Health and Wellness Throughout the Lifespan

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Counseling and Mental Health

  • TEKS Student Expectations

    • (1) The student applies mathematics, science, English language arts and social studies in health science. The student is expected to:
      • (D) explain the physiological effects of stress and aging
      • (E) distinguish the psychological aspects of health and wellness across the human lifespan
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • characterize the psychological effects of stress and aging
    • identify health and wellness issues throughout the lifespan stages
  • Rationale

    Script:

    Developmental psychology is the study of how people grow and change throughout life – from infancy, through childhood, adolescence, adulthood, until death. Individual needs must be met in every stage of growth and development. It is important for individuals to practice health and wellness strategies throughout their life span. As a mental health professional, it is important for you to understand the development and the psychological effects of aging which occurs throughout the human lifespan.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Development: The act or process of growing or causing something to grow or become larger or more advanced

    Geriatrics: The branch of medicine which deals with the diseases and physiological changes associated with aging and the elderly

    Growth: Generally refers to changes in structure or size of a living organism

    Lifespan development: The challenges and changes which occur with each stage throughout the human life span

    Stress: A state of mental or emotional strain or tension resulting from adverse or very demanding circumstances

    Wellness: The state or condition of being in good physical and mental health

    Note: Many other terms on the slide presentation can be identified. Encourage students to include the definitions in the assignment.

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines)

    Materials:

    • assisted living facilities brochures
    • baby items such as:
      • baby bottles
      • books
      • pacifier
      • toys
    • canes
    • exercise equipment such as a jump rope or weights
    • food advertisements
    • grocery store advertisements
    • health care items
    • play food
    • play money (can be purchased at a store for minimal cost)
    • reading glasses
    • retirement information
    • wheelchair

    Supplies:

    • cardstock
    • container such as a basket
    • scissors

    Other appropriate lessons

    Families Across the LIfespan
    Interpersonal Studies
    http://cte.sfasu.edu/lesson-plans/families-across-the-lifespan

    No Longer a Teen: Development in Early Adulthood
    Human Growth and Development
    http://cte.sfasu.edu/lesson-plans/no-longer-a-teen-development-in-early-adulthood

    Nutrition for the Life Cycle: Pregnancy to Adulthood
    Lifetime Nutrition and Wellness
    http://cte.sfasu.edu/lesson-plans/nutrition-for-the-life-cycle-pregnancy-to-adulthood

    Promoting Health and Wellness of Children
    Child Guidance
    http://cte.sfasu.edu/lesson-plans/promoting-health-and-wellness-of-children

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room. Supplies can include:

    • assisted living facilities brochures
    • baby items such as:
      • baby bottles
      • books
      • pacifier
      • toys
    • canes
    • exercise equipment such as a jump rope or weights
    • food advertisements
    • grocery store advertisements
    • health care items
    • play food
    • play money (can be purchased at a store for minimal cost)
    • reading glasses
    • retirement information
    • wheelchair

    Script:

    Look at the items on the table. How do the items relate to health and wellness throughout the lifespan?

    Allow time for class discussion.

    Before class begins:

    Distribute graphic organizer KWHL Chart – Health and Wellness Throughout the Lifespan (see All Lesson Attachments tab), and have students complete the first two sections of the chart. Students will write down what they already know about health and wellness in the lifespan in the first section and what they want to learn about health and wellness in the second section. The last two sections will be completed during Lesson Closure.

    • What I KNOW about health and wellness throughout the lifespan
    • What I WANT to learn about health and wellness throughout the lifespan
  • Direct Instruction with Special Education Modifications/Accommodations

    Note to teacher: Prior to beginning this lesson, review, preview and select the appropriate multimedia for your classes.

    Introduce objectives, terms and definitions.

    Distribute the handout Note-taking Health and Wellness Throughout the Lifespan (see All Lesson Attachments tab). Teacher will determine the notes to be recorded by students. Inform students that they will be expected to take notes and participate in discussions while viewing the slide presentation.

    Introduce and discuss the PowerPoint™ Health and Wellness Throughout the Lifespan (see All Lesson Attachments tab). Allow time for questions, answers and classroom discussion.

    Use appropriate notes from Presentation Notes for Health and Wellness Throughout the Lifespan (see All Lesson Attachments tab) for discussion.

    Using the Note-taking Health and Wellness Throughout the Lifespan (see All Lesson Attachments tab) handout, students will have an opportunity to reflect upon, review and respond to the information pertaining to the PowerPoint™. They will write a summary of topics or statements which reflect the information from the lesson:

    • Discuss the topic
    • Write down your thoughts
    • Make a real-world connection to the lesson
    • How is this going to help you in the future?

    Allow for questions and answers to check for understanding.

    Videos included in slide presentation:

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • encouraging participation

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute the My Personal Road to Health and Wellness (see All Lesson Attachments tab) handout. Individually, students will determine what healthy lifestyle and decisions to implement now and in the future as they become older adults. They will complete each section with appropriate information.

    Students may volunteer to share their information with the class.

    Allow time for questions, answers and classroom discussion.

    Completion of the handout can be assessed as a daily grade.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • repeating instructions
    • providing assistance

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Prior to activity:

    Print the Teacher Resource – Lifespan Stage Cards (see All Lesson Attachments tab) on cardstock and cut apart so that the students can draw one for the Independent Practice activity. Place cards in container at the appropriate time during the lesson.

    Subdivide the class into groups. The ideal situation is to divide the class into eight groups. One group for each lifespan stage.

    Read the following scenario:

    Scenario: You are part of a family services community organization team of volunteers. Your team would like to obtain experience working with individuals ranging from infants to older adults. The organization director has asked your team to develop a brochure based on the lifespan stage __________________ .

    Using the Teacher Resource – Lifespan Stage Cards (see All Lesson Attachments tab), have one student from each group draw a card from the container. The selected card determines the lifespan stage the groups will focus on during their project.

    Distribute the Health and Wellness Throughout the Lifespan Project (see All Lesson Attachments tab) handout. Students will research information based on the lifespan stage selected and present information on a brochure.

    Lifespan stages:

    • Early infancy
    • Later infancy
    • Early childhood
    • Later childhood
    • Puberty and adolescence
    • Early adulthood
    • Middle adulthood
    • Later adulthood

    Distribute and review Rubric for Health and Wellness Throughout the Lifespan Project (see All Lesson Attachment tab) so that students may understand what is expected. Students will be presenting their projects during Lesson Closure.

    The brochure should include:

    • Health factors affecting individuals in their lifespan stage
    • Supportive agencies or resources to assist with the related lifespan topic
    • Health and wellness aspects related to your lifespan stage
    • Techniques to reduce stress in individuals of your lifespan stage

    Provide ample time to create brochures. Refer to Microsoft Office to download free brochure templates at:
    https://templates.office.com/en-us/Brochures

    Optional: At the end of each class period, have each group give a brief status report on their assignment.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extending ‘wait time’
    • providing praise and encouragement

  • Lesson Closure

    Review lesson objectives, terms and definitions.

    Groups will share their brochures.

    Have students retrieve KWHL Chart – Health and Wellness Throughout the Lifespan and complete the last two sections of the handout.

    • HOW I learned about health and wellness throughout the lifespan
    • What I LEARNED about health and wellness throughout the lifespan
  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Brochures will be assessed with Rubric for Health and Wellness Throughout the Lifespan Project.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • shortened, simplified instructions

  • References/Resources

    Images:

    • Photos obtained through a license with Shutterstock.com™.

    Textbook:

    • Ryder, Verdene, and Marjorie Harter B. Contemporary living. Tinley Park, IL: Goodheart-Willcox, 2010. Print.

    Websites:

    • Centers for Disease Control and Prevention
      Easy-to-read schedules for all ages to print, tools to download and ways to prepare for your office visit.
      http://www.cdc.gov/vaccines
    • ChooseMyPlate.gov
      ChooseMyPlate.gov provides practical information to individuals, health professionals, nutrition educators, and the food industry to help consumers build healthier diets with resources and tools for dietary assessment, nutrition education and other user-friendly nutrition information.
      http://www.choosemyplate.gov/index.html
    • Infants and Toddlers
      Source: Centers for Disease Control and Prevention
      Parent information regarding milestones and schedules in children.
      http://www.cdc.gov/parents/infants
    • National Institute on Aging (NIH)
      The nation’s research activities dedicated to understanding the nature of aging, supporting the health and well-being of older adults and extending healthy, active years of life for more people.
      http://www.nia.nih.gov

    YouTube™:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • draw visual representation of terms on word wall
    • add terms and definitions to personal dictionary
    • check for understanding
    • have students repeat instructions
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign students to read about the importance of health and well-being. Information can be found in newspaper articles, magazines, journals and online print.
    Suggestions:

    • Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams on scratch paper as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.
    • Encourage students to “make predictions” about the text content prior to reading. “I think it’s going to be about ________________ because I know (I heard) ___________________.” This encourages active reading and keeps the student interested. While reading, the students may revise their original predictions and/or make new ones.
  • Quotes

    As you become more clear about who you really are, you’ll be better able to decide what is best for you-the first time around.
    -Oprah Winfrey

    Being happy doesn’t mean that everything is perfect. It means that you’ve decided to look beyond the imperfections.
    -Unknown

    Deep down even the most hardened criminal is starving for the same thing that motivates the innocent baby: Love and acceptance.
    -Lily Fairchilde

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Health and Wellness Throughout the Lifespan
    • Presentation Notes for Health and Wellness Throughout the Lifespan

    Technology:

    • Infographics:
      • Six Positive Steps for Your Mental Health
        Taking the time to promote your own mental well-being improves independence, the quality of your life and helps you cope with the stressors of life productively.
        Step-by-step, incorporate the following into your regular routine and encourage friends and family to do the same.
        http://hanbleceya.com/blog/infographic-6-positive-steps-mental-health

    YouTube™:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • KWHL Chart – Health and Wellness Throughout the Lifespan
    • My Personal Road to Health and Wellness
    • Note-taking Health and Wellness Throughout the Lifespan

    Handouts:

    • Health and Wellness Throughout the Lifespan Project
    • Rubric for Health and Wellness Throughout the Lifespan Project
    • Teacher Resources – Lifespan Stage Cards

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • My favorite stage of the lifespan is _______________because ____________________.
    • I am looking forward to getting older because _________________________________.
    • It is important for a parent and child care provider to understand the development which occurs throughout the human lifespan because _______________________.

    Writing Strategy:

    • RAFT (Role/ Audience/Format/Topic) writing strategy:
      Role: Teenager
      Audience: Elderly person
      Format: Letter
      Topic: What advice could you give young people on living life to the fullest?
  • Communication 90 Second Speech Topics

    • What the lifespan means to me
    • The study of geriatrics is important because ___________________________.
    • As a mental health professional, stages of human development are important to understand because _____________________.
  • Other Essential Lesson Components

    Enrichment activity

    • Group discussion: As a mental health professional, why is it important to recognize a chronic lack of age-appropriate behavior in individuals?
    • Divide the class into groups of three to four, and assign each group a different life stage. Have the groups report back to the class with a poster or presentation on the research they conducted using the Internet and/or library. Research should contain details of the normal growth patterns, physical changes and mental attitudes of the assigned stage.
    • Students may read blogs about leadership to compare and contrast the differences.

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TED Talk.

    Guy Winch: Why we all need to practice emotional first aid
    We’ll go to the doctor when we feel flu-ish or a nagging pain. So why don’t we see a health professional when we feel emotional pain: guilt, loss, loneliness? Too many of us deal with common psychological-health issues on our own, says Guy Winch. But we don’t have to. He makes a compelling case to practice emotional hygiene — taking care of our emotions, our minds, with the same diligence we take care of our bodies.
    https://www.ted.com/talks/guy_winch_the_case_for_emotional_hygiene

  • Family/Community Connection

    • Invite a small panel of senior citizens to speak about growing up during the 20th century. Ask senior friends to bring pictures of their youth and events they experienced throughout their lifespan.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org

    STAR Events:

    • Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.
    • Families First- The FCCLA Families First Project is a national peer education program through which youth gain a better understanding of how families work and learn skills to become strong family members. Its goals are to help youth become strong family members and leaders for today and tomorrow and strengthen the family as the basic unit of society. To help members focus their projects, Families First offers five units. Members may complete projects in one or several units. There is no particular order to them; however, “Families Today” might be a good place to start. This unit covers topics that provide a general overview of families and related issues. The topics are:
      Families Today: Understand and celebrate families
      You-Me-Us: Strengthen family relationships
      Meet the Challenge: Overcome obstacles together
      Balancing Family and Career: Manage multiple responsibilities
      Parent Practice: Learn to nurture children
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see:
    http://www.nylc.org

    Possible idea:
    Contact a local retirement center or nursing home, and arrange to have students visit the elderly. Students will collect necessity items to deliver to the residents. Items can include:

    • age-appropriate snacks (check dietary restrictions)
    • deck of cards
    • divided box filled with greeting cards for various occasions
    • games and puzzles
    • holiday decorations to personalize the room
    • homemade treats such as cookies or snack mix (check dietary restrictions)
    • large print books or books on tape
    • plants (check with facilities on space and safety regulations)
    • phone cards
    • photo albums and frames
    • soaps and lotions
    • tissues/decorative tissue holders
    • toiletry items

    Also see Family/Community connections.

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