships is yet another way for teens to demonstrate their growing independence. Teens modify their behavior, activities, etc. to be accepted by a peer group. Since acceptance by a peer group becomes essential, teens modify their speech, dress, behavior, choices, and activities to become more similar to their peers. This increased similarity among peers provides them a sense of security and affirms their acceptance into their chosen peer group. The developmental theorist Erik Erickson described this developmental step as a crisis of identity vs. identity confusion. When teens modify their choices or behavior in order to conform to what their friends are doing, they are adapting to peer pressure. Peer pressure is often associated with adverse outcomes such as skipping school, wearing distasteful clothing, or drinking alcohol, and using drugs. However, many parents do not recognize that peer pressure may also have a positive influence. Because of advanced cognitive and emotional maturity, teens can now encourage each other to make wise decisions and discourage them from making wrong choices. Since it is vital for youth to "fit in" with their peer group, they may also decide to participate in the same hobbies or activities as their friends. Doing so will enable them to spend more time together and to bond over shared experiences. In general, teens will gravitate toward peer groups with whom they share common interests and activities, similar cultural backgrounds, or simply a similar outlook on life. Nevertheless, as teens experiment with their identity, they may be attracted to peer groups with very different interests. In summary, during adolescence, the number of close friendships decline, but the quality of these relationships becomes more vulnerable, trusting, and intimate. Meanwhile, the number of casual acquaintances continues to rise, as youths' social networks expand due to sophisticated communication technologies, new recreational and social activities, new educational experiences, and employment. FAMILY Role of Family in Adolescent’s Development What is It 21 Developmental theories view adolescence as a period of growth in which identity formation is addressed. This view means that the family's role is lessened or that family has only a limited role in the lives of young people at this time. However, research shows that ongoing positive family connections are protective factors against a range of health risk behaviors. Although the nature of relationships is changing, the continuity of family connections and a secure emotional base is crucial for the positive development of young people. Family is still important. It is typical for young people to begin to think for themselves and question aspects of their lives and family relationships. These changes may mean times of anger and frustration leveled at the family, but majority of circumstances proved that these feelings are likely to be temporary or circumstantial. Adolescents are moving towards becoming independent physically, emotionally and cognitively, and yet they are still growing. Young people require stability in a home or environment, where they may get a secure emotional base from which to explore and experience the world. This sense of security provides them with somewhere to come back to for reassurance, support, and unconditional love, particularly during tough times. A young person benefits from expectations of respect, consideration, and reciprocity in family relationships. They still benefit from 'trying out' thoughts, feelings, and behaviors within the family environment, and from observing and experiencing relationships within families. There will still be times when they fall, yet they will benefit from understanding and support to pick them up. Changing role of parents A parent's relationship and caring role with a young person continues to be vital, although the relationship will need to be flexible to adapt to the teenager's changing needs. At this time, there will need to be a gradual change from a more authoritative approach, to a more collaborative approach. Parents need to face the (painful) reality that their child is no longer a child, is becoming independent, and is no longer within their control. They may feel distressed as they perceive that the young person will not listen to them, or does the opposite of what they may suggest. They may have to watch their young person disregard the things they taught them were necessary, such as ways to look after their health, or their future goals (as the parent envisaged it). Parents have to learn to ‘let go,’ not of the relationship, but their dreams for the young person. This may include their full authority over young people so that they may allow them to develop their own dreams and greater self- responsibility. 22 Assessment Let’s see what you have remembered! Instruction: TRUE OR FALSE. Write the word TRUE if the statement is correct. Otherwise, write FALSE. _________ 1. Social and emotional maturity is intertwined because an adolescent’s peers are affected by his/her emotional situations. _________ 2. Peer pressure is the reason why teens modify their behavior, activities, etc. just to be accepted in a group. _________ 3. The role of family, especially parents in adolescent’s development is to guide them and help them adapt to their changing needs. _________ 4. The importance of family to an adolescent becomes less for they become more independent as they grow older. _________ 5. Adolescents can easily adapt to the changes in their lives by themselves for they are more independent than before. Lesson 3 Ways on how to become Capable and Responsible Adolescent prepared for Adult Life Be responsible and make good choices. Becoming responsible and being able to make good choices are fundamental traits, no matter what developmental stage you are. It holds true for adolescents especially that they are just beginning to internalize and imbibe virtues, values, and other essential qualities. 25 What I Know Before you go on with the lesson, let us start with a simple activity. This will test what you already know about our topic. Instruction: List down all the things you have done that you think can help you in your adult life. Do you think these things you have done will make you ready for your adult life? Let’s find out in this lesson. 26 What’s In Music has a big part of a teenager’s life. Music helps teens safely, explore ideas and emotions, and express themselves without words. Exposure to positive influences through music can help teens learn coping mechanisms and appropriate responses to stressful situations. Music also helps teens connect social groups and gain a feeling of belonging Here is a song that encases a person; that time moves faster when one gets older. So be prepared for it so that you will have an amazing adult life. “Time” by: Pink Floyd Ticking away the moments that make up a dull day Fritter and waste the hours in an offhand way. Kicking around on a piece of ground in your home town Waiting for someone or something to show you the way. Tired of lying in the sunshine staying home to watch the rain. You are young and life is long and there is time to kill today. And then one day you find ten years have got behind you. No one told you when to run, you missed the starting gun. So you run and you run to catch up with the sun but it's sinking Racing around to come up behind you again. The sun is the same in a relative way but you're older, Shorter of breath and one day closer to death. Every year is getting shorter never seem to find the time. Plans that either come to naught or half a page of scribbled lines Hanging on in quiet desperation is the English way The time is gone, the song is over, Thought I'd something more to say. Home Home again I like to be here When I can When I come home Cold and tired It's good to warm my bones Beside the fire Far away Across the field Tolling on the iron bell Calls the faithful to their knees To hear the softly spoken magic spell 27 Activity 3.2. Poem (Creativity, Critical-Thinking) Instruction: Create a poem to encourage adolescents prepare for their adult lives. It must consist of: 4 stanzas with 4 lines each. What I Have Learned Let’s reflect on what you have learned! Activity 3.3. Concept Map (Creativity, Critical-Thinking) Instruction: Create a concept map about the ideas you have learned in this lesson. What I Can Do There are many things to consider for an adolescent for him/her to be ready to become an adult. Activity 3.4. Enumeration (Critical-Thinking) Instruction: Suppose that you are an adolescent (near to being an adult), what preparations will you do? List 4 and explain each. Assessment 30 Let’s see what you have remembered! Instruction: Answer the following questions. Write your answer on the space provided. 1. Why do you have to make good choices when you are preparing for adult life? 2. What does “Treat difficulties as challenges” mean? Explain. 3. Explain each of the 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life in one sentence. a. b. c. d. e. f. g. h. 4. How will you ease the transition of being an adolescent into becoming an adult? RUBRICS FOR CHECKING (ASSESSMENT) NUMBER POINTS 1 3 5 1 The answer is not understandable. The student wasn’t able to give any example. The answer is understandable. The student didn’t meet the req. to give at least 3 ex. each. The answer is clearly conveyed. The student is able to give 3 ex. or more. 2 The answer is not understandable. It is explained badly. The answer is understandable. It is explained decently. The answer is clearly conveyed. It is explained impressively. 3 The student explained only three of the 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life. The student explained only six of the 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life. The student explained all the 8 simple rules which could help teenagers become a responsible adolescent prepared for adult life. 4 The answer is not understandable. It is explained badly. The answer is understandable. It is explained decently. The answer is clearly conveyed. It is explained impressively. Additional Activity ADDITIONAL ACTIVITY: Portfolio (Creativity, Critical-Thinking) 31 Instruction: Create a portfolio regarding all the topics discussed. The portfolio that you will be creating should consist of 5 pages which include: COVER PAGE REFLECTIVE ESSAY CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION) CONTENT (PICTURES W/ EXPLANATION) 32