Republic of the Philippines Polytechnic University of the Philippines Quezon City Campus

WORKING PLAN

Area Date

: :

General Psychology July 23, 2013

Time

:

03:00pm-6:00pm 55

No. of Students:

I.

Objectives At the end of the lesson, the students will be able to: 1. 2. 3. Describe the developmental tasks during the life span. Differentiate the types of change in human development. Value the importance of each stages of human life span that may affect the development of the behavior of an individual.

II.

Concept  Human Development

Sub Concept   Materials    Chalkboard Chalk Eraser Havighurst’s Developmental Tasks during the Life Span Types of Change in Development

III.

Strategies A. Preparation

1. Routine Activities   Greetings Checking of Attendance

2. Motivation  Ask the class to divide themselves into six (6) groups. Each of them was already given the handout about Havighurst’s developmental tasks during the life span. All they need to do is to perform all the indicated tasks in each stage of the life span through a role playing activity. Each group will be assigned to perform the developmental tasks in a certain stage. (See the last page for the criteria and rubrics for the grading of this activity).

B. Presentation

1. From the activity, discuss the developmental tasks during the life span as identified by Havighursts. 

Babyhood and Early Childhood -Learning to take food, to walk, to talk, to control the elimination of wastes, to distinguish right and wrong and learning to develop a conscience. -Learning sex differences and sexual modesty. -Getting ready to read.

Late Childhood -Learning physical skills necessary for ordinary games -Building wholesome attitude toward oneself as a growing organism -Learning to get along with age-mates. -Beginning to develop appropriate masculine or feminine social roles. -Developing fundamental skills in reading, writing and calculating, concepts necessary for everyday living, conscience, a sense of morality and scale of values, attitudes toward social groups and institutions. -Achieving personal independence.

Adolescence -Achieving new and mature relations with age mates and both sexes -Achieving a masculine or feminine social role -Accepting one’s physique and using one’s body effectively -Desiring, accepting and achieving socially responsible behavior. -Achieving emotional independence from parents and other adults -Preparing for an economic career. -Preparing for marriage and family life -Acquiring a set of values and an ethical system as a guide to behaviordeveloping an ideology

Early Adulthood -Getting started in an occupation -Selecting a mate -Learning to live with a marriage partner -Starting a family -Rearing children -Managing a home -Taking on civic responsibility -Finding a congenial social group.

Middle Age -Achieving adult, civic and social responsibility -Assisting teenage children to become responsible and happy adults -Developing adult leisure time activities -Relating oneself to one’s spouse as a person -Accepting and adjusting to the satisfactory performance is one’s occupational career -Adjusting to aging parents

Old Age -Adjusting to the decreasing physical strength and health

-Adjusting to retirement and reduced income -Adjusting to death spouse -Establishing an explicit affiliation with members of one’s age group -Establishing satisfactory physical living arrangements -Adapting to social roles in a flexible way

2. Next, discuss and differentiate the types of change in development.  In the development of a human being, major types of changes are manifested as follows:

-Change in size. There is a change in physical and mental growth.

-Change in proportion. Physical development is not only limited size. It is also apparent in mental development. At first, a child is interested in himself alone, and later in others and in toys. Finally, his interests are directed toward members of the opposite sex.

-Disappearance of Old Features. Some features that disappears are the thymus glands, baby hair, Darwinian reflex, Babinski reflex and baby forms of locomotion such as creeping and crawling.

-Acquisition of New Features. New features are required such as the primary and secondary characteristics as well as new mental traits like curiosity, sex urge, knowledge, morals and standards, religious beliefs, forms or language and types of neurotic tendencies.

*Note: Students are encouraged to participate in the class discussion.

C. Evaluation

1. Conduct a socialized recitation on what they have learned in the class. Asked some students to give a brief summary.

IV.

Agreement

1. Study the following: -The Organization of the Nervous System -The Human Brain: Its Hierarchical Structure, Parts and Functions

Reference  Remarks  If majority of the class understand the lesson well, proceed to the next lesson. If not, allow a 15-20 minute recap on the next meeting and ask them to study their lessons very well. Hurlock, Havighurst’s Developmental Tasks During the Life Span, 1982

Prepared by: Ms. Carla Joyce B. Navarrete BBTE 4-1 Checked by: Ms. Melissa Joyce Cruz BBTE 4-1 Approved by: Prof. Artemus G. Cruz, RGC, RP/P Coordinating Professor

Rubrics for Grading a Group Presentation

4 The presentation has an Content exceptional amount of valuable information Each of the members Collaboration contributed equally to the presentation. The presentation is well organized Organization and well prepared. The presenters are well prepared Presentation and confident.

Criteria

3 The presentation has a good amount of valuable information. Most of the members contributed to the presentation.

2 1 The presentation The presentation has a little has no valuable amount of information. valuable information. Some of the Only few people members worked for the contributed to the presentation. presentation. The presentation is not so organized and prepared. The presenters are somehow prepared but unconfident. The work is of good quality but needs to be checked. The presentation lacks organization and preparation. The presenters are unprepared and unconfident The work needs to be checked to ensure quality.

Quality of Work

The presentation is somehow organized with little preparation. The presenters are occasionally prepared and confident. The work is of The work is of highest quality. high quality.

Rating: Score Equiv. 20 19 18 17 16 15 14 13 12 11 100 98 95 93 90 88 85 83 80 78 Score Equiv. 10 9 8 7 6 5 4 3 2 1 75 73 70 68 65 63 60 58 53 50 Rating 100-97 96-94 93-91 90-88 87-85 84-82 81-79 78-76 75 Equiv. 1.00 1.25 1.50 1.75 2.00 2.25 2.50 2.75 3.00