Health & Human Development

Unit 2Student Handbook

AOS 1 2015

Subject Year 11 HHD Term 2Semester 2, Terms 3

& 4

Teacher(s) Kim Dall

Week Begin

Topic

Text Chapters/Class

Activities/Resources

Homework &School Assessed

Coursework DatesWork

Requirements (Subject to change)

1 The process of BBC- human body www.babycentre.com

Week Begin

Topic

Text Chapters/Class

Activities/Resources

Homework &School Assessed

Coursework DatesWork

Requirements (Subject to change)

fertilisation, physical development from conception to birth, including the features of the germinal, embryonic and foetal stages

series video pregnancyCambridge unit 1&2 HHD Sonia GoodacreChapter 6 page 200- 212

.aucreate prenatal timeline fertilisation- miracle of lifehttps://www.youtube.com/watch?v=1hwKIsxs15AThe Great Sperm Race’http://vimeo.com/channels/603131

2

The health status of Australia’s pregnant women and unborn babies

Core of life presentationPregnancy belliesChapter 6 page 213-18Complete activity 6.3 page 217

 Chapter 6 Exam review questions

3

Determinants that have an impact on health and individual human development during the prenatal stage of the lifespan,

Pregnancy timelineChapter 7 page 224- 242Activity 7.2 pg 236

 Pregnancy diary

4

determinants that act as risk and/or protective factors in relation to one health issue such as spinabifida, low birth weight, foetal alcohol syndrome or gestational diabetes

Research activity on one selected health issueActivity 7.3 pg241Baby dolls

 Chapter 7Exam prep questions

5

government, community and personal strategies and programs designed to promote health andIndividual human development of pregnant women and unborn children.

Outcome 1

6

physical, social, emotional and intellectual development from birth to late childhood the principles of individual human development the health status of Australia’s children

One to three life seriesChapter 8 page 248- 274

7

determinants of the health and individual human development of Australia’s children

Development timeline birth to 3

 Chapter 8Exam prep questions

8 determinants that act as risk and/or protective

Chapter 9 pagePage 280-

 Obesity worksheet

Week Begin

Topic

Text Chapters/Class

Activities/Resources

Homework &School Assessed

Coursework DatesWork

Requirements (Subject to change)

factors in relation to one health issue such as asthma, falls and injuries, food allergies, juvenile arthritis or type 1 diabetes

Activity 9.2 understanding nutrients

9

government, community and personal strategies and programs designed to promote the health andhuman individual development of children

Page 305 activity 9.6 pg 310

9,7 9.8

10

the different classifications of the stages of adulthoodCharacteristics of physical development during adulthood, including the physiological changes associated with ageing.

Research health issue and strategiesChapter 10 p322Activity 10.2 turning 18

Chapter 9Exam prep questions

 Outcome 2

11

the social, emotional and intellectual development associated with the stages of adulthood and ageing

Timeline of adulthood10.3 trends in adulthood

:Dementia https://www.youtube.com/watch?v=z15-0xZTng4&feature=youtu.be

12

the health status of Australia’s adults, including the similarities and differences between adult males and females

Page 332-343 10.6 data analysis 10.7

 Exam prep questionsChapter 10

13

determinants of health and individual human development of Australia’s adults determinants that act as risk and/or protective factors in relation to one health issue such as cardiovascular disease, cancer, type 2 diabetes, obesity or mental illness

Chapter 11 page 350Activity 11.211.411.7

14

government, community and personal strategies and programs designed to promote health and individual human development of adults

Page 372  Chapter 11Exam prep questions

 Outcome 3

15 Revision

Week Begin

Topic

Text Chapters/Class

Activities/Resources

Homework &School Assessed

Coursework DatesWork

Requirements (Subject to change)

16 .revision

17

exams

18

GlossaryYou will be asked to create a glossary of key terms in the back of your book or folder, to help with your study/ revision. It is important that you define these terms in your own words, ensuring they are as concise as possible-however still incorporate the key points of the terms definition. This will make these terms more meaningful to you, and thus easier to remember.

Cephalocaudal law of development Proximodistal law of development Maturation Conception DNA Germinal stage Embryonic stage Foetal stage Zygote Morula Differentiation Blastocyst Human chronic gonadotropin (hCG)

Placenta Morbidity Prevalence Burden of disease Life expectancy Health status Mortality Incidence Communicable disease Perinatal SIDS Congenital malformations

We Are Having a

Baby!!!!!!!!!!!Conception Game

Sex Gene: X or Y XY= Boy & XX= Girl

BIG LETTER= DOMINANT GENE & Small letter = recessive gene

*Determine what your baby looks like by combining the genes from the ova (egg) & the sperm. Use the Dominant or Recessive handout to help you determine this.

Eye Colour: Eye Lashes: Dimples:

Hair Colour: Freckles: Polydactyl:

Hair Form: Lips: Height:

Vision: Mid-digital hair: Body Hair:

Tongue rolling: Free ear lobes: Eye size:

Nose type: Widow’s peak: Hearing:

*Draw a picture of your baby & give him/her a name

Dominant & Recessive Characteristics

Eye colour: Brown (br), black (bl) or green (gr) is dominant over blue (blu) or grey (gre) eyes

Hair colour: Blonde or fair hair (m) is recessive to dark hair (M)

Hair form: Is determined by a pair of genes- Straight hair (CC), curly hair (cc) or wavy hair (Cc)

Vision: Short or long sighted (V) are dominant over normal vision (v)

Eye lashes: long lashes 10mm or more (S) are dominant to short eye lashes (s)

Nose type: Roman nose is dominant (R) – draw nose of choice if you don’t get a R

Freckles: Freckles (F) is dominant over no freckles (f)

Lips: Broad lips (B) is dominant over think lips (b)

Mid-digital hair: Mid-digital hair (H) is dominant over no hair (h)

Bent little finger: Straight (t) little finger is recessive bent little finger (T)

Widow’s peak: Where the hair line on the forehead tomes down to a peak in the middle, is dominant (W) to straight or curved hair lines (w)

Dimples: Dimples (D) is dominant to no dimples (d)

Polydactyl: Polydactyl, that is extra fingers & toes are dominant (O) to normal number of digits (o)

Height: Dwarfism (G) is dominant over normal height (g)

Body hair: Abundant body hair (A) is dominant to little body hair (a)

Eye size: Large eyes (I) are dominant small eyes (i)

Hearing: Normal hearing (Q) is dominant to congenital deafness (q)

Free ear lobes: Free ear lobes (Z) are dominant to attached area loves (z)

Nostrils: Broad nostrils (N) are dominant to narrow nostrils (n)

Area of Development

Description of development during infancy

Examples of development during infancy

Physical

1.

2.

3.

Social

1.

2.

3.

Emotional

1.

2.

3.

Intellectual

1.

2.

3.

Development during infancy

DEFINITIONS OF DEVELOPMENT

AUSTRALIAN BABIES

In your own words describe what a live birth is?

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In your own words describe what a foetal death is?

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Complete the following table:

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Approximately what % of babies were born at term (37-41 weeks gestation)?

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What is the earliest gestational age considered that a baby can be born and survive?

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What can cause premature birth?

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List a key issue for the baby when it is born premature:

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Fill in the below table (weight):

Adequate birth weight

Low birth weight

Very low birth weight

Extremely low birth weight

What can cause low birth weight in babies?

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List some possible consequences of low birth weight babies?

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What is the most common live birth weight?

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What % of live births were considered to be of a low birth weight (or under)?

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What % of fetal deaths were considered to be a low birth weight (or under)?

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Is this difference surprising? Why/why not?

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The APGAR test

The Apgar test was developed based on a research article by Virginia Apgar in the1950s. It is a simple diagnostic test that uses a 10-point score to determine neonatalwellbeing at birth. A baby is assessed at one and five minutes after birth and are scored

between 0 and 2 for each of 5 indicators. The values are then combined to give the Apgar score out of 10. An Apgar score between 7 and 10 is considered normal,

between 4 and 7 the infant may require resuscitative measures and 3 or below they may require immediate resuscitation.

Complete the below table:

Indicator Score 0 Score 1 Score 2

A Limp, no movement Some flexion of arms

and legs

Active motion

P No heart rate Fewer than 100 beats

per minute

At least 100 beats per

minute

G No response to

airways being

suctioned

Grimace during

suctioning

Grimace and pull away;

cough or sneeze during

suctioning

A Baby’s whole body is

completely bluish-grey

or pale

Good color in body with

bluish hands or feet

Good colour all over

R Not breathing Weak cry, may sound

like whimpering, slow or

irregular breathing

Good strong cry, normal

rate and effort of

breathing

Which state had the most babies who received an APGAR score < 3?

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What factors could cause a baby to receive a low APGAR score?

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PERINATAL MORTALITY

When is the perinatal period?

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Which institution’s perinatal deaths definition do we use in Australia?

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Identify 2 trends from Figure 6.9

1. ______________________________________________________________

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2. ______________________________________________________________

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Select one of the listed trends and provide a reason/s for the trend:

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Using your textbook describe the following causes of perinatal mortality:

Congenital abnormalities:

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Spontaneous preterm births:

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Unexplained antepartum deaths:

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PRENATAL MORBIDITY

Neural Tube Defects (NTD’s)

What is the neural tube?

When does the neural tube fuse together?

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What is a neural tube defect?

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What can reduce the risk of a neural tube defect?

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What type of determinant is this?

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Down Syndrome

What causes Down syndrome?

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How early can Down syndrome be detected?

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How many babies are born with Down syndrome every year in Australia?

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Individuals with Down syndrome are different in physical appearance, what is the impact on their development?

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Childhood Timeline

Instructions1. Colour the characteristics below according to the component of development that each is

for example Physical= Red, Intellectual= yellow, Emotional= blue and Social = green2. Then write on the time according to the approximate order and timing they occur3. Use your textbook and the Denvor tool to assist and add some additional characteristics to

the timeline

Able to reach out and Able to do simple Walks holding on Starts crawling

grasp problem solving with other children such as deciding what game to play

Try to please other children

Able to speak using 3 word sentences

Builds a tower of 6 blocks

Able to play basic games with others such as pick a boo

Smiles more frequently Able to lift head and chest for short periods

Forms bond with primary carer

Able to grasp objects and bang them together

Express a sense of self Sits alone Consume solid food Persistent in trying to pick up tiny objects

Begins to express likes and dislikes

Play alongside others Able to skip Able to kick a ball

May show empathy to others

Increasing vocabulary- may know 300 words

Improved ability to use tools for writing

Learn social skills such as sharing

Begins to label emotions

Able to understand and follow simple instructions

Learning to recognize basic emotions

Able to climb steps and balance on one foot

Development of Australian ChildrenAs we read through chapter 9 fill out the following summary table for the determinants of Health & Development of Australian Children. Provide a description of each of the 4 determinants & provide a description of each example.

Determinant Examples Brief description of examples (including how it can impact on health & development of children)

Biological Genetics

Body Weight

Behavioural Sun Protection

Eating Habits

Level of Physical Activity

Oral Hygiene

Breastfeeding

Vaccination

Physical Environment

Fluoridation of the Water

Access to recreational Facilities

Social Environment

Parental Education

Parental Income

Parental Health & disability

Parenting Practices

Media

Access to Health Care

Access to Childcare

Year 11 HHD Birth Assignment

Your task is to report/recount the details of your birth. You can do this through interviewing your parent(s) about your birth.

The following information will help you gather the information for the task, as well as outline how you will be marked.

First: Approach Mum or Dad, Guardian or family member and ask for time to run an interview with them. If your parents do not wish to be

involved, ask them to write a note saying so. (Then you may find someone else you know who has had a baby).

Second: Prepare some questions to ask about during the interview. Your questions must cover 4 key areas: the pregnancy, preparation, your arrival and at home and your 18 months of life

Some possible ideas to base your questions on include:

The pregnancy: morning sickness, work, when was the first movement felt?

Preparation: nursery, prenatal classes, how did they ensure a healthy baby? Were they look after by a doctor or midwife?

Your arrival: Where were you born? getting to the hospital, who was present at the birth, how long did the birth take? Was it a ‘normal’ birth, breech, caesarean, or other? Place and time of birth (due date and actual date), weight/length of baby

At home: Changes in lifestyle of the parents, siblings etc? Did you reach developmental milestones on time? Who do you look like? What inherited characteristics did you gain from your parents (Ask for a handout for ideas).

Next: Run the interview and record all the answers they give you.

How did you develop? Were you breasting feed or bottle feed? When did you crawl, walk and first talk?, were you a good sleeper, anything interesting about your early development?

Finally: Present the task. You may present this task any way you like: written, typed, filmed, orally (present to myself or the class if you wish). It could be a slide show, a scrapbook, a poster, a diary, a story, a letter, anything! Please do not hand in the actual interview; I don’t want to read your question, and then their answer. Make it sound interesting.

Be sure to include PICTURES! Pictures will add to your information in a wonderful way. A glossary list may be useful to explain terms that you come across during the interview.

1. Create a summary table which outlines the definitions of the dimensions of development & provides an example of each from each stage of the lifespan from birth to late childhood

Stage of the Lifespan

Physical Intellectual Emotional Social

Infancy – birth-3 years

Early childhood- 3-6 years

Late childhood- 7-12 years