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APPLIED EDUCATIONAL SYSTEMS
Human Growth and
Development
Health Science and Technology Education
Table of Contents
APPLIED EDUCATIONAL SYSTEMS
Health Science
TABLE OF CONTENTS
Human Growth and Development
 Explore Go
 Genetics (Lessons 1-3) Go
 Prenatal and Neonatal (Lessons 4-6)
 Childhood (Lessons 7-10) Go
 Adolescence (Lessons 11-12) Go
 Adulthood (Lessons 13-16) Go
 Aging and Death (Lessons 17-20) Go
 Reflect Go
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Explore
 Unit Overview Go
 Activity Go
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Explore – Unit Overview
In this unit, you will:
 Explore the basics of
genetics.
 Examine the four areas of
human growth throughout
the lifespan.
 Learn about the grief
process.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Explore - Activity
You will watch a role-play and participate in a class
discussion.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Genetics
 1. Introduction
 2. Genetics
 3. Quiz
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 1 – Human Growth and Development
 Human growth and development
is the study of how people
change as they go through life.
 Development is similar for
everyone, but each person
grows and develops at an
individual rate.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 1 – Areas of Development
 Physical development - all the
bodily changes that occur as a
person grows and ages.
 Intellectual development - a
person’s ability to learn
something and then apply this
knowledge to new problems and
experiences.
 Emotional development changes in a person’s ability to
establish a unique identity and
express feelings.
 Social development - learning to
interact with other people.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 1 – Hierarchy of Human Needs
 A psychologist named Abraham
Maslow developed a system of
basic human needs.
 Hierarchy of human needs:
▫ Food, shelter, bodily comfort
▫ Safety, security
▫ To feel loved, have a sense of
belonging
▫ Self-esteem, approval
▫ Desire to live up to one’s potential
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 2 – Genetics
 Genetics is an area of biology
that deals with the passing of
genes from parents to children.
 Genes contain DNA:
▫ DNA consists of 23 pairs of
chromosomes
▫ Each pair is made up of one
chromosome from the mother
and one from the father.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 2 – Genetic Diseases
 Genes can mutate, or break,
and become the basis of
disease.
 Two types of genetic
diseases:
▫ Single-gene
▫ Chromosomal
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 2 – Single Gene Diseases
 A single-gene disease results
from an individual mutant gene.
 This type of mutant gene may
either create an abnormality or
fail to make something that is
necessary.
 Examples:
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Cystic fibrosis
Phenylketonuria
Hemophilia
Albinism
Sickle cell anemia
Red-green color blindness
Tay-Sachs disease
Huntington disease
APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 2 – Chromosomal Diseases
 Chromosomal diseases are the
result of chromosomal breakage,
an abnormal chromosome, or a
missing chromosome
 Two categories of chromosomal
diseases are trisomy and
monosomy.
 Examples:
▫ Down syndrome
▫ Klinefelter syndrome
▫ Turner syndrome
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 2 – Genetic Research
 Gene therapy - treatment of
single-cell disease by replacing
the mutant gene.
 Genetic engineering imitation and artificial
manipulation of DNA to create
recombinant DNA.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 3 – Quiz
In this lesson, you will take a quiz on human
growth and development and genetics.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Prenatal and Neonatal
 4. Prenatal
 5. Neonatal
 6. Quiz
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Prenatal Development
 Prenatal development lasts
approximately 38 weeks from
conception to birth.
 Three periods of development:
▫ Zygote
▫ Embryo
▫ Fetus
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Zygote Period
 The zygote is formed at
conception and continues to
develop for the first two weeks.
 The zygote travels from the
fallopian tube to the uterus and
implants itself in the uterine wall.
 After 2 weeks, the placenta
begins to grow and is attaches to
the zygote via the umbilical cord.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Embryo Period
 The embryo period begins at the
end of the second week and ends
at the end of the eighth week.
 First half of this period:
▫ The ectoderm, mesoderm, and
endoderm layers develop.
▫ The heart begins to pump.
 Second half of this period:
▫ Facial features, arms, legs,
fingers, and toes form.
▫ Can respond to touch.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Fetus Period
 The fetus period begins in the
ninth week and continues
through birth.
 At the beginning of this period:
▫ Organs, muscles, and the
nervous system organize.
▫ The lungs expand and contract.
▫ The external genitals are
distinguishable.
▫ The fingernails, toenails, tooth
buds, and eyelids develop.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Fetus Period (continued)
 18 Weeks - Fetal movements
are felt by the mother.
 20 Weeks - The fetus can hear
sounds and react to them.
 24 Weeks - All the brain
neurons are developed.
 25 to 38 Weeks – The fetus has
a chance for survival outside the
womb. This is called the age of
viability.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Prenatal Health Issues
 Teratogens - environmental
substances that cause damage
during prenatal development
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Medications
Drugs, cigarettes, and alcohol
Radiation and pollution
Infectious disease
 Other health issues can include:
▫ The mother’s nutrition and
stress level
▫ Rh blood incompatibility
▫ The mother’s age and previous
pregnancy experiences
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Medications
 Almost all medications that are
taken by the mother can reach
the embryo or fetus through the
bloodstream.
 Medications can cause:
▫ Low birth weight
▫ Lower intelligence later in life
▫ Death
 Mothers must consult doctors
before taking any medications.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Illegal Drugs
 Fetuses exposed to illegal drugs
in the womb are at risk of:
▫ Low birth weight
▫ Numerous defects
▫ Death
 If the fetus manages to survive
through birth, the baby is likely
born with a drug addiction.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Cigarettes
 Cigarette smoking while
pregnant can cause:
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Low birth weight
Cancer in childhood
Miscarriage
Death
 Second-hand smoke can also
put children at risk
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Alcohol
 Fetal alcohol syndrome (FAS) is
a serious effect caused by the
mother consuming alcohol
during pregnancy.
 Children with FAS may have:
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Mental retardation
Poor attention
Hyperactivity,
Facial abnormalities
Slow growth
APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Radiation
 Pregnant women should
avoid exposure to radiation,
including medical X-rays.
 Exposure to radiation can
cause:
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Miscarriage
Poor physical growth
Brain damage
Cancer
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Pollution
 Some environmental
pollution dangers include
mercury, lead, and PCBs.
 Exposure to pollutants can
cause:
▫ Brain damage
▫ Mental retardation
▫ Low birth weight
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Infectious Disease
 Infectious disease can be difficult
for pregnant mothers to evade.
 Common illnesses such as the
cold and flu are essentially
harmless to the fetus as long as
the mother is well-rested and
continues to get nutrients.
 Serious infectious disease can
cause:
▫ Birth defects
▫ Low birth weight
▫ Miscarriages
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Non-Teratogen Prenatal Health Issues
 Pregnant women must be
certain to get proper nutrition.
The level of malnutrition of
the mother is directly linked to
brain weight in the child.
 Pregnant women should also
try to remain stress-free.
Anxiety can have harmful
effects on the fetus.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 4 – Non-Teratogen Prenatal Health Issues (continued)
 Rh blood incompatibility
between the mother and fetus
can cause:
▫ Mental retardation
▫ Heart damage
▫ Death
 Blood tests and vaccines are
given to prevent illness or
injury resulting from Rh
incompatibility.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Neonatal Development
 The first four weeks of life are
called the neonatal, or newborn,
stage.
 In this stage, special attention is
given to:
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Parent-child bonding
Reflexes
Temperament
States of arousal
Sensory capabilities
APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – The Apgar Scale
 The Apgar scale rates newborns
in the following areas:
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Appearance
Pulse
Grimace
Activity
Respiration
 Apgar scores:
▫ 7 to 10 – Healthiest
▫ 4 and 6 – Need assistance with
breathing or other vital signs
▫ 0 and 3 – Need serious
emergency medical attention
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Bonding
 Bonding is a parent’s deep
affection and concern for the
newborn.
 Parents and children develop
a special bond that allows
the infant to grow and
develop with confidence.
 Some parents instantly bond,
while other parents bond
over the first few weeks.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Reflexes
 Reflexes are expected,
automatic responses to
specific stimulants.
 Newborn reflexes include:
▫ Rooting reflex
▫ Sucking reflex
▫ Palmer reflex
 Most of these reflexes should
disappear as the baby grows
and develops.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Sensory Capabilities
 Touch – most important
sense for newborns
 Taste – prefer sweet over
salty
 Smell – respond to good and
bad smells
 Sound – special interest in
the human voice
 Vision – least developed
sense in a newborn
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Newborn States of Arousal
 Newborns continually cycle
through five states of arousal:
▫ Regular sleep – deep sleep
with little movement
▫ Irregular sleep – light sleep
with body movement
▫ Drowsiness – waking up or
falling asleep
▫ Quiet alertness – awake and
attentive
▫ Waking activity and crying –
uncoordinated movements and
irregular breathing
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Neonatal Health Issues
 The transition from the womb
into the world does not occur
smoothly.
 Neonatal health issues
include:
▫ Premature birth
▫ Respiratory issues
▫ Sudden Infant Death
Syndrome
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Premature Birth
 Premature birth is used to
describe infants that are preterm
or small-for-date.
▫ Preterm babies are born 3
weeks or more before the 38week due date.
▫ Small-for-date babies weigh
less than expected compared to
their length of time in the womb.
 With proper care and special
attention, many premature
babies go on to lead normal,
healthy lives.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – Respiratory Issues
 In respiratory distress syndrome,
a baby’s air sacs collapse, which
makes breathing very strenuous
 Respiratory distress syndrome
can occur in premature or fullterm babies.
 Babies with respiratory distress
syndrome are attached to
respirators until they can breathe
comfortably on their own.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 5 – SIDS
 Sudden Infant Death Syndrome
(SIDS) occurs when an infant
dies during sleep.
 Death occurs with no trauma to
the child and no indication from
the child, such as crying, prior to
death.
 No cause, cure, or prevention
has been found for SIDS.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 6 – Quiz
In this lesson, you will take a quiz on prenatal
and neonatal development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Childhood
 7. Infants and Toddlers
 8. Early Childhood
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 9. Middle Childhood
 10. Quiz
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infants and Toddlers
 Infancy generally refers to
the first year of life.
 Toddler refers to the second
year of life.
 During this time, children
continue to progress rapidly
in all areas of development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infants and Toddlers: Physical Development
 Infants:
▫ Establish a day and night sleeping
pattern
▫ Hold up their heads, roll over, and
reach for things
▫ Hearing and depth perception
improve
▫ Crawl and then walk
 Toddlers:
▫ Gain weight and height
▫ Run, jump, and climb
▫ Scribble and stack blocks
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infants and Toddlers: Intellectual Development
 Infants:
▫ Imitate facial expressions
▫ Recognize people, places,
and objects
▫ Make sounds that resemble
spoken language
 Toddlers:
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Experiment with objects
Play make-believe
Imitate adults
Begin to speak and
communicate
▫ Build a 200-word vocabulary
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infants and Toddlers: Emotional Development
 Infants:
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Show basic emotions
Anger and fear increase
Develop stranger anxiety
May develop separation anxiety
 Toddlers:
▫ Show empathy
▫ Able to cooperate
▫ Begin to express shame,
embarrassment, and pride
▫ Self-control emerges
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infants and Toddlers: Social Development
 Infants:
▫ Begin to smile and laugh
▫ Match emotional facial
expressions of adults
▫ Able to interpret others’
emotions
 Toddlers:
▫ Play with siblings
▫ Show signs of genderstereotypical toy choices
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 7 – Infant Health Issues
 Infants and toddlers should have
a series of immunizations to
prevent several diseases, such
as hepatitis B and polio.
 Children are also susceptible to
accidental injuries, such as
choking, drowning, and
poisoning.
 These fatal situations are often
avoidable when children are
given proper care and watched
closely.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood
 Early childhood generally
occurs between the ages of
2 and 6.
 During this time, children
continue to develop
physically, intellectually,
emotionally, and socially.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood: Physical Development
 Physical growth slows down.
 Motor skills improve, allowing
for greater coordination and
balance.
 A preference for the left or
right hand develops.
 They begin to lose primary
teeth and grow adult teeth.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood: Intellectual Development
 They can see simple
situations from someone
else’s point of view.
 A greater attention span
develops.
 The ability to count up and
down develops along with
the capability to perform
simple addition and
subtraction problems.
 Language and memory skills
improve.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood: Emotional Development
 They tend to shift quickly from
confident to unsure.
 The feeling of frustration
erupts easily due to the
increasing intellectual abilities
that are developing faster than
physical abilities.
 They develop self-esteem and
learn to express their emotions
in acceptable ways.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood: Social Development
 Children in this stage
generally become better
communicators.
 Most children understand
sharing and begin to play
with other children, which is
called cooperative play.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 8 – Early Childhood Health Issues
 Children at this age have a
considerable drop in appetite as
their growth slows down.
 Because they are eating less, it
is particularly important to make
sure that all that they eat is good
for them.
 Children in this stage still need
plenty of adult supervision and
guidance about safety issues.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood
 Middle childhood generally
occurs between the ages of
6 and 11.
 During this time, children
continue to develop
physically, intellectually,
emotionally, and socially.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood: Physical Development
 Children can write smaller
and neater.
 Their drawings become more
detailed.
 Motor skills become more
developed, including the
abilities to run, jump, kick,
throw, and catch.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood: Intellectual Development
 Children in this stage display
great strides in intellectual
growth.
 Their ability to think logically
and understand more
complex ideas develops.
 They can employ strategies
to remember things.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood: Emotional Development
 Children in this stage of
development become more
independent and responsible
as their confidence grows.
 They may be able to describe
their own personalities and
explain their emotions.
 They also have more selfesteem than younger children.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood: Social Development
 They understand that people’s
perspectives on issues are
caused by the information that
they have.
 They can view their relationships
with others from a third-party’s
point of view.
 They develop friendships that are
based on trust.
 Their personalities and interests
become more gender
stereotypical.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 9 – Middle Childhood Health Issues
 Nearsightedness
 Ear infections
 Obesity
 Malnutrition
 Bedwetting
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 10 – Quiz
In this lesson, you will take a quiz on childhood
development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Adolescence
 11. Adolescence
 12. Quiz
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescence
 Adolescence generally
occurs between the ages of
11 and 20.
 Most attention is paid to the
first half of this stage of
development.
 Adolescence is a time of
transitioning from childhood
to adulthood in each area of
development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescence: Physical Development
 Females:
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Gain up to 40 pounds
Grow up to 10 inches
Begin to menstruate
Develop secondary sexual
characteristics
 Males:
▫ Grow much taller and
develop muscle mass
▫ Reproductive organs mature
▫ Develop secondary sexual
characteristics
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescence: Intellectual Development
 Adolescents develop better
critical thinking skills, which
enable them to interpret and
evaluate information.
 They become idealistic about
the world around them.
However, they may also
become more critical, when
the world does not live up to
their ideals.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescence: Emotional Development
 Adolescence is a challenging
and confusing time for many
young people. They seek to
establish their identities.
 They are self-conscious and
often influenced by the
thought that everyone is
watching them.
 They are often and easily
embarrassed.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescence: Social Development
 Adolescents love to socialize
with their friends.
 They each develop their own
sense of morals and values
largely based on what their
parents have taught them.
 They also develop an
awareness and interest in
the opposite sex.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 11 – Adolescent Health Issues
 Feelings of inadequacy are
often displayed in the form of
eating disorders, such as
anorexia nervosa and bulimia.
 Some adolescents turn to
chemical substances for
stress relief, because of peer
pressure, or to escape from
problems.
 Suicide is a leading cause of
death in adolescence.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 12 – Quiz
In this lesson, you will take a quiz on adolescent
development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Adulthood
 13. Early Adulthood
Go
 14. Middle Adulthood
 15. Late Adulthood
 16. Quiz
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 13 – Early Adulthood
 Early adulthood generally occurs
between the ages of 20 and 40.
 During this time, adults continue
to develop and change
physically and intellectually.
 They also continue to change
socially and emotionally.
However, at this point in life,
these two areas become difficult
to distinguish.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 13 – Early Adulthood: Physical Development
 Early in this stage:
▫ In prime physical condition
▫ Typically stronger and faster
 Later in this stage:
▫ Body need to be stretched and
warmed up to prevent injury
▫ Metabolism slows down
▫ Decline in vision and hearing
▫ Hair begins to thin and gray
▫ Women may have fertility
problems
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 13 – Early Adulthood: Intellectual Development
 People typically settle in a
career and develop expertise
in that field.
 Creativity tends to increase.
 Later in this stage, people
are better able to manage
many responsibilities at one
time and to balance work
and home life.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 13 – Early Adulthood: Emotional and Social Development
 Adults develop an image of
themselves in relation to the
adult world around them.
 Adults develop values, skills,
and credentials in the
workplace.
 They acquire fulfilling adult
friendships and work contacts.
 They might get married and
have children.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 14 – Middle Adulthood
 Middle adulthood generally
occurs between the ages of 40
and 60.
 They continue to develop and
change physically and
intellectually.
 They also continue to change
socially and emotionally. As in
early adulthood, at this point in
life, these two areas are difficult
to distinguish.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 14 – Middle Adulthood: Physical Development
 People typically experience some
high-frequency hearing loss,
declining vision, and loss of lean
body mass.
 The hair continues to thin and gray
and weight gain occurs. Skin
begins to wrinkle and sag due to
loss of elasticity.
 Disks in the spinal column begin to
collapse, which could result in
shrinking as much as an inch in
height.
 In women, menopause occurs.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 14 – Middle Adulthood: Intellectual Development
 Middle adults experience an
increase in problem-solving
abilities and expertise.
 However, there are
decreases in the ability to:
▫ Remember large quantities
of information
▫ Retrieve information from
memory
▫ Multi-task
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 14 – Middle Adulthood: Emotional and Social Development
 Middle adults become concerned
about the next generation and have a
desire to guide and connect with it.
 Self-acceptance is at its best.
 Some people retire.
 Family relationships change:
▫ Children become independent.
▫ Parents begin to age and need
assistance.
▫ Sibling relationships become more
satisfying.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 15 – Late Adulthood
 Late adulthood generally occurs
between the ages of 60 and 80.
 During this time, adults continue
to develop and change
physically and intellectually.
 They also continue to change
socially and emotionally.
However, at this point in life,
these two areas become difficult
to distinguish.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 15 – Late Adulthood: Physical Development
 The body continues to decline:
▫ Vision and hearing decline.
▫ Senses of taste, smell, and touch
become less sharp.
▫ The immune system ages.
▫ Bone mass continues to diminish.
 Neurons die at a faster rate.
However, the brain compensates
with new synapses.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 15 – Late Adulthood: Intellectual Development
 Late adults continue to experience
a decline in their ability to recall
from their memories.
 Finding the right words and
organizing them into speech
become increasingly challenging
 Although late adulthood includes
the continued decline of some
functions, people in this stage of
life are at their most wise.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 15 – Late Adulthood: Emotional and Social Development
 People at this stage may be
widowed. If they are not widowed,
they are probably more satisfied with
their marriages than in the past.
 Their relationships with siblings
become even stronger.
 They may become grandparents or
great-grandparents.
 Their faith and spirituality may
become more important.
 They also have an increased interest
in politics and are more likely to vote.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 16 – Quiz
In this lesson, you will take a quiz on adult
development.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Aging and Death
 17. Aging
Go
 18. Death and Grief
Go
 19. Mortuary Science
 20. Quiz
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Go
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Aging
 The study of aging is called
gerontology.
 As people age, their bodies begin
a process of decline in every
major system.
 There are several theories in
regards to the cause of aging.
▫ Decline of cell reproduction
▫ Nutrition, injury, disease, and the
environment
▫ Aging viruses
▫ Free radicals
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Skeletal System
 As early as age 40, the bone mass
and density begin to diminish.
 People can lose some height as the
cartilage disks between the
vertebrae shrink.
 The shortening of the spinal column
causes a shift in weight, which
alters posture.
 Range of motion and flexibility
decrease as joints lose water and
start to fuse and ligaments and
tendons harden.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Muscular System
 Atrophy is the wasting away
of tissue.
 Regular exercise can do
much to counteract the
affects of aging on the
muscular system.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Cardiovascular System
 Fibrous tissue begins to replace
the muscle tissue of the heart. As
a result:
▫ The heart becomes less adept at
contracting and expanding.
▫ The valves become thicker,
making it more difficult to fully
close.
 In general the heart becomes far
less efficient at pumping blood.
Therefore, the output of the heart
decreases.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Nervous System
 The cerebral cortex portion of
the brain slowly decreases in
size, which causes impaired
thinking, reasoning, and
remembering.
 Neurons die at an increased
rate and those that remain are
degenerating, which results in:
▫ Slower nerve conduction
▫ Slower reaction times
▫ Decreases in motor and
sensory abilities
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Integumentary System
 Glands produce less lubrication to
the skin’s surface, leaving the skin
dry and fragile.
 Skin loses elasticity due to the
shrinking of elastin fibers.
 The loss of subcutaneous fat
produces sagging, wrinkles, and
lines.
 The skin becomes more sensitive
to UV rays from the sun.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Reproductive System
 Sexual dysfunction could appear
in the form of function, pleasure,
and desire.
 Females:
▫ Menopause
▫ Decrease of estrogen and
progesterone
▫ Androgen continues to be
produced
 Males:
▫ Decrease of testosterone
▫ Decrease of sperm count
▫ Difficulty maintaining an erection
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Urinary System
 The kidneys shrink.
 A decrease in blood flow to the
kidneys diminishes its ability to
cleanse the blood stream of
waste.
 People may experience a loss of
muscle control in the bladder and
sphincters.
 Problems with glucose control
could lead to hyperglycemia.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Digestive System
 Peristalsis decreases, which
can cause:
▫ Constipation
▫ Diverticulosis
▫ Difficulty swallowing and
digesting food
 Ability to taste decreases
with age.
 Less saliva is produced, and
gum disease and loss of
teeth can occur.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Endocrine System
 Both men and women
experience a decline in adrenal
gland production.
 Women also experience a
reduction of estrogen and
progesterone.
 For men, the prostate gland
becomes larger while the
production of testosterone from
the testes diminishes.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Immune System
 The immune system becomes
weaker, which leaves the
elderly vulnerable to infectious
diseases.
 Because of their weakened
immune systems, the elderly
are encouraged to get flu
vaccinations prior to flu season.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 17 – Respiratory System
 The exchange of oxygen and
carbon dioxide decreases.
 As a result:
▫ Irregular activity quickly
leaves the elderly breathless.
▫ The elderly are at much
greater risk of respiratory
disease.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – The Terminally Ill Patient
 The final stage of growth is death.
 For some people, life ends
abruptly and unexpectedly. But for
others, they are diagnosed with a
terminal illness.
 A terminal illness is an incurable
disease that results in death.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Stages of Grief
 Dr. Elizabeth Kubler-Ross has
established five stages of
grieving.
 Many terminally ill patients and
their family members experience
these stages of grief as they cope
with a terminal illness.
 People may not experience all
the stages, they may experience
them out of order, or they may
cycle through them or some of
them several times.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Denial
 Denial is often the immediate
reaction to being told of a terminal
illness.
 A person in denial will reject the
idea that they are dying, or insist
that the doctor has made a mistake.
 Health care workers who deal with
terminally ill patients who are in
denial should allow the patient to
speak and provide comfort without
confirming or denying the situation.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Anger
 Anger often follows denial,
specifically when the patient is
no longer able to deny the truth.
 Patients can become hostile
and direct it towards anyone
with whom they come in
contact.
 Health care workers must
provide support and
understanding during this time.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Bargaining
 Once patients accept death, they
often desire more time to live.
 The will to live is strong and they
set goals for themselves that they
want to meet.
 To achieve these goals, many
patients turn to religion and make
bargains or promises in hopes of
having more time to live.
 Health care workers should be
sensitive and attentive to patients in
this stage.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Depression
 Depression can occur when a
patient realizes that death is
imminent.
 Depression can take the form
of quiet withdrawal, spoken
regrets, or great sadness.
 Health care workers should be
particularly sensitive during this
time and allow patients to
express their grief.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 18 – Acceptance
 The final stage of grief is
acceptance. During this stage,
patients accept the fact that they
are going to die.
 They may spend the rest of their
days settling unfinished business
and helping family and friends
cope.
 Health care workers should be
sure to continue to provide
emotional support and gentle
touches of reassurance.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 19 – Mortuary Science
 After people die, their bodies
must be cared for in a
specific, scientific manner.
 Mortuary science is the
scientific care of the body
and the emotional and
ceremonial needs of the
remaining family members.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 19 – Funeral Directors
 Funeral directors run
funeral homes.
 Funeral directors perform
many jobs, such as:
▫ Mortician and undertaker
▫ Funeral planner
▫ Director of activities at a
funeral home
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Lesson 20 – Quiz
In this lesson, you will take a quiz on aging,
death, and grief.
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Reflect
 According to Maslow, what are the needs of humans? As a
health care worker, how can you help to ensure that a
patient’s needs are being met?
 You are preparing a patient for an examination. How might
you approach the patient differently based on the patient’s
age? How would your expectations differ?
 What is the grief process? How would you respond to a
patient experiencing each stage of grief?
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APPLIED EDUCATIONAL SYSTEMS
Health Science
Reflect – Key Questions
 What do developmental tasks and health issues
of life stages tell us about overall human growth
and development?
 As a health care worker, why is it important to
understand the stages of grief?
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