jacqueline williams edci 432 unit plan personal and ...€¦ · skill (s) 1 personal care: healthy...

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Jacqueline Williams

EDCI 432

UNIT PLAN

Personal and Consumer Health

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Table of Contents

Unit Description………………………………………………………………………2 Unit Rationale………………………………………………………………………...3 Unit Plan Goals and Objectives……...…………………………………………………..5 Goals and Objectives Discussion………………………….............…………………….8 National Health Education Standard Performance Indicators………………………..9 Unit Block Plan……………………………………………………………………………10 Lesson Plans……………………………………………………………………………...11

Lesson 1…………………………………………………………………………...12

Lesson 2…………………………………………………………..……………….20

Lesson 3…………………………………………………………..……………….25

Lesson 4......................................................................................……………..30

Lesson 5………………………………………………………………………. …..36

Lesson 6……………………………………………………………………………41

Unit Assessment Strategies………………………………………………………….......44

Assessment Discussion…………………………………………………………..45

Unit Summative Assessment…………………………………………………….46 Technology…………………………………………………………………………………53 Unit Resources……………………………………………………………………………..55

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Unit Description Content Area: Personal and Consumer Health Skills: Decision Making, self-management, analyzing influences, accessing valid health information Grade: 8th, High School Number of Lessons: 6 Length of Class Periods: 55 minutes

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Unit Rationale/ Contextual Factors/ Special Considerations

Instruction of mental and emotional is needed because 18.0% of students in the State of Indiana have seriously considered attempting suicide (CDC, 2005); which is the worst means of dealing with any personal problem. This shows a lack of rational judgment used in dealing with mental/emotional health problems, such as mismanaged feelings. According to the CDC, 28.5% of United States high school students had feelings of sadness or hopelessness (2005). Additionally, 35.9% of high school students in the United States admitted to being in a physical fight (CDC). While this number has decreased over the past decade, continued instruction is necessary to prevent further intentional violence stemming from mismanaged emotions. During this stage of improvement it is imperative to promote positive health behaviors and wellness, in order to maintain the improvement. This unit will provide students with the skills and knowledge they need to manage the challenges of daily life and prevent struggles associated with mental/emotional health problems. References CDC. (2005). Youth Risk Behavior Surveillance System. Youth Online: Comprehensive Results. Contextual Factors Central Catholic Jr. /Sr. High School is a private school located in the city of Lafayette, Indiana. While the surrounding inner-city community is made up of largely middle class working families the students of Central Catholic Jr. /Sr. High School come from affluent families within Tippecanoe County. In fact during the 2006-2007 school year 97% of students lunches were completely paid for and only 3% were free and reduced (Indiana Dept. of Education, 2007). Many of these families are affiliated with Purdue University which is in neighboring West Lafayette. Purdue University contributes significantly to the community's quality of life by supporting improvements in education, providing employment opportunities, impacting the economy, and enriching cultural activities. Furthermore, Purdue influences the educational community in Lafayette to uphold high academic standards and value the pursuit of higher education. Central Catholic also creates a physical school environment that is conducive to learning. The school contains several computer labs with internet access as well as technology ready classrooms that supplement education. Another factor that separates Central Catholic from other surrounding schools is parental involvement. The parents’ highly active involvement in the school creates accountability for the provision of quality education.

The parents also hold high academic standards from their children. Many of the high school students are pursuing an academic honors diploma as opposed to a Core 40 college preparation diploma. The students at Central Catholic are well educated, which is proven in their consistently high ISTEP scores. Because the students’ skill level is relatively high, more challenging, yet attainable learning goals have been set. This is evident within the instruction and assessment of the content and skills; which are parallel with the learning goals and objectives.

The contextual characteristics of the students have further implications for planning and assessment. As previously stated the students of Central Catholic are generally more academically advanced, and need more stimulating activities to

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challenge them. This is evident in their annual ISTEP test scores where they are consistently above the state average. During the 2006-2007 testing year 95.2 % Central Catholic students passed, while the state average was only 72.6% (Indiana Dept. of Education, 2007). This considered, I made sure to plan for numerous practical learning activities during instruction, and as assessment. This allows students to practice and apply what they have learned to real life situations. It also provides a more practical form of assessing content and skills. Another contextual characteristic of the students that has affected the planning of this unit is the family demographic. Most students come from caring homes with families that have strong moral values, in which the mental/emotional needs of the students are usually already met. This affects the instructional planning of content and skills. More emphasis can now be placed on the skills and content the students need to maintain their mental/emotional health levels, and prevent unhealthy mental/emotional health behaviors. The class size also has planning implications. When planning, consideration must be made to the low number of students in the classroom. As a teacher it allows me to personalize the lessons more specifically to the needs and interests of the students. Indiana Department of Education ASAP (11-12-2007). School Snapshot. Central Catholic Jr-Sr High School, D415 <http://mustang.doe.state.in.us/SEARCH/snapshot.cfm?schl=D415> Special Considerations When teaching the personal and consumer health unit it is important to consider the general needs and behaviors of the age group. During the teen years students are very apprehensive to communicate their thoughts, feelings, and interests to others. They are also very lazy about keeping their bodies clean. Throughout the personal and consumer health unit the teacher should frequently remind students about the importance of expressing their thoughts, and feelings. The teacher should remind them the importance of have clean teeth, face, hair, nails, bodies, etc. The teacher should also emphasize that sharing these thoughts does not demonstrate weakness; rather it is a sign of strength.

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Unit Plan Goals

Content Goal:

The students will comprehend personal and consumer health concepts that are needed to

achieve and maintain healthy psychological functioning and personal cleanliness.

Skill Goal:

The students will demonstrate the ability to analyze the influences of personal and consumer health

behaviors, effectively analyze health topics and medications, and apply self-management skills to

personal and consumer health issues.

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Unit Plan Objectives

Lesson 1

Content

o SWBAT name three functions of the skin.

o SWBAT understand the importance of washing hair and brushing teeth.

Skill: o SWBAT compile ideas together of how to protect themselves from the sun

during different outdoor activities.

Lesson 2

Content

o SWBAT identify the parts of the tooth.

o SWBAT examine the effects of health behaviors on prevention of diseases of the

teeth and mouth.

SKILL: o SWBAT understand and recall important key points of the lesson by filling

out the teeth worksheet given at the beginning of class.

Lesson 3

Content

o SWBAT identify the different parts of the eye and the ear.

o SWBAT examine the effects of health behaviors on the eye, ears and hearing.

Skill

o SWBAT describe different types of eye problems.

o SWBAT describe some problems of the ear.

Lesson 4

Content

o Students will describe how sun exposure can damage the skin.

Skill o Students will identify ways to protect their skin from sun exposure.

Lesson 5

Content o SWBAT explain the need for increased hygiene during puberty.

Skill o SWBAT describe hygiene procedures for adolescents.

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Lesson 6

Content

o SWBAT identify criteria for evaluating information about health products and

services.

Skill o SWBAT describe how to determine the validity of information about health

products and services.

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Goals and Objectives Discussion

The goals and objectives of this unit are designed to reflect the personal and consumer

academic needs of maturing teens. During this stage of adolescent development

children need to be educated on healthy personal care behaviors, that prevent personal

and consumer problems as well as skills needed to apply and practice these behaviors.

By this stage in development students should have a basic understanding of the factors

that contribute to our overall personal, mental, and emotional health. Within this unit

developmentally appropriate goals and objectives are set to meet changing content and

skills needs of high school students. These include accessing health information,

decision-making and self-management and health behaviors and disease associated

with personal care associated with adolescents. Meeting the goals and objectives of this

unit will prepare the students for achievement and maintenance of higher personal and

consumer health levels and progression towards self actualization.

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National Health Education Standards Performance Indicators Lesson 1 Content: 7.8.1: Explain the importance of assuming responsibility for personal health behaviors. Skill: 7.8.2: Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. Lesson 2

Content: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.

Skill: 8.7.1 Identify the importance of being responsible for health behaviors.

Lesson 3

Content: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others.

Skill: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others. Lesson 4

Content: 8.5.1 Name conditions that can help or hinder healthy decision making.


Lesson 5 Content: 7.8.1 Explain the importance of assuming responsibility for personal health

behaviors. _________________________________


Lesson 6 Content: 3.8.2 Access valid Health information from home, school, and community. _________________________________


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Block Plan

LESSON Content Descriptor (s)

SKILL (s)

1 Personal Care: Healthy Skin, Hair and Nails

Self-Management

2 Personal Care: Care of teeth and Mouth

Self-Management

3 Personal Care: Eye Care, Ears and Hearing

Analyzing Influences

4 Hygiene and Adolescence

Self Management

5 Selecting and Using Health-care Products

Accessing Information

6 Safe in the Sun

Decision Making

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LESSON PLANS

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Name: ___Jacqueline Williams Grade Level: __8th Unit / Content Area: Personal Care and Healthy Behaviors ____ Lesson Title: ___Healthy Skin, Hair, and Nails Objectives: Content: SWBAT name three functions of the skin. SWBAT understand the importance of washing hair and brushing teeth. Skill: SWBAT compile ideas together of how to protect themselves from the sun during different outdoor activities. Health Standard Addressed: _7.8.1: Explain the importance of assuming responsibility for personal health behaviors.__________________________________ Objective 2: SWBAT describe healthy behaviors to promote health of the skin and hair. Health Standard Addressed: __7.8.2: Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. _________________________________ Teaching Steps Introduction Good morning class, today we are going to start chapter 14, Personal Care and Health Behaviors Overview & Rationale for Today’s Lesson Necessary Teaching Steps

Healthy Skin, Hair, and Nails Slide # 1: WORDS TO KNOW…. Tell: Dermis: the inner layer of the skin Epidermis: the outer layer of the skin Melanin: the cells in the epidermis that give color to the skin

– Freckles are spots of melanin

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Slide # 2: Functions of the skin… Tell: It protects you from germs:

– The skin acts as a barrier from different diseases and germs. It controls body temperature:

– Certain structures inside the dermis control body temperature. It is a shield against water:

– The skin prevents water and other objects from entering the body freely. IT allows you to feel temperature-pressure-and pain:

– The nerve endings in the skin allow you to have their sensations. Slide # 3: Epidermis: lets take a closer look Tell: The outer, thinner layer of the skin that is composed of living and dead cells. Composed of several layers:

– Top layer consists of dead cells that are constantly being shed and replaced. – Deeper layers are where living cells continually divide and replace dying cells,

which are pushed toward the surface layer. Slide # 4: Epidermis continued: Tell: Keratin: a protein that toughens the nails Lipids: make your skin waterproof

– Helps the body maintain a proper balance of water and electrolytes Melanin: pigment that gives the skin, hair, and iris of the eyes their color

– More melanin you have the darker the skin. – People with fair skin have less melanin and have a higher risk of damage from UV

radiation. Slide # 5: Dermis… Tell: A single thick layer composed of connective tissue, which gives the skin its elastic

qualities. Dermis contains blood vessels and nerves. Sebaceous glands:

– Structures that produce an oily secretion called sebum Sebum helps keep skin and hair from drying out.

Slide # 6: Dermis continued… Tell: Blood vessels

– Supply cells with oxygenated blood and nutrients and facilitate the removal of cellular wastes.

– Function: Blood vessels work to regulate temperature.

– When body temperature rises, blood vessels in the skin dilate.

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Allowing heat to escape through the skin’s surface – When body temperature drops the blood vessels in the skin constrict.

This decreases the amount of blood and heat loss at the skin’s surface. Slide # 7: Dermis continued… Tell: Sweat glands: secrete perspiration through ducts to pores on the skin’s surface

– Also involved in regulating temperature Perspiration is produced on the surface of the skin.

– Body heat is lost as the sweat evaporates

Slide # 8: Example Tell: Say you touch a hot stove and you immediately pull your hand back; Why? The skin is a major sense organ. Nerve cells in the dermis act as receptors, which are stimulated by changes in the

outside environment. Receptors enable you to feel sensations such as pressure, pain, hot, and cold. In this example they help you feel that the stove is hot and so you withdraw your

hand quickly. Slide # 9: Healthy Skin Tell: What are some things you should do as you begin your day? Content Bites:

– Wash your face – Daily washing – Avoid touching your face with your hands – Choose personal skin care products carefully – Follow a well-balanced diet rich in vitamins and minerals

Tell: Which vitamin do you think is important for healthy skin?

Content Bites

– Vitamin A Food such as milk, green and yellow vegetables, and liver are rich in this

vitamin. Slide # 10: Skin and the Sun Tell: What are ways you can expose your skin to UV radiation? Content Bites:

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– Sun – Tanning booth

Prolonged exposure to UV rays damages the genetic material in skin cells and cause

it to undergo changes – Result

Formation and growth of cancerous cells

Slide # 11: Exposure continued… Tell: Exposure to UV Radiation: leading cause of certain types of skin cancer UV radiation also breaks down the elastic fibers that support your skin and allow it to

be flexible yet retain its shape. Skin will become wrinkled or hard and leathery with repeated exposure to UV

radiation. Slide # 12: Protecting Your Skin: Is as simple as adopting a few health behaviors: Ask: What are some ways you can protect your skin? Content Bites:

Wear sunscreen

Wear protective clothing Always wear sunscreen on exposed areas of skin. Always wear protective clothing.

Slide # 13: Skin Problems: What are they? Ask: what are some skin problems that you know of? Content Bites: Acne Warts Vitiligo Boils Moles *these might not affect you right away, but can definitely affect your self-image and later

on in life. Slide # 14: Acne

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Tell: Common among teens

– Caused when pores in the skin get clogged and the sebum produced by sebaceous glands cannot reach the skin’s surface.

– Surrounding area becomes inflamed, and pus may form What to do…

– Washing your face gently twice a day. – Avoid the use of oily products-this will help control the amount of breakouts you

have. – Touching and picking at acne only aggravates the condition- could cause scarring.

Slide # 15: Warts Tell: Caused by a virus that infects the surface layers of the skin.

– Usually non-cancerous – Can appear anywhere on the body, but they are most commonly found on the

hands, feet, and face. – The virus that causes warts can be acquired through contact with infected skin.

Slide # 16: Vitiligo Tell: Skin condition in which patches of skin have lost all pigment. (Reasons are still

unknown) Melanin cells are destroyed– making the skin more susceptible to burning when

exposed to UV light. *Sunscreen should be applied or protective clothing should be worn over these areas to

avoid burns to these areas. *Treatments are available, but no cure is yet to be found for loss of pigment. Slide # 17: Boils Tell: Form when hair follicles become infected with bacteria that are normally found on the

surface of the skin Tissues around the boil are inflamed, and pus forms. Treatment: draining the pus and taking a course of antibiotics

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– Some boils may heal on their own Never squeeze or burst a boil – this can spread the infection from area to area. Keeping the skin clean can help prevent the formation of boils.

Slide # 18: Moles Tell: Are spots that contain extra melanin. Can appear anywhere, most being harmless Some can develop into Melanoma.

– Melanoma is the most serious form of skin cancer Early detection of warning signs and treatment are critical to control the spread of

skin cancer Look at figure 14.2 Slide # 19: ABCDs of Melanoma Tell: A=Asymmetry

– An imaginary line draw through the center of the mole does not produce matching halves.

Slide # 20: ABCDs of Melanoma Tell: B= Border Irregularity

– Non-cancerous moles have smooth edges. – Suspect moles often have irregular edges.

Slide # 21: ABCDs of Melanoma Tell: C= Color

– Look for moles that are intensely black, possibly with a bluish tint, or that have an uneven color.

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Slide # 22: ABCDs of Melanoma Tell: D= Diameter

– Check for moles that are wider across than a pea. *Monitoring these detections are vital in catching and preventing melanoma from

taking over or even forming. Slide # 23: Hair Tell: Hair follicle: a structure that surrounds the root of a hair. Hair helps protect the skin, especially the scalp, from exposure to UV radiation. Hair also reduces the amount of heat lost through the skin or scalp.

Slide # 24: Hair Problems Ask: What are some hair problems you might come across? Content Bites: Dandruff

– Condition that can occur if the scalp becomes too dry and dead skin cells are shed as sticky, white flakes.

Head lice – Tiny parasite insects that live in the scalp hair of humans – They feed on blood by biting through the skin of the scalp.

Slide # 25: Hair problems continued… Tell:

– Lice is transmitted mainly by head to head contact and can infect anyone. – They can also be acquired by using objects such as combs or hats that have used

by an infected person. – Washing hair with a medicated shampoo that kills the organisms can eliminate

these insects. – Wash sheets, pillowcases, combs, and hats in hot water with soap can help

prevent the spread of head lice or a repeat infection. Slide # 26: Nails Tell:

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Are made up of closely packed dead cells that contain keratin. Nails function to protect and support the tissues of the fingers and toes. Keeping your nails healthy should be part of your daily routine. What are some ways to keep your nails looking healthy? Slide # 27: Activity Tell: Consider your daily activities in the sun. Compose a list of ways you can protect your

skin from the sun for each activity. Summarize and Debrief What are two basic structures of the skin? What are four health behaviors you can adapt to your lifestyle that promote healthy

skin and hair? Assessment Strategy Worksheet—given out before class= 10 pts.

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Name: ___Jacqueline Williams Grade Level: __8th Unit / Content Area: Personal Care and Healthy Behaviors ____ Lesson Title: ___Care of Teeth and Mouth Objectives: Content: SWBAT identify the parts of the tooth. Content: SWBAT examine the effects of health behaviors on prevention of diseases of the teeth and mouth. SKILL: SWBAT understand and recall important key points of the lesson by filling out the teeth worksheet given at the beginning of class. Health Standard Addressed: 7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others. Teaching Steps Introduction Good morning class, today we are going to start chapter 14, Personal Care and Health Behaviors Overview & Rationale for Today’s Lesson Necessary Teaching Steps Slide # 1: Why is Healthy Teeth Important?

Maintaining healthy teeth is important not only for your appearance but also for your overall health.

What do teeth allow you to do?

Content Bites:

– Chew food properly

– Help form the shape and structure of your mouth

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SLIDE # 2: Parts of the tooth Ask: who can tell me some of the different parts of the tooth? Content Bites: Periodontium Crown Neck Root Enamel Dentin Pulp Root canal SLIDE # 3: Parts of the tooth Tell:

Periodontium

– Area immediately around the teeth.

– Made up of gums, periodontal ligament, and the jawbone

– The structures of the periodontium support the teeth and hold them in place.

SLIDE # 4: 3 main parts of the TOOTH Tell: Crown, neck and root Crown

– Visible portion of the tooth – It is covered with enamel. – Enamel: hard substance made of calcium that protects the teeth. Beneath the enamel is dentin Dentin: is a layer of connective tissue that contributes to the shape and hardness

of a tooth and acts as a barrier to protect the pulp. SLIDE # 5: Parts of tooth continued… Tell:

– Pulp: the tissue that contains the blood vessels and nerves of a tooth.

– Pulp extends into the root canal and provides nourishment to the tooth. SLIDE # 6: 3 main parts of the tooth

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Ask: Who can tell me the 3 main parts of the tooth? Content Bites:

Neck—is the area between the crown and the root

Root—it anchors the tooth in your gum

Root Canal—is the path for nerves and blood vessels SLIDE # 7: Healthy Teeth and Mouth Tell:

Bacteria that inhabit your mouth and live on the sugar found in foods you eat.

Plaque

– Sticky, colorless film that acts on sugar to form acids that destroy tooth enamel and irritate gums.

SLIDE # 8: Plaque cont.. Tell:

In areas where plaque accumulates, bacteria thrive and the acids from the bacteria break down enamel.

Result:

– Hole or cavity is formed in a tooth.

– Tooth can continue decaying if left untreated

SLIDE # 9: Tooth decay and other diseases Ask: how can tooth decay and diseases be prevented? Content Bites: Can be prevented by practicing good oral hygiene Brushing teeth after eating removes plaque from the surface of the teeth

– Before bacteria can produce the acid that harms the teeth. Flossing between teeth removes plaque in areas that cannot be reached with the

bristles of a toothbrush. SLIDE # 10: What to do…. Tell: Regular visits to the dentist are the next most important in maintaining dental health

– This will ensure early detection of dental problems. Follow a well balanced diet that includes foods containing:

– Phosphorus - Vitamin C – Calcium

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Help keep your teeth strong and your gums healthy. SLIDE # 11: What to do cont… Tell:

Reduce the number of sugary snacks eaten between meals.

– This will help protect your teeth from decay.

These items:

– Stain teeth

– Cause gums to recede

– Increase risk of oral cancer SLIDE # 12: Problems of the Teeth and Mouth Ask: what are some problems that you see with teeth? (look in book) Content bites:

Halitosis

Periodontal disease

Malocclusion SLIDE # 13: Halitosis Tell:

Also known as bad breath

Caused by:

– Eating certain foods

– Poor oral hygiene

– Smoking

– Bacteria on the tongue

– Decayed teeth

– Gum disease

SLIDE # 14: Periodontal Disease Tell:

An inflammation of the periodontal structures.

Caused by bacterial infection

Often called gum disease

Begins with the buildup of plaque

hard, crust like substance formed when plaque hardens—it is known as Tarter.

SLIDE # 15: Plaque and Tarter Tell:

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Cause the gums to become irritated and swollen

During the early stage Gingivitis, the disease is reversible through regular, thorough brushing and flossing.

Early detection is important

– If left untreated, periodontal disease can destroy the bone and tissue that support the teeth.

SLIDE # 16: Malocclusion Tell: Means ―bad bite‖ Sources:

– Extra teeth – Crowded teeth – Misalignment of the upper and lower jaws

Can lead to decay and disease Can affect a person’s speech Their ability to chew Some can be corrected by braces Summarize and Debrief Who can tell me what periodontium is? Who can tell me what pulp is? Who can tell me 3 different ways to prevent tooth decay? Assessment Strategy Worksheet—given out before class= 10 pts.

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Name: ___Jacqueline Williams Grade Level: __8th Unit / Content Area: Personal Care and Healthy Behaviors ____ Lesson Title: ___Eye Care and Ears and Hearing Protection Objectives: Content: SWBAT identify the different parts of the eye and the ear.

SWBAT examine the effects of health behaviors on the eye, ears and hearing.

Skill:

SWBAT describe different types of eye problems.

SWBAT describe some problems of the ear. Health Standard Addressed: _7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others. __________________________________ Objective 2: SWBAT describe healthy behaviors to promote health of the skin and hair. Health Standard Addressed: __7.8.3 Demonstrate behaviors that avoid or reduce health risks to self and others._________________________________ Teaching Steps Introduction Good morning class, today we are going to start chapter 14, Personal Care and Health Behaviors Overview & Rationale for Today’s Lesson Necessary Teaching Steps

Ears and Hearing Protection Slide 1: PARTS of the EAR Ask: What are the different parts of the ear?

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Content Bites:

The Outer Ear

The Middle Ear

The Inner Ear Slide 2: THE OUTER EAR Tell: Begins with the visible part of the ear, the Auricle.

Helps channel sound waves into the external auditory canal. A passageway about one inch long that leads to the remaining portion of the

outer ear, the eardrum. The external auditory canal:

Lined with tiny hairs and glands Which produces wax to protect the ear from dust and foreign objects.

Eardrum: also known as tympanic membrane Thin membrane that acts as a barrier between the outer and middle ear.

Slide 3: MIDDLE EAR Tell: Auditory ossicles: directly behind the eardrum

3 small bones linked together that connect the eardrum to the inner ear. Smallest bones in the body

Middle ear is connected to the throat by the Eustachian tube. Allows pressure to be equalized on either side of the eardrum when you swallow

or yawn. Slide 4: INNER EAR Tell: Also known as the labyrinth Consists of a network of curved and spiral passages with three main parts.

Cochlea Area of hearing

Vestibule Semicircular canals

Where balance is controlled Slide 5: HEARING and BALANCE When receptors in your inner ear are stimulated by a sound wave…

A nerve impulse is sent to your brain. Your brain intercepts the impulse as a sound.

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Sound waves enter the external auditory canal Causing the eardrum to vibrate

Vibrations cause Fluid in the cochlea to move Stimulating receptor cells to send a nerve impulse to the brain where sounds

are interpreted.

Slide 6: HEARING and BALANCE cont…. Tell: Receptor cells in the vestibule and the semicircular canals send messages to the

brain about your sense of balance Tiny hairs located in the ear

Sense movement And send nerve impulses to the brain

The brain then signals muscles to make adjustments to maintain balance. Slide 7: HEALTH BEHAVIORS for HEALTHY EARS Ask: What are ways you can keep your ears healthy? Content Bites: Clean them regularly Always protect the outer ear from injury and extreme cold Wear protective gear:

Batting helmets when playing sports A hat that covers both the auricles and the earlobes should be worn in cold weather

HEALTH BEHAVIORS for HEALTHY EARS cont… Keep foreign objects, including cotton swabs, out of the ear. Tell: Ear infections

Can damage ear structures And should be treated immediately by a health care professional.

Have your ears examined and your hearing tested to detect any problems. Avoid loud noise.

Exposure over time can lead to temporary/permanent hearing loss or deafness PROBLEMS of the EAR

Slide 8: CONDUCTIVE HEARING LOSS Tell:

Sound waves are not passed from the outer to the inner ear

Due to blockage or injury to the inner ear

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EXAMPLE Middle-ear infections

May lead to rupture of the eardrum Persistent build-up of fluid within the middle ear, caused by infection

Most common in children Slide 9: SENSORINEURAL HEARING LOSS Tell:

Results from damage to the:

Cochlea

Auditory nerve

Or the brain Slide 10: Problems of the ear cont… Tell: Tinnitus

Condition in which a ringing, buzzing, whistling, roaring, hissing, or other sound is heard in the ear in the absence of external sound.

Occurs as a result of natural aging, health conditions such as high BP or overexposure to loud noise.

Slide 11: How to protect your ears from TINNITUS Tell: Lower the volume of the source of noise Wear earplugs

in noisy environments When operating machinery At loud concerts or sporting events

Limit the length of time you are exposed to loud noise This will reduce the chance of permanent damage

Assessment Strategy Worksheet—given out before class= 10 pts.

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Mini-quiz Eyes:

1. What are the three structures that make up the three layers of the eyeball wall?

2. Who can give me some examples of health behaviors you can practice to care

for your eyes? Ears:

3. Who can identify the three main parts of the ear?

4. What structures can be found in each part.

5. Who can tell me what tinnitus means?

6. What effect can loud noises have on hearing?

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Title for Lesson: Safe in the Sun Name Jacqueline Williams

Overview Grade Level: Grade 8 Content Area: Personal Care Skill Emphasis: Decision Making Objectives: Content Students will describe how sun exposure can damage the skin. Skill Students will identify ways to protect their skin from sun exposure. State or National Standard Performance Indicators: Content:

8.5.1 Name conditions that can help or hinder healthy decision making.

Skill:

8.7.1 Identify the importance of being responsible for health behaviors.

Time Requirements: 20 minutes

Materials & Preparation Materials:

PowerPoint

Samples of several sunscreen products

Long sleeve shirts

Wide brimmed hats or caps

Poster board

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Markers

Sample posters about sun exposure Preparation: Bring in a sample of several sunscreen products so students can compare labels and instructions. Bring in long-sleeved shirts and wide-brimmed hats or caps for student demonstration about protective clothing.

Teaching Steps 1. Introduce Review of Previous:

Skin is considered to be the largest organ in the body. The average-sized adult has seventeen square feet of skin. Skin protects the body from invasion of microbial agents and ultraviolet rays from the sun. It serves a sensory function by relaying messages from the outside world to the brain. Skin also helps eliminate toxins and wastes from the body through perspiration. Within the skin there are millions of cells that make up nerve endings, blood vessels and sweat glands. Skin is a complex organ that requires good care. The remainder of this section provides information on skin reactions and sunbathing. Overview of Today’s Lesson and Why It Is Relevant: Today we will be discussing how to keep your skin safe from the sun. Today students will also research sunscreen products and design posters to convince other students to use a form of UV (ultraviolet) protection.

1. Tell: Discuss the importance of protecting the skin from the sun.

The sun can damage skin.

Some exposure to sunlight is necessary for the body to produce vitamin D, but overexposure can have harmful effects on the skin—such as sunburn. Sunburn is a burn caused by overexposure to sunlight. Ultraviolet rays from the sun destroy cells in the outer layer of the skin and damage blood vessels. The affected skin becomes red and tender and may blister.

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Exposure to the sun should be limited to prevent sunburn, even if conditions are hazy. A tan is not safe or healthy. It is the skin’s attempt to protect itself from damage. Exposure to the sun’s ultraviolet rays appears to be the most important environmental factor in developing skin cancer. Discuss Long term effects of exposure to the sun: Content Bites:

Increases risk of developing skin cancer

Increases risk of developing premature wrinkles

Discuss how exposure can be reduced: Skill Bites:

Wearing protective clothing

Wear sunscreen of SPF of 15 or greater

Discuss what sunscreen does: Sunscreens work by absorbing or reflecting ultraviolet rays.

Reports have shown only a small portion of school-aged children use sun protection methods such as sunscreens. Tell: How to reduce children’s sunburns and keep them safe from the sun: Content bites:

Seek shade o Use an umbrella when laying out

Wearing protective clothing o Long sleeve shirts o Wide rimmed hats o Sunglasses

Limiting sun exposure during peak hours o 10 am to 3pm

Effectively using sunscreen products Skill Bites: Students identify ways to stay safe in the sun.

Wear sunscreen every day.

Use sunscreen with a sun protection factor (SPF) of 15 or greater every day that you spend outside.

Reduce exposure to the sun between peak hours (10 a.m. to 3 p.m.).

Wear long sleeves and long pants to cover skin during exposure to sun.

Wear a hat to protect the face and hair.

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* Take home message: 50 to 80 % of skin’s lifetime sun damage occurs in childhood and adolescence; sunburns during these critical periods’ increases the risk of developing melanoma later in life. Melanoma is a type of skin cancer characterized by a black or dark brown pigmented tumor.

2. Sunscreen products: a. Proper application of sunscreen is important. b. Use adequate amounts (at least one ounce) when at the pool and the

beach or during other sun exposures. c. Limit exposure to the sun between 10am and 3 pm—this is when

ultraviolet radiation is most intense. d. Do not use sunscreen that is left over from last year. Use one that has

been recently purchased—check the date.

Something to remember: Tanning booths are not a way to prevent future sunburn and are not a safe alternative to sunbathing. Tanning booths are also dangerous and a risk factor for developing premature wrinkles and skin cancers.

Activity #1:

3. Students compare sunscreen labels. Tell: Ask students, ―Do all sunscreens protect you the same?‖ Provide the sample sunscreen products you have brought to class for this activity. Have students get in groups of 2 or 3 and compare the products, noting the types (such as sport, waterproof, regular) and the different SPF numbers. Call attention to the sun protection factor that indicates how long you are protected by that particular sunscreen. Ask students to report what they have learned about types of sunscreens and SPF numbers, and when the use of each might be indicated. Make a comparison chart on the board or poster paper of the students’ information. Ask again the questions, ―Do all sunscreens protect you the same?‖ (Depends on SPF and if there is any waterproof factor). Content Bites:

All sunscreens, even waterproof, need to be reapplied after swimming.

It is important to use a sunscreen with an SPF of at least 15.

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Everyone needs sunscreen, regardless of skin color. Skill Bites:

Students can correctly read and interpret a sunscreen label.

Students understand that sunscreen protection is limited and that other precautions (time in the shade or inside, protective clothing) are also important for sun safety.

Activity#2: Have students design posters to convince other students to use a form of UV protection.

Show examples of posters.

Content

Student work demonstrates proficiency by showing the ability to explain the importance of protecting skin from the sun.

Skill

Student work demonstrates proficiency by showing the ability to describe the steps that help protect the skin from the sun’s rays.

Y. Summarize and Debrief: Today’s lesson was over the importance of safety in the sun. The students learned the importance of wearing sunscreen and other ways to protect the skin from sun damage. Students also worked together in groups and made a poster that stressed the importance of wearing sunscreen. Debriefing Review and Discussion Points: Ask for several volunteers to select one item from the collection of sun protection items you brought to class. Ask them to explain to the class how that particular item would help provide protection from harmful sun exposure. Skill:

Student responses correctly identify the importance of protection from harmful sun exposure.

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Assessment

Assessment Activity: Have students take out a piece of paper. 2 points: Name 3 ways you can protect yourself from the sun. 3 points: Explain how each way protects them from the sun. Content

Student work demonstrates proficiency by showing the ability to state at least 3 ways to help protect the skin from the sun’s rays.

Skill


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Name: ___Jacqueline Williams

Grade Level: __8th

Unit / Content Area: Personal and Consumer Health

Lesson Title: Hygiene and Adolescence

Objectives:

SWBAT explain the need for increased hygiene during puberty.

SWBAT describe hygiene procedures for adolescents.

Health Standard Addressed: __7.8.1 Explain the importance of assuming responsibility for

personal health behaviors. _________________________________

Objective 2: SWBAT describe healthy behaviors to promote health of the skin and hair.

Health Standard Addressed: 7.8.2: Demonstrate healthy practices and behaviors that will

maintain or improve the health of self and others. ___________________________________

Teaching Steps

Overview & Rationale for Today’s Lesson

The period from childhood to adulthood, called adolescence, is a time of many exciting

challenges and changes. One of the most noticeable of these changes is physical growth. Many

of your friends have gotten taller. Voices are changing and bodies are filling out. After infancy,

adolescence is the fastest period of growth. Changes are also taking place in your mental,

emotional and social life. Today we are going to talk about Puberty.

Necessary Teaching Steps

1. Puberty:

Tell: Sometime between the ages of 12 and 18, individuals go through Erikson’s fifth stage of

development—puberty.

Ask: Who can tell me what puberty is?

Content Bite:

Puberty is the time when a person begins to develop certain traits of adults of his or her own

gender. Puberty marks the beginning of adolescence.

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Ask: What are Hormones?

Content Bite:

Hormones are chemical substances that are produced in glands and that help regulate many of

your body’s functions.

Ask: Who can tell me what the male hormone is?

Testosterone

Ask: What is the Female hormone?

Estrogen and progesterone

Tell: the male hormone, testosterone and the female hormones, estrogen and progesterone, are

responsible for the changes that affect teens during puberty.

Physical Changes During Adolescence:

Tell: Growth isn’t the only body change that occurs during adolescence.

The most significant body change that takes place is the development of sex characteristics. Sex

Characteristics are the traits related to a person’s gender. Some sex characteristics, called

primary sex characteristics are related to the production of reproductive cells, called gametes.

Male Gametes: are sperm

In males the production of sperm by the testes begins in puberty.

The female’s gametes are the eggs, or ova. All eggs are present at birth, but they don’t mature

until puberty, when ovulation begins.

In females the uterus and ovaries enlarge at this time. Other changes during puberty are those

associated with secondary sex characteristics, which are described in figure 20.1 in your book.

Secondary Sex Characteristics

In females

o Breasts develop

o Waistline narrows

o Hips widen

o Body fat increases

o Menstruation starts

In males

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o Facial hair appears

o Voice deepens

o Shoulders broaden

o Muscles develop

o Hairline begins to recede

In both

o Body hair appears

o All permanent teeth grow in

o Perspiration increases

This is a list of the secondary sex characteristics you will find in females, in males, or in both.

Mental Changes During Adolescence

Tell: not only does your body grow during adolescence, but also so does your brain. By this time

a person reaches the age of six, his or her brain is 95 percent of its adult size.

Cerebrum: the thinking part of your brain—continues to develop in adolescence,

-Increasing memory and cognition

Cognition:

The ability to reason and think out abstract solutions.

Ask: what specific changes take place in your brain that enable you to develop these new skills?

Tell:

Cerebellum: coordinates muscles and physical movement. Recently scientists have found

evidence that it is also involved in the coordination of thinking processes. The cerebellum

undergoes dramatic growth and change during adolescence.

Amygdala: is associated with emotion. New studies suggest that teens use this part of the brain

rather than the more analytical frontal cortex that adults use in emotional responses. Scientists

think this might explain why teens sometimes react so emotionally.

Frontal Cortex: is responsible for planning, strategizing, and judgment. The area undergoes a

growth spurt when a child is 11 to 12 years of age. A growth period when new nerve connections

form follows this.

Corpus Callosum: the corpus callosum connects the two sides of the brain. It is thought to be

involved in creativity and problem solving. Research suggests that it grows and changes

significantly during adolescence.

Emotional changes in Adolescence

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Tell: teens often experience bursts of energy and waves of strong emotions in addition to the

physical and mental changes taking place.

Teens may feel that puberty is like being on a roller coaster, with constantly changing feelings

that go up and down quickly.

You may feel on top of the world one day and down in the dumps the next.

Tell: the intensity of these feelings can be overwhelming, but it is important to know that every

teen experiences these changing feelings.

Support and love from family and friends are especially important and can give you a sense of

security when you need it. This support can help you become more confident both emotionally

and socially.

2. Activity 1: Groups create advertising campaigns about puberty

Divide the class into 6 groups and assign one of the following topics to each group. Provide

access to information on the Internet or from other resources for student’s research.

Being a clean teen: athlete’s foot

Being a clean teen: halitosis

Being a clean teen: greasy hair

Being a clean teen: Perspiration

Why do I get acne?

Brace Yourself. Everything you need to know about orthodontia

Ask groups to review information about their topics and create three-minute press conferences to

publicize an exciting breakthrough in ways to manage their topic. The press conference is to

include ideas for an ad campaign to ―get the word out.‖ Ad campaigns may include a poster that

gives the complete steps and process for managing an aspect of puberty. Encourage students to

be creative. Tell them they may ― invent‖ a product to use, act in the role of ―expert‖ on the

subject, or incorporate an activity, such as new dance steps to use while brushing and flossing, or

―keep-clean‖ rap.

3. Groups present press conference

Tell: allow groups three minutes to present their discoveries and ad campaigns. Ask students to

take notes on the material presented.

Summarize and Debrief Summarize the physiological changes that occur during puberty. How do changes affect hygiene habits?

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How does good hygiene help maintain health?

Assessment Strategy Have each student select one aspect of the need for improved hygiene during puberty and describe the important steps for good hygiene. Content: Students’ work will demonstrate proficiency by showing the ability to identify the need for improving personal hygiene during puberty. Skill: Students’ work demonstrates proficiency by showing the ability to describe behaviors that contribute to good personal hygiene.

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Name: ___Jacqueline Williams Grade Level: __8th Unit / Content Area: Personal and Consumer Health Lesson Title: Selecting and Using Health-care Products Objectives: SWBAT identify criteria for evaluating information about health products and services. SWBAT describe how to determine the validity of information about health products and services. Health Standard Addressed: __3.8.2 Access valid Health information from home, school, and community. _________________________________ Objective 2: SWBAT describe healthy behaviors to promote health of the skin and hair. Health Standard Addressed: ___________________________________ Teaching Steps Overview & Rationale for Today’s Lesson Students learn how to access valid health information and reinforce their learning by investigating several medicinal products to be placed in the ―classroom medicine cabinet‖. Students report how and why they selected a particular product. Necessary Teaching Steps 1: Discuss ways to determine the validity of health information. Tell: discuss basic factors in determining the quality of health information. Ask: can you identify possible resources for product information? Discuss which sources can be relied on to provide valid information. Content Bites:

Product insert

Pharmacist

Physician’s desk reference (PDR)

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Product advertisement (may be an unreliable source). 2. Students research health products Review things to consider when evaluating health information or selecting health care product. Divide the class into five groups. Have each group select a different type of product to investigate for possible inclusion in the classroom ―medicine cabinet.‖ Possible products include:

Products for dealing with acne

Products for whitening teeth or freshening breath

Products to relieve headache

Products to relieve cough

Products to reduce fever 3. Groups report to rest of the class. Call on student groups to place their selected products into the medicine cabinet one at a time. As each group places their product, ask for a report to the class on how the group compared the various products, their findings, the source of information they used and the way they decided which product to recommend. Summarize and Debrief Discuss students’ choices about products to recommend for the medicine cabinet. Ask: How did your group identify the products you compared? How did you evaluate the validity of claims about your product? What sources did you use for your information? Why do you recommend this product to the class and for our medicine cabinet? Assessment Strategy Ask students to select an over-the-counter medication or other health product that can be used to treat a specific health condition. Have them research the product, comparing

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it to other similar products and give reasons for deciding to use or not to use the selected product. Tell students to be sure to list the sources of information they used and explain why these sources offered valid information. Content: Student work demonstrates proficiency by showing the ability to list criteria to consider when evaluating health products and services. Skill: Student work demonstrates proficiency by showing the ability to identify sources or services, provide reasons for needing the sources or services, and evaluate the validity of sources or services.

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Unit Assessment Strategies Lesson 1: Healthy Skin, Hair, and Nails; Self-management Content Assessment: Worksheet on Healthy Skin and Hair

Skill Assessment: Activity: Consider your daily activities in the sun. Compose a list of ways you can protect your skin from the sun for each activity. (Example: playing in a soccer game) Lesson 2: Care of Teeth and Mouth: Self-Management Content Assessment: Teeth Worksheet

Skill Assessment: Tooth Decay worksheet: what are the stages (Adaptations: During the tooth decay worksheets allow students to refer to their book if they are having difficulty figuring out the different stages by memory.) Lesson 3: Eye Care and Ears and Hearing Protection: Self-management Content Assessment: Healthy Eyes and Ears Worksheet

Skill Assessment: Mini-quiz Lesson 4: Safe in the Sun: Decision Making Content Assessment: Mini -quiz

Skill Assessment: students design posters to convince other students to use a form of UV protection. (Adaptations: Provide class time for students to study for 5 minutes prior to taking the quiz and do posters.) Lesson 5: Hygiene and Adolescence: Content Assessment: Have each student select one aspect of the need for improved hygiene during puberty and describe the important steps for good hygiene.

Skill Assessment: Groups create advertising campaigns about puberty. Lesson 6: Selecting and Using Health-Care Products: Accessing Valid Health Information Content/ Skill Assessment: Ask students to select an over-the-counter medication or other health product that can be used to treat a specific health condition. Have them research the product, comparing it to other similar products and give reasons for deciding to use or not to use the selected product.

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Unit Assessment Discussion

This unit implements a variety of assessment strategies to ensure all students have an

opportunity to accurately and effectively demonstrate their knowledge of content and skills. Within

each lesson is a formative assessment event(s) that evaluates both content and skills. These

assessments include worksheets, art projects, pamphlets, decision making, and presentations among

others. These events are designed primarily for content and skill practice but also are used to assess

student learning throughout the unit education. The unit examination serves as a summative

assessment to determine the overall comprehension of mental/emotional health concepts that were

discussed during the unit.

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Unit Summative Assessment

Assessment for Lesson 1:

Healthy Skin and Hair Worksheet

1. Words to

know:__________________________________________________

2. List 1 function of the skin:

3. What is the function of sweat glands? 4. List 2 ways to take care for your skin:

5. What is acne? ____________________________________________________________

6. What is a dermatologist? 7. What do you need to do to have healthy hair?

8. What is dandruff?

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Name: __________________ Teeth Lesson

1. List 7 parts of the tooth: a. ________________________________ b. ________________________________ c. ________________________________ d. ________________________________ e. ________________________________ f. ________________________________ g. ________________________________ 2. What is the function of the teeth? _______________________________________________________ _______________________________________________________ 3. Describe 3 stages of tooth decay: a. _____________________________________________________ b. _____________________________________________________ c. _____________________________________________________ 4. What causes tooth decay? _______________________________________________________ 5. Name 3 ways to prevent tooth decay? a. _____________________________________________________ b. _____________________________________________________ c. _____________________________________________________

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Healthy Eyes and Ears Worksheet

1. What is the difference between farsighted and nearsighted?______________________________________________________ ________________________________________________________________ ________________________________________________________________ ____________________________________________________________ 2. List 7 parts of the eye: ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. How can vision problems be corrected? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. What is a sound wave? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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5. What is the biggest threat to your ears? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 6. What is the most common problem with the ears? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 7. Can loud noises really damage your hearing? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

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Assessment for Lesson 4: Assessment Activity: Have students take out a piece of paper. 2 points: Name 3 ways you can protect yourself from the sun. 3 points: Explain how each way protects them from the sun. Content

Student work demonstrates proficiency by showing the ability to state at least 3 ways to help protect the skin from the sun’s rays.

Skill


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Assessment for Lesson 5: Have each student select one aspect of the need for improved hygiene during puberty and describe the important steps for good hygiene. Content: Students’ work will demonstrate proficiency by showing the ability to identify the need for improving personal hygiene during puberty. Skill: Students’ work demonstrates proficiency by showing the ability to describe behaviors that contribute to good personal hygiene.

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Assessment for Lesson 6: Ask students to select an over-the-counter medication or other health product that can be used to treat a specific health condition. Have them research the product, comparing it to other similar products and give reasons for deciding to use or not to use the selected product. Tell students to be sure to list the sources of information they used and explain why these sources offered valid information. Content: Student work demonstrates proficiency by showing the ability to list criteria to consider when evaluating health products and services. Skill: Student work demonstrates proficiency by showing the ability to identify sources or services, provide reasons for needing the sources or services, and evaluate the validity of sources or services.

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Technology

Computer (PowerPoint Presentation) and projector are technology materials that will be

used to present lessons 1-3.

During lesson 5 the students will be assigned a project in which they will research data on a

certain type of medicine. The information must be neat and organized. Students will learn to use

PowerPoint to present their information. The students will have the opportunity to learn how (if they

don’t already know) to use this tool in the computer lab when they return with their research

information.

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Unit Resources

Teacher:

Bronson MH, Merki D, (2005). Glencoe Health: Teacher Wraparound Edition. New York,

NY: Glencoe McGraw-Hill.

Meeks L, Heit P, Page R, (2006). Comprehensive School Health Education. Columbus, OH:

McGraw-Hill College

Insel PM, Roth WT, (2004). Core Concepts in Health. Columbus, OH: McGraw-Hill College

Student:

Bronson MH, Merki D, (2005). Glencoe Health: Ninth Edition. New York,

Lesson 5 and 6: parts of information comes from: www.healthteacher.com

http://www.healthteacher.com/

jacqueline williams edci 432 unit plan personal and ...€¦ · skill (s) 1 personal care: healthy...

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