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Activities of Daily Living Lesson Plan

Instructor: Josh Corbat

Josh has taught Earth Science and Physical Science at the High School level and holds a Master of Education degree from UNC-Chapel Hill.

In this lesson, students will explore the activities that are required for an adult to live an independent life. Students will analyze what it means to assess these activities and synthesize their knowledge into two writing samples.

Learning Objectives:

After this lesson, students will be able to:

  • list the activities required for adults to live independent lives
  • argue the importance of assessing activities of daily living at differing stages in life

Length

30-60 minutes

Curriculum Standards:

  • CCSS.ELA-LITERACY.RST.11-12.2

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

  • CCSS.ELA-LITERACY.RST.11-12.6

Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

Instructions:

  • Begin the lesson with a whole-class discussion of the activities of daily living (ADL). Ask students the following questions and write common responses on the board:
    • What did you do to get ready for school this morning?
    • What did you do for fun this weekend, how did you get there, and how did you access this activity (i.e. did you pay?)?
    • In what stages in life might it be difficult for someone to take care of him/herself?
  • Have students read and take notes on the Study.com lesson Activities of Daily Living (ADL): Definition, Assessment & Examples.
  • Hold a class discussion centered around the following questions:
    • Which ADLs have you already done today?
    • Which ADLs are important for young children to master?
    • Which ADLs are most important for the elderly to maintain?
    • Why is it important to monitor ADLs in various groups (e.g. infants, the elderly)?
  • When finished reading and discussing, have students write short essays describing two scenarios in which it might become necessary to assess the ADLs of an individual. For example, they could write about an infant being assessed to ensure they are progressing at a normal pace, or perhaps they may write about an elderly individual being assessed to ensure they are capable of living independently.
  • Ask for a few volunteers to read their essays aloud. Ask the class to identify common themes and write them on the board.

Related Lessons:

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