Family Life Education (2)
Subject :
Basic Science
TERM
SECOND TERM
Week
Week 5
CLASS
JSS 2 / Basic 8
Topic :
FAMILY LIFE EDUCATION (2)
Instructional Materials :
- Family tree picture
- Pictures
Reference Materials
- Scheme of Work
- Online Information
- Textbooks
- Workbooks
- 9 Year Basic Education Curriculum
Previous Knowledge :
The pupils have been taught
Living things
in their previous lesson
Behavioural Objectives : At the end of the lesson, the learners will be able to
- Define life education
- Explain life continuum
- Write out the factors Influencing individual sense of sense worth
- Explain psychological factors in human
Entry Behaviour
Learners are familiar with growth and development
Content :
FAMILY LIFE EDUCATION II
WEEK FIVE
DATE: ………………..
FAMILY LIFE EDUCATION II
Life Continuum—the mechanism by which an individual is compelled to carry on the life of another deceased or departed individual, generating in his own body the infirmities and mannerisms of the departed.
The human continuum can also be defined as the sequence of experience which corresponds to the expectations and tendencies of the human species in an environment consistent with that in which those expectations and tendencies were formed. It includes appropriate behavior in, and treatment by other people as part of that environment.
The continuum of an individual is whole, yet forms part of the continuum of his family, which in turn is part of his clan’s, community’s, and species, just as the continuum of the human species forms part of that of all life.
Continuum concept
This is the idea that in order to achieve optimal physical, mental and emotional development, human beings, especially babies , require the kind of experience to which our species adapted during the long process of our evolution. For an infant, these include such experiences as…
- constant physical contact with his mother (or another familiar caregiver as needed) from birth;
- sleeping in his parents’ bed, in constant physical contact, until he leaves of his own volition;
- breastfeeding “on cue” — nursing in response to his own body’s signals;
- being constantly carried in arms or otherwise in contact with someone, usually his mother, and allowed to observe (or nurse, or sleep) while the person carrying him goes about his or her business — until the infant begins creeping, then crawling on his own impulse, usually at six to eight months
- having caregivers immediately respond to his signals (squirming, crying, etc.), without judgment, displeasure, or invalidation of his needs, yet showing no undue concern nor making him the constant center of attention;
- sensing (and fulfilling) his elders’ expectations that he is innately social and cooperative and has strong self-preservation instincts, and that he is welcome and worthy.
In contrast, a baby subjected to modern Western childbirth and child-care practices often experiences…
- traumatic separation from his mother at birth due to medical intervention and placement in maternity wards, in physical isolation except for the sound of other crying newborns, with the majority of male babies further traumatized by medically unnecessary circumcision surgery;
- at home, sleeping alone and isolated, often after “crying himself to sleep”;
- scheduled feeding, with his natural nursing impulses often ignored or “pacified”;
- being excluded and separated from normal adult activities, relegated for hours on end to a nursery, crib or playpen where he is inadequately stimulated by toys and other inanimate objects;
- caregivers often ignoring, discouraging, belittling or even punishing him when he cries or otherwise signals his needs; or else responding with excessive concern and anxiety, making him the center of attention;
If, however, his continuum expectations are fulfilled — precisely at first, with more variation possible as he matures — he will exhibit a natural state of self-assuredness, well-being and joy. Infants whose continuum needs are fulfilled during the early, in-arms phase grow up to have greater self-esteem and become more independent than those whose cries go unanswered for fear of “spoiling” them or making them too dependent.
Factors influencing individual sense of self worth (Body image)
Biological– the impact of overall health, of current illness or injury, and the scope of the individual’s anatomy and physiology all are considered under this aspect. An example is how having diabetes mellitus causes the person’s nutritional activities to differ from those of a person without diabetes.
Psychological– the impact of not only emotion, but cognition, spiritual beliefs and the ability to understand. this is about “knowing, thinking, hoping, feeling and believing”. One example of the application of this factor would be how having paranoid thoughts might influence independence in communication; another example would be how lack of literacy could impact independence in health promotion.
Sociocultural– the impact of society and culture experienced by the individual. Expectations and values based on (perceived or actual) social class or status, or related to the individual’s perceived or actual health or ability to carry our activities of daily living. Culture within this factor relates to the beliefs, expectations and values held by the individual both for themselves and by others pertaining to their independence and ability to carry out activities of daily living. One example is when caring for an individual of advanced age and how societies expectations and assumptions about infirmity and cognitive decline, even if not present in the individual, could influence the delivery of care and level of independence permitted by those with sufficient authority to curtail it.
Environmental– it recommends consideration of not only the impact of the environment on the activities of daily living, but also the impact of the individual’s (ALs) on the environment. One example of the environment impacting ALs is to consider, if damp is present in one’s home, how that might impact independence in breathing (as damp can be related to breathing impairments)
Politicoeconomic – this is the impact of government, politics and the economy on ALs. Issues such as funding, government policies and programmes, state of war or violent conflict, availability and access to benefits, political reforms and government targets, interest rates and availability of fundings (both public and private).
Presentation
The topic is presented step by step
Step 1:
The class teacher revises the previous topics
Step 2.
He introduces the new topic
Step 3:
The class teacher allows the pupils to give their own examples and he corrects them when the needs arise
Evaluation
Objectives
- 1. ——– is the impact of government, politics and the economy on ALs. Issues such as funding, government policies and programmes, state of war or violent conflict, availability and access to benefits, political reforms and government targets, interest rates and availability of fundings. A. Politicoeconomic B. Politico economic (c) Politicoecono D. Politicoecon
- ——— is the impact of overall health, of current illness or injury, and the scope of the individual’s anatomy and physiology a. A. Biological B. Chemistry C. Geographical D. Hormonical.
- ——— is the impact of society and culture experienced by the individual.A. Sociocultural B. Politicoeconomic C. Biological D. Hormonical
- ———–is the mechanism by which an individual is compelled to carry on the life of another deceased or departed individual, generating in his own body the infirmities and mannerisms of the departed. A. Life Continuum B. Living Continuum C. Human Continuum D. Total Continuum
- ——– can also be defined as the sequence of experience which corresponds to the expectations and tendencies of the human species in an environment consistent with that in which those expectations and tendencies were formed. A. The human continuum B. The Life continuum C. The Animal continuum D. Total continuum
THEORY
1. Mention five Factors influencing individual sense of self worth.
2. Explain the term psychological factor.
3. Define Life Continuum
4. Define Human continuum
5. Mention five Factors influencing individual sense of self worth.
6. Explain psychological factor.
7. What do you understand by The Continuum Concept?
Conclusion :
The class teacher wraps up or conclude the lesson by giving out short note to summarize the topic that he or she has just taught.
The class teacher also goes round to make sure that the notes are well copied or well written by the learners.
He or she does the necessary corrections when and where the needs arise.