Module 4: Unpacking the Physical Self PDF

**MIDTERMS-Module 4: UNPACKING THE SELF** **Physical Self** **Overview** This module discusses the various aspects of physical and identifies various roles of individual being portrayed from the past to the present society. **Consultation hours:** **Name of Faculty:** **Time/day:** 9-10 AM Mon...

**MIDTERMS-Module 4: UNPACKING THE SELF** **Physical Self** **Overview** This module discusses the various aspects of physical and identifies various roles of individual being portrayed from the past to the present society. **Consultation hours:** **Name of Faculty:** **Time/day:** 9-10 AM Monday & Thursday **Venue: On-site** **Course Content:** The Physical Self +-----------------------+-----------------------+-----------------------+ | **Activity** | **Description** | **Time Allotted** | +=======================+=======================+=======================+ | 1. **Warm-up | Who is beautiful or | 20min. | | Activity** | handsome? | | | | | 30 min. | | 2. **Readings** | **Readings:** | | | | | 45 min. | | 3. **Lecture** | - Physical Self | | | | -Gene, Heredity, | 45 min | | 4. 5. **Assessment* | Chromosomes | | | * | | 40 min. | | | - Biological | | | | Influence-DNA, | **3 Hours** | | | Maturation | | | | | **Total: (180 | | | - Environmental | minutes)** | | | Conditioning-Fami | | | | ly, | | | | Diet, Nutrition | | | | | | | | - Physical | | | | Well-being-Proper | | | | Hygiene, Self | | | | Confidence | | | | | | | | **Lecture:** | | | | Unpacking the | | | | Physical Aspect of | | | | the Self. | | | | | | | | **Application** | | | | | | | | Class Activity: | | | | Making of the | | | | Philosophical Views | | | | of self | | | | | | | | **Group Activity: In | | | | a group of 5 members, | | | | create a (PPT) | | | | presentation about | | | | good practices in | | | | exercise, workout or | | | | nutrition to keep a | | | | healthy physical | | | | self.** | | | | | | | | **Assessment** | | | | | | | | 1. Reflection Paper: | | | | In your own | | | | perspective, what | | | | is beauty? I am | | | | beautiful and | | | | handsome | | | | because... | | | | | | | | 2. Anchor the | | | | self-examination | | | | though the lens | | | | of the major | | | | physical concepts | | | | about self. | | | | | | | | \-\-- Listen to | | | | "Mrs. Potato | | | | Head" by Melanie | | | | Marquez. Explain | | | | what message is | | | | she sending | | | | through her | | | | music. | | +-----------------------+-----------------------+-----------------------+ **LEARNING OUTCOMES** On successfully completing the lesson, students will be able to: 1. Discuss the different theories and aspects of the "self" and identify its main theorists or proponents; 2. Compare and contrast the cross and multi-disciplinal perspectives of the "self"; 3. Develop love and acceptance for one's self through an honest and comprehensive study of one's personal history, background, behavior, and beliefs amongst others. THE PHYSICAL SELF WARM-UP ACTIVITY-Cultural conceptions and standards of beauty of the face and body. THE PHYSICAL SELF The physical self is shaped by biological and environmental factors. It is surrounded by issues associated with health, hygiene, nutrition, and standards of beauty. QUESTIONS THAT CONCERN THE PHYSICAL SELF: Am I beautiful/handsome? Do people find me attractive? What can I do to enhance my features? These questions concern the physical self, which embodies one's appearance, what one sees in the mirror and what often triggers a person's first impressions of another. **THE BIOLOGICAL BLUEPRINT**  **HEREDITY** "...the transmission of traits from parents to offspring. The traits are made up of specific information embedded within one's **GENE**, the basic unit of heredity." Genotype refers to the specific information embedded within one's genes. The manifestation of particular traits can be attributed to the concepts of genotype and phenotype. **Chromosomes** "...threadlike bodies in the nucleus of the cell and the storage unit of genes." Each individual carries 23 pairs of chromosomes. The 23RD PAIR shall determine the sex of the individual. **DEOXYRYBONUCLEIC ACID (DNA)** "...it is considered as the blueprint of life. It is considered as the blueprint of life. It is the nucleic acid that contains the genetic instructions specifying the biological development of every individual. No two individuals have the same DNA **MATURATION**  "...is known as the completion of growth of a genetic character within an organism or the unfolding of the inherent traits of a person." Maturity enables people to walk, run and talk. It also results i physical changes that are evident in the adolescent stage. While one's genetic information determines the extent of his or her physical features, it is not the only factor that influences the physical self. As you grow up, you're exposed to environmental influences that shape your physical self, including those from your social networks, societal expectations, and cultural practices. **FAMILY**  "...being your first social group, forms a crucial foundation of your development, including that of your physical self." As you grow older, you get exposed to a larger social group with new practices and standards. As a result, you may begin engaging in acts that would make you attractive and acceptable to others. For some girls, these include choosing the right outfit, wearing the right make up, and acting more feminine. Boys may begin to have facial hair, learn how to shave, go to the gym, and do other similar activities. Aside from factors of heredity, your family is also primarily responsible for how you take care of your body. Nutrition and sustenance was initially established by what was cooked in the home. Thus, your food intake and diet is often determined by the meals you were served. Aside from food, practices on hygiene were first transmitted by your parents. One aspect of physical beauty is a person's body type. Contemporary media has portrayed slim bodies as ideal body type for women and muscular bodies for men. Thus, adolescents indulge in activities that would enable them to achieve these ideal body types. For some, these activities involve in healthy life style, eating the right food, and engaging in sports. However, some adolescents may resort to unhealthy habits just to achieve the ideal body type. There has been a steady rise of teenagers who have eating disorders, including bulimia and anorexia nervosa. This phenomenon could be attributed to the obsession of being thin, and may also be triggered by family, peers and significant role models. Majority of the victims have been identified as females, but a significant number are still represented by males. Aside from eating problems, a substantial number have been resorting to cosmetic surgery to alter certain facial or body features, even among adolescents. It is important to remember that physical beauty is only skin deep What matters is feeling good about oneself and embracing a healthy perception of one's physical worth. **Physical wellbeing-**There is nothing wrong with enhancing one's physical self. What is problematic is when a person focuses too much on physical beauty and disregards everything else. Below are some tips in taking care of yourself and your body: **Balanced diet**\-- You need to eat the right amount and combination of food to ensure your health and sustenance. **Healthy lifestyle**-Avoid drinking, smoking and doing unhealthy habits to reduce the risk of illness and diseases and to make your immune system stronger. **Proper Hygiene**-Taking care of your body by consistently following a hygiene regimen can also help you feel good about yourself. **Being confident**-Self confidence is your best make up and results in an optimal physical well-being. Be secure in yourself, embrace positive outlook toward various situations and problems, and love and accept who you are. **APPLICATION---**Guide the class to start planning their group activity. (The instructor has the liberty to choose his/her own activity in this part.) Class Activity: Making of the Philosophical Views of self **Group Activity: In a group of 5 members, create a (PPT) presentation about good practices in exercise, workout or nutrition to keep a healthy physical self.** **Rubrics -- Group Presentation** **Physical Views of Self** ---------------------------- ----------------------------------------------------------------------------------- --------------------------------------------------------------------- ------------------------------------------------------------------------- -------------------------------------------------------------------------- **Skills/Points** **Exemplary (5)** **Accomplished (4)** **Developing (2)** **Beginning (1)** **Topic** Directly relevant Somewhat relevant Remotely related Totally unrelated **Organization** Good organization; points are logically ordered; sharp sense of beginning and end Organized; points are somewhat jumpy; sense of beginning and ending Some organization; points jump around; beginning and ending are unclear Poorly organized; no logical progression; beginning and ending are vague **Quality of Information** Supporting details specific to subject Some details are non-supporting to the subject Details are somewhat sketchy. Do not support topic Unable to find specific details **ASSESSMENT---**Guide the class on the assessment activity to be accomplished. Advise the class on the due date for the said output. (Individual) 1. Reflection Paper: In your own perspective, what is beauty? I am beautiful and handsome because... 2. Anchor the self-examination though the lens of the major physical concepts about self. \-\-- Listen to "Mrs. Potato Head" by Melanie Marquez. Explain what message is she sending through her music. Discuss which lines struck you the most.  **Rubrics-Individual Reflection** **Reflection** ----------------------------- ------------------------------------------------------------------------------ -------------------------------------------------------------------- ----------------------------------------------------------------- **Skills/Points** **5** **4** **3** **Depth of Reflection** Demonstrate a conscious & thorough understanding of the subject matter/topic Demonstrate a thoughtful understanding of the subject matter/topic Demonstrate a limited understanding of the subject matter/topic **Use of textual evidence** Use specific and convincing examples Use relevant examples Use incomplete/vaguely developed examples **Language use** Use precise/stylistic/sophisticated language Use language that is fluent & original Use vague language  **ASSIGNMENT** **Read Module 5: Unpacking the Sexual Self** **REFERENCES** Demello, M. (2014). Beautiful Bodies. Pp 173- 188. And Fat and Thin Bodies. 189- 205. In Body Studies: An Introduction Routledge Go-Molina, M.J., et al. (2018). Understanding the Self. C&E Publishing.