Content Area: Health and Physical Education

 

Index: 2.1D Grade 12 CPI 1

 

Standard: 2.1 - Wellness

 

Strand: D - Diseases and Health Conditions

 

Cumulative Progress Indicator: 1 - The student will analyze the availability and effectiveness of current and emerging diagnostic and treatment modalities for various diseases and health conditions.

 

Grade: 12

 

Sample Activities:

 

·        LIFE EXPECTANCY - Students research and compare health problems that affect adults such as diabetes, HIV/AIDS, heart disease, cancer, or depression. Students collect information about the incidence of the condition by age, race, ethnic background, and gender; investigate trends in the disease in the last 10 years and 5 years; and make predictions for individuals with the disease. Based on the information, students write a letter of advice for an imaginary friend that has a history of the disease in his/her family.

Variation: Divide the class into small groups, and assign each group a case study similar to the one that follows. Using the data provided in the study and additional information obtained from other resources, groups discuss the implications of the condition for the individual, family members, and any future children.

 

SAMPLE CASE STUDIES
Case Study #1 - Niki has been told she has sickle cell trait. She knows she does not have the disease—she feels fine— but she’s not really sure what this means for her future.

Case Study #2 - Ari has been diagnosed as HIV positive. She can’t figure out where she might have contracted the virus because she only had sex with one man. Ari wants more information on how this disease may affect her pregnancy.

Case Study #3 - Tarqui has been told he has high cholesterol. His dad has high blood pressure, and his grandmother had a stroke. Tarqui is only 18—how could he possible be concerned now—only old people have heart attacks and strokes.

 

·        PROBLEMS WITH THE SYSTEM - Students select a body system and research health problems associated with that system, selecting one condition for further research. Students develop a research portfolio outlining the factors associated with the particular condition (e.g., genetic, nutritional, behavioral, cultural, environmental). Students emphasize how to prevent or reduce one’s susceptibility to the health condition. Students share their findings in a research forum—a roundtable discussion of related health conditions. For example, students choosing the cardiovascular system may conduct research regarding mitral valve prolapse and share their findings with other students investigating cardiovascular disorders. Students selecting the respiratory system might narrow their research to asthma or tuberculosis. Display the portfolios for all students to review.

Variation: Students develop a series of computer graphics or illustrations that trace the origins of a disease and track the changes in the body if the disease progresses untreated.

 

·        CANCER PREVENTION - Students research a particular kind of cancer and develop a cancer prevention pamphlet, commercial, or public service announcement (PSA). For example, students focusing on colon cancer could inform the public about the effects of the dietary guidelines on cancer prevention. Students focusing on breast cancer might develop a question and answer sheet on self breast examination. Students focusing on skin cancer could emphasize the use of sunscreen. Students publish their pamphlet or video-tape the commercial or PSA. Students can also develop announcements for the school TV or radio station to be used during Cancer Awareness Week.

 

      Variation: Students develop a similar campaign for cardiovascular disorders, Lyme disease, or diabetes.

 

·        WHAT'S NEW - Discuss some of the technological and medical advances of this century (e.g., polio vaccine, antibiotics, organ transplants). Students investigate a cutting-edge therapy or device such as artificial blood, the use of cloning and recombinant DNA, artificial heart valves, or new drugs to treat diseases such as cancer or HIV/AIDS. Students prepare a written report on the subject.

Variation: The class develops a time line mural that illustrates specific events that contributed to world health.

Variation: Students research trends in healthcare over the last 50 years, the last 25 years, the last 10 years and the last 5 years. Have health conditions changed? What has happened to hospitals? What about medical training? nursing? How has technology affected jobs? Based on the information compiled, students make predictions about the healthcare industry in the next century.

 

     Variation: Interview two healthcare professionals—one a recent graduate and one who has been practicing for at least 20 years. Ask the individuals the same questions. Compare their responses.

Variation: Videotape interviews with a variety of healthcare professionals. Ask each professional to discuss a significant issue or concern they have about the future of healthcare. Create a video featuring all of the professionals. Students script the introduction to the interviews and additional material
for the video.

 

·        TUNING IN TO SEXUAL HEALTH NEEDS - Divide the class into pairs or small groups. Give each group one or more “Tuning In” cards (write one of the descriptions listed below on each card). Be sure to include an equal number of male and female profiles. Provide each group of students with a blank index card. Each pair/group writes on the blank card the following information about its assigned situation:
-        The sexual health concern or problem the person seems to have
-        How the person might be feeling about the problem
-        Suggestions about where the person could go for help or information
 

     As each group presents its case study, record on newsprint the resources mentioned. Assist students to categorize the resources and services suggested (e.g., prenatal clinic, gynecologist, urologist, family planning clinic, HIV testing site).

 

TUNING IN CARDS
-       Scott just discovered that a former sexual partner shared needles with other people.
-        Maria’s period is almost two weeks late. She’s been having sexual intercourse with Tony for about three months without using any birth control.
-        Andy noticed a blister-like sore on his penis; it hurts a lot.
-        Sarah’s breasts hurt and she feels lumps on the sides of both breasts.
-        Ed sees a yellowish discharge from his penis and feels a burning sensation when he urinates.
-        Sandra just took a home pregnancy test and it is positive. She wants to be sure her baby gets a healthy start.
-        While taking a shower, Michael notices a lump on his scrotum and left testicle.
-        Ann has such heavy periods that she wears two tampons and a pad so she won’t stain her clothes.
-        For some time now Sam has had a small tender spot under his left nipple.
-        When Jennifer had sexual intercourse with her new partner last night, he said he would pull out in time but he didn’t.
-        Tom’s girlfriend just told him she’s three weeks late getting her period, but she thinks it will come any day now.
-        Marisa just did a home pregnancy test that came out positive. She and her partner Jason feel they’re too young to be parents right now and want to consider adoption.
-        Tasha just finished such a heavy menstrual period that she used several super absorbent tampons and has suddenly developed a fever, vomiting, and a sunburn-like rash.
-        Erica’s mother died of breast cancer. Each month she performs a breast self- examination, and this month she thinks she feels a lump in her left breast.

 

·        STD MYSTERY BAG GAME - Prior to class, organize 10 bags, each containing one of the following items. Each item represents an item related to risk reduction and prevention. Items might include:
-       A bar of soap  -  Showering before and after sexual contact
-        A toy needle/syringe -  Avoiding the use of injecting drugs and shared needles
-        Condom - Protecting from disease; preventing pregnancy
-        A can of foam - Using a spermicide
-        A toy telephone - Communicating with one’s partner
-        A light bulb, flashlight, or candle - Inspecting a partner’s genitals before intimate contact
-        A empty beer bottle - Abstaining from alcohol and other drugs
-        A toy stethoscope - Getting a medical checkup
-        A candy kiss or wax lips - Kissing
-        Small hugging bears - Caring

Students circulate the bags, inserting a hand into each bag (no peeking!) to determine what they believe is in each bag. Once each person has had an opportunity to feel each item and record his/her guess, form small groups of equal numbers. Group members must come to consensus about what each item is and list their guesses on the board. Remove each item from its bag and score guesses as follows: two points for each exact answer; one point for a close but not exact answer; and zero points for a wrong answer. Tally points to determine a winner. Using each item as a prompt, pose the fol-lowing
questions:
-        What does each item suggest about preventing a sexually transmitted disease?
-        Which of these methods might be the most important in preventing the spread of HIV infection? least important? Which might be most important for herpes? chlamydia?
-        Of the methods noted in this activity, which one works best to prevent pregnancy?
-        What other items could be included in the bags to help people understand how to prevent STDs, HIV infection, and unintended pregnancy?

 

      Variation: Students develop a list of signs and symptoms of STDs and HIV infection. Organize the list as clues. Students guess the type of infection and describe the kind of treatment available and the best methods of prevention.