COMPREHENSIVE HEALTH EDUCATION
Unit: Personal and Consumer Health
Designer: S. Ucol-Cobaria
Knowledge and Skills / TIME FRAME:TOPIC(S)
· Personal Health Maintenance
· Information, Products and Services
State Curriculum Standards / National Standards
Standard 3.0 Personal and Consumer Health
Students will demonstrate the ability to use consumer knowledge, skills and strategies to develop sound personal health practices involving the use of health care products, services and community resources.
A. Personal Health Maintenance
1. Access and evaluate health enhancing behaviors and reduce health risks to live safer and healthier lives.
A.1.a Evaluate the negative consequences of behaviors, including tattoos, body piercings and sharing health products.
A.1.b Analyze how health behaviors and use of health services are influenced by diversity, such as family traditions, social/cultural customs, religious beliefs, geographic locations ( access to services ) and economic status.
B. Information, Products and Services
1. Access and evaluate health information, products and services in order to become health literate consumers.
B.1.a Describe society’s responsibility for maintaining and improving the quality and availability of health care from health clinics, physicians, Medicaid/Medicare, governmental agencies and community based organization. / NHES ( National Health Education Standards )
3.8.1 Analyze the validity of health information, products and services.
3.8.2 Access valid health information from home, school and community
3.8.5 Locate valid and reliable health products and services.
VOCABULARY
Consumer
Healthcare
Health Insurance
Medicaid
Medicare
Specialist
Primary Care Provider / ENDURING UNDERSTANDINGS
· Healthcare consumer is anyone who pays for a healthcare product or service. Being a wise consumer can help you be healthier. Wise consumers pay for products and services that are right for them.
· There are five influences on healthcare purchasing namely: tradition, peers, packing and placement, salespeople and media advertising.
· Health insurance is a policy that a person buys that covers certain costs in the case of illness or injury. Policies don’t usually cover everything. So knowing what your policy covers is very important.
· Patients have three main responsibilities: to live a healthy lifestyle, get medical care quickly and take medication as directed.
ESSENTIAL QUESTIONS
· What are five sources for learning about healthcare products?
· What are common healthcare needs that may be met by community organizations?
· How can the three patient responsibility can help maintain and improve the quality and availability of healthcare?
· How can you influence healthcare options?
Baltimore City Public Schools: Office of Health and Science: Page 8
COMPREHENSIVE HEALTH EDUCATION
Unit: Personal and Consumer Health
Designer: S. Ucol-Cobaria
Baltimore City Public Schools: Office of Health and Science: Page 8
COMPREHENSIVE HEALTH EDUCATION
Unit: Personal and Consumer Health
Designer: S. Ucol-Cobaria
Key Knowledge and SkillsStudents will know
some negative consequences of behaviors, including tattoos, body piercings and sharing health products. / Students will be able to
Evaluate the negative consequences of behaviors, including tattoos, body piercings and sharing health products by creating a table that lists the pros and cons of each behavior.
Students will know
that there are five factors that influences purchasing of healthcare. / Students will be able to
Analyze how health behaviors and use of health services are influenced by tradition, peers, packing and placement, salespeople and media advertising by doing a radio ad activity.
Students will know
the three main responsibilities of patients/health consumers. / Students will be able to
Describe society’s responsibility for maintaining and improving the quality and availability of healthcare from health clinics, physicians, Medicaid/Medicare, governmental agencies and community based organizations by listing down the three main responsibilities of patients/health consumers and determining how each responsibility can maintain and improve healthcare.
Suggested Learning Plan / LEARNING ACTIVITIES AND STRATEGIES
Objective(s) / Activity / Materials/Resources
Technology
Students would be able to evaluate the negative consequences of behaviors, including tattoos, body piercings and sharing health products by creating a table that lists the pros and cons of each behavior. / Pros and Cons
Students will write down the pros and cons of having a tattoo and body piercings. The activity should aim at the students identifying and evaluating the consequences of behaviors. / Chart Paper
Marker
Analyze how health behaviors and use of health services are influenced by tradition, peers, packing and placement, salespeople and media advertising by doing a radio ad activity. / Radio Ad
Have the students write a radio ad for a health product of their choice. The class will then be asked to identify the factors that can influence consumers to purchase it. / Radio
CD / ·
Describe society’s responsibility for maintaining and improving the quality and availability of healthcare from health clinics, physicians, Medicaid/Medicare, governmental agencies and community based organizations by listing down the three main responsibilities of patients/health consumers and determining how each responsibility can maintain and improve healthcare. / My Responsibilites
Students will write down the three responsibilities of a patient and then determine how each responsibility can maintain and improve healthcare. / Chart Paper
Marker / ·
Baltimore City Public Schools: Office of Health and Science: Page 8
COMPREHENSIVE HEALTH EDUCATION
Unit: Personal and Consumer Health
Designer: S. Ucol-Cobaria
Baltimore City Public Schools: Office of Health and Science: Page 8
Service-Learning ProjectA. Personal Health Maintenance
This project will be assigned to a group consisting of four people in each group. Each group will be assigned a certain day to act as peer educators for lower middle grade students ( 6th and 7th ).
The students will go to the following website below:
1. http://www.jour.unr.edu/outpost/specials/genx.tattoo1.html
2. http://www.essortment.com/aqll/bodypiercingn_rbxe.htm
3. http://www.childrenshospitals.net
After reading and browsing through the website, they will answer the following questions. The questions will help them during their peer education session.
a. What is involved in getting a tattoo and body piercing?
b. What are the benefits of this type of body art?
c. What are the short term health risks?
d. What are the long term health risks?
e. Why do people engage in this activity? What is the attraction?
f. Based on what you’ve learned, will you still consider having a tattoo or body piercing? Give reasons for your answers. And what is you already have it, how will you take care of it to prevent possible health risks?
B. Researching Insurance Plans
Procedure:
The students will be tasked to interview two adults that use either a fee-for-service or managed-care health insurance plan. Students should ask the adults what they like and dislike about their insurance plan.
The students will summarize their findings on a chart paper. They will form two column headings, Like and Dislike. And two row headings, Fee-for-Service and Managed-Care Plan. They will present this to the class of 6th and 7th graders. They will also discuss the advantages and disadvantages of each plan based on their findings.
Assessment(s)
I. Magazine Article
Procedure:
Have the students to write an article for a teen magazine in which they tell students how they can influence their family’s healthcare.
II. Comic Strip
Procedure:
Have students create a comic strip illustrating a person evaluating a healthcare product claim. Students fluent in another language can
write the captions in both English and their other language.
Differentiation / Cross-curricular Connections
Accomodations / Literacy
Health Journal
Write about a time when you used an over-the-counter medicine to treat pain or an illness. How did you feel after taking the medicine?
G.A.T.E / Math
Dosage Schedule
Write the following dosage for a medicine on the board. “ This medicine must be taken five times a day and must be taken at least one hour before eating or two hours after eating.” Have students create a schedule of meal times and times that the medicine should be taken. Ask the students the importance of sticking to the schedule.
Science
Into the Bloodstream
After a drug is taken into the body, the drug enters the blood stream. The blood carries the drug into the different parts of the body. Display a diagram of the human body that shows the internal organs. Have volunteers trace the path of that drugs follow to get to certain body cells.
ESOL
Role-Playing Activity
Give each student a card with a minor medical problem – such as a sprained wrist, toothache or a fever – written on it. Organize the class into groups, and have each student inform their group about the problem on their card without using words. Then after, ask the students the importance of communication to good healthcare? / Social Science
Historic Healthcare
In Colonial America, medical care was rare and doctors were few. Most people received only home remedies as treatment for disease. Hospitals began to appear in 1700s. Many modern healthcare services did not appear until very recently. Have students research the development of hospitals in the United States.
Arts (Performing/Visual)
Poster Project
Have groups of students brainstorm a list of common drugs and a list of substances that are taken into the body that are not drugs. Then, have students create a poster that illustrates how to distinguish between substances that are drugs and those that are not drugs.
Baltimore City Public Schools: Office of Health and Science: Page 8