Course Profile   Health and Personal Services Technology, Grade 10, Open, Catholic

 

Unit 2:  Health Technologies

Time:  20 hours

 

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

Through investigative activities in the health field, students find meaning, dignity, and fulfillment in work. Students learn to use diagnostic equipment and instrumentation and engage in practical and theoretical projects and exercises through testing blood pressure and practising preliminary First Aid. Students are introduced to Canada’s Food Guide to Healthy Living and the implications associated with healthy life style. Students explore careers in Health Technologies. Students will have the opportunity to research Catholic and/or Canadian contributors to the medical health profession.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  CGE1d; CGE1e; CGE1g; CGE1h; CGE1i; CGE2a; CGE2b; CGE2c; CGE2d; CGE2e; CGE3a; CGE3b; CGE3c; CGE3d; CGE3e; CGE4a; CGE4b; CGE4c; CGE4d; CGE4e; CGE4f; CGE4g; CGE4h; CGE5a; CGE5b; CGE5c; CGE5d; CGE5e; CGE5f; CGE5g; CGE5h; CGE6a; CGE6b; CGE6c; CGE6d; CGE6e; CGE7a; CGE7b; CGE7c; CGE7d; CGE7e; CGE7j.

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations:  TFV.01P, TFV.04P, SPV.01P, SPV.02P, SPV.03P, SPV.04P, ICV.01P, ICV.02P.

Specific Expectations:  TF1.01P, TF1.05P, SP1.02P, SP1.03P, SP1.04P, SP1.05P, IC1.02P, IC1.05P, IC1.06P.

Activities Titles (Time + Sequence)

Activity 1

Healthy Eating for a Healthy You

375 minutes

Activity 2

How is Your Blood Pressure?

150 minutes

Activity 3

First Aid-Are You Ready?

450 minutes

Activity 4

Careers in Health and Services

225 minutes

Prior Knowledge Required

·       Co-operative group skills

·       Ability to use the Internet

·       Knowledge of cell structure and biologic classification (from Grade 9 Science)

·       Interactive teamwork skills

·       Knowledge of safety and sanitation procedures (Unit 1)

Planning Notes

For this unit the teacher:

·       obtains and organizes equipment and instrumentation required for each activity (e.g., stethoscopes and first aid equipment);

·       prepares worksheets and handouts specific to each activity;

·       reads pertinent resource material for background information;

·       reviews School Board policy on computer/Internet use (safety/censorship).

Teaching/Learning Strategies

The teacher employs the following strategies throughout this unit:

·       class discussion;

·       collaborative/co-operative learning;

·       inquiry process;

·       report/presentation;

·       research;

·       Socratic lesson;

·       practical activities.

Assessment and Evaluation

Assessment Strategies

Assessment Tools

Category *

Paper and Pencil Tests (Formative, Diagnostic, and Summative)

·       quizzes and test

·       classroom presentation

·       classroom participation/group work

·       peer-assessment

·       practical work

·       assessment tools

·       rubrics

·       checklist

·       marking schemes

K/U, T/I, C, A

Performance Communication (Formative and Diagnostic)

·       teacher/student-conferencing

K/U, C

Independent Learning (Formative, Diagnostic, and Summative)

·       poster design

·       homework

·       research projects

·       written report/assignments

K/U, T/I, C, A

Teacher Observation

(Formative and Diagnostic)

·       checklist practical work

K/U, T/I, A

*        K/U    – knowledge and understanding

T/I          – thinking and inquiry

C            – communication

A            – application

Resources

Printed Materials

The Body Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s Guide. Ontario Ministry of Health, Canada: Desktop Publishing, 1997.

Canadian Institute for Environmental Law and Policy. The Citizen’s Guide to Biotechnology. Toronto.
ISBN 0-9690534-9-5
 e-mail: CIELAP@web.apc.org

Grace, Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996. ISBN 1-895579-45-7

Health and Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa, 1995.
ISBN 0-662-19648-1

Health Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN 0-662-19649-X

Reed, Gretchen Mayo and Vincent Sheppard. Basic Structures of the Head and Neck. Toronto: W.B. Saunders, 1976. ISBN 0-7216-7516-6

Siebert, Myrtle and Evelyn Kerr. Food For Life. Canada: McGraw-Hill Ryerson Ltd., 1994.
ISBN 0-07-551544-X

St. John’s Ambulance. First on the Scene Manual. Ottawa, Ontario: Priory of Canada, 1998.
Order Code 6504

Torres, Hazel O., Ann Ehrlich, Doni Bird, and Ellen Dietz. Modern Dental Assisting. Toronto: W.B. Saunders, 1995. ISBN 0-7216-5053-8

Tortora, Gerard J., Berdell R. Funke, and Christine L. Case. Microbiology: An Introduction, 5th Ed. Don Mills, Ont.: Benjamin/Cummings Publishing Company, Inc., 1995. ISBN 0-8053-8496-0

Wernig, Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto: Harcourt Canada,
1989. ISBN 0-8016-5390-8

Zucker, Elana. Being A Homemaker/Home Health Aide. New Jersey: Brady Prentice Hall, 1996.
ISBN 0-89303-018-X

Videos

Biotechnology. Washington DC: National Geographic Society, 1995. ISBN 0-7922-2935-5

Med Com Trainex. Nursing Assistant Techniques - Measuring Pulse, Respirations and Blood Pressure. Elora, Ontario: Directional Learning, 1993.

St. John Ambulance. First on the Scene. (set of four videos). Ottawa, Ontario: Priory of Canada, 1994.
Order Code 6550

Web Sites and E-mail:

Contact Canada – ccinfo@ContactCanada.com

Contact Canada – http://ContactCanada.com

Ontario Catholic Council of Bishops – http://www.occb.on.cq

Toronto Biotechnology Initiatives – http://www.torontobiotech.org

 

Activity 1:  Healthy Eating for a Healthy You

Time:  375 minutes

Description

Students learn to classify foods according to Canada’s Food Guide to Healthy Eating (CFGHE), and to analyse sample diets (as well as their own diets) according to the guide. Students acquire knowledge of the four food groups, what constitutes healthy eating, and what factors influence personal food choices. Menu planning enables students to practise choosing healthy foods that meet their nutritional needs. This unit is further enhanced by the recognition that participation in leisure and fitness activities are part of a balanced and healthy lifestyle.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3e - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4d - responds to, manages, and constructively influences change in a discerning manner;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem solving, time, and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning a purpose of work;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation.

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01P - describe the scope of the health care industry;

SPV.03P - find solutions to specified problems;

SPV.04P - demonstrate research and communication skills;

ICV.01P - demonstrate understanding of the environmental and societal issues related to health care and personal services.

Specific Expectations

TF1.01P - describe the role of the health care industry locally, provincially, and nationally;

SP1.02P - demonstrate a range of personal and teamwork techniques in the classroom;

IC1.02P - demonstrate understanding of the implications of advances in biotechnology;

IC1.05P - identify laws and regulations that relate to health issues.

Planning Notes

For this activity the teacher:

·       provides sufficient copies of Canada’s Food Guide to Healthy Eating (Appendix 1.1);

·       arranges access to the school Library/Resource Centre;

·       provides handouts of sample meal plans which include both well-balanced and nutritionally inadequate meals (See Appendix 2.1.2 – Sample Meal Plans Exercise);

·       provides a chart for a three-day meal diary (See Appendix 2.1.3 – Chart for Three Day Meal Diary ) to be completed by students three days prior to beginning the activity;

·       provides a chart for a one-week menu plan (See Appendix 2.1.4 – Chart for One Week Meal Plan);

·       provides chart paper;

·       arranges access to a camcorder, with sufficient blank videotapes, if desired.

The teacher may invite dieticians to the class to discuss special dietary requirements (e.g., those required by diabetics, young children, geriatric and/or convalescent patients) and to discuss career opportunities in this field with the students.

Prior Knowledge Required

·       effective oral, reading, and writing skills

·       ability to use the Internet

·       knowledge of cell structure and biologic classification (from Grade 9 Science)

·       oral and writing skills

·       interactive teamwork skills

·       knowledge of safety and sanitation procedures (Unit 1)

Teaching/Learning Strategies

1.  The class discusses how certain foods are produced through biotechnology (i.e., the use of living cells to manufacture a product, e.g., yogurt, cheese). Working in small groups at the resource centre, students develop lists of foods produced this way and present the lists to the class.

2.  Students are to be reminded to keep the Catholic perspective that is rooted from Catholic tradition based on the creation account of the book of Genesis that everything created is declared by God to be good.

3.  The teacher prepares a Socratic lesson on the importance of food as an energy source for the body and of the importance of carbohydrates, protein, fat, vitamins, minerals, water, and fibre in the diet. Lifestyle and the importance of activity is also reviewed.

4.  The class discusses the advantages and disadvantages of genetically altered foods, such as potatoes and milk. Students research genetically altered foods at the Library/Resource Centre and/or on the Internet. The class is divided in half to debate the advantages and disadvantages of genetically altered foods, including the effect of genetically modified foods on the environment.

5.  Students complete worksheet (see Appendix 2.1.1) using the pamphlet on Canada’s Food Guide to Healthy Eating.

6.  Divide students into small groups to provide them with food items. Students measure (serving of each food measuring equipment) – e.g., Dry measuring cups, liquid measuring cups and weigh scale.

7.  Appendix 2.1.2 – Sample Meal Plans Exercise. Each group receives two sample meal plan handouts. Students use the CFGHE to analyse their sample meal plans. Students categorize each food in the meals into the four food groups, and determine which meals are nutritional and which are nutritionally inadequate. Students amend the nutritionally inadequate meals to make them more nutritious.

8.  Students examine and adjust their own completed three-day meal diary (see Appendix 2.1.3 – Chart for Three-Day Meal Diary) record and discuss the following:

·       Are you enjoying a variety of foods from each food group?

·       How many servings from each food group are you consuming?

·       Which food groups are not evident in the food diary?

·       What foods can be included in your diet to accommodate each food group?

·       What strategies could you use to include foods from each food group?

9.  The class discusses factors that influence food choices (e.g., media, feelings, friends, family, budget, allergies, dietary restrictions, religious requirements, physical restrictions) and records responses on the board or on chart paper.

10. Students are given the One-Week Meal Plan exercise (see Appendix 2.1.4 – Chart for One-Week Meal Plan) as a homework assignment. In this assignment students are required to plan a menu for one-week (including meals and snacks) using CFGHE guidelines and the notes from the class discussion of factors that influence food choices as resources. Students present their menus to the class.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Tools

Category *

List of biotechnologically produced foods

(Diagnostic/Formative)

Teacher/student-conferencing

K/U, T/I

Debate on genetically altered foods

(Formative)

Teacher produces checklist or scoring sheet

K/U, T/I, C, A

Meal Plans

Rubric (Appendix 2.1.5)

K/U, T/I, A

Canada’s Food Guide (Summative)

Test (Appendix 2.1.1)

K/U

*        K/U    – knowledge and understanding

T/I          – thinking and inquiry

C            – communication

A            – application

Accommodations

·       students may be given examples of genetic alterations (e.g., a broccoflower can be produced from broccoli and cauliflower) to discuss;

·       students may complete a pictorial representation of their Three-day Meal Diary and One-week Menu;

·       students may create a mind map from the class discussion of factors that influence food choices;

·       for enrichment, students may create a pamphlet demonstrating an understanding of the importance of healthy eating and ways to make healthy food choices. These pamphlets can be made available to other students;

·       students may be encouraged to job-shadow professionals in the nutrition field.

Resources

The Body Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s Guide. Ontario: Ministry of Health, Canada: Desktop Publishing, 1997.

Grace, Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996. ISBN 1-895579-45-7

Health and Welfare Canada. Canada’s Food Guide to Healthy Eating. Ottawa: 1992.
ISBN 0-662-19648-1, 1999. ISBN1-55221-040-5

Health Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN 0-662-19649-X

Siebert, Myrtle and Evelyn Kerr. Food For Life. Canada: McGraw-Hill Ryerson Ltd., 1994.
ISBN 0-07-5511544-X, 07-551544-X

 

Appendix 2.1.1

Canada’s Food Guide Worksheet

 

1.  The amount of food you need every day from the four food groups and other foods depends on:

 

 

Young children can choose the ___________________________ number of servings, while __________________________________ teenagers can go to the higher number.

 

2.  Canada’s Food Guide to Healthy Eating is based on five guidelines from Health and Welfare Canada. Name the five guidelines.

 

 

3.  Why do we need to eat foods from each of the four food groups?

 

 

4.  Beside the four food groups list the nutrients provided by each group.

 

Grain products

 

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

 

Vegetables and Fruit

 

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

 

Milk Products

 

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

 

Meat and Alternatives

 

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

 

5.  Explain four tips that would reduce the amount of fat in a person’s diet.

Appendix 2.1.1  (Continued)

 

6.  Give six examples of dark green or orange vegetables and orange fruit.

 

 

7.  Explain what other foods mean and give examples of five foods found in this group.

 

 

8.  Name four products that contain caffeine.

 

 

9.  Each serving in the four food groups are a particular size. For each of the following foods list the serving size recommended by the guide for one serving.

 

Milk: ________________________________________________

 

Chicken: _____________________________________________

 

Broccoli: _____________________________________________

 

Corn: ________________________________________________

 

Bagel: ________________________________________________

 

Peanut butter: __________________________________________

 

Salad: ________________________________________________

 

Carrot juice: ___________________________________________

 

Pasta: ________________________________________________

 

Potato: _______________________________________________

 

Apple: _______________________________________________

 

Tuna: ________________________________________________

 

Beans: _______________________________________________

 

Yogurt: _______________________________________________

 

Appendix 2.1.2

Sample Meal Plans Exercise

Using Canada’s Food Guide to Healthy Eating, put each item in the food group to which it belongs. Analyse whether the meal is nutritionally adequate or inadequate. Change any nutritionally inadequate meals to make them more nutritious.

Sample Meal 1

Orange juice, yogurt, banana, toasted brown bread with peanut butter

Sample Meal 2

Whole wheat bun, butter, peas, chicken, milk

Sample Meal 3

Tossed salad with ranch dressing, diet coke, chocolate bar

Sample Meal 4

Fish, rice, green beans, apple juice, chocolate cake

Sample Meal 5

Hamburger, french fries, milkshake

Sample Meal 6

Muffin, coffee

Sample Meal 7

Cold cereal (sugar-free), tea, milk

Sample Meal 8

Vegetable soup, salad, banana, ginger ale

Sample Meal 9

Salad with low calorie dressing, water

Sample Meal 10

Roast beef, mashed potatoes, gravy, glazed carrots, red wine

 

Appendix 2.1.3

Chart for Three-Day Meal Diary

Complete the following three-day meal diary, listing all foods eaten and the number of servings

 

Day 1

Day 2

Day 3

Breakfast

 

 

 

 

AM Snack

 

 

 

 

Lunch

 

 

 

 

PM Snack

 

 

 

 

 

Dinner

 

 

 

 

Evening snack

 

 

 

 

Appendix 2.1.4

Chart for One-Week Meal Plan

Using Canada’s Food Guide To Healthy Eating, plan a one-week menu including meals and snacks.

 

 

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Breakfast

 

 

 

 

 

 

 

 

 

 

 

 

AM Snack

 

 

 

 

 

 

 

 

 

 

 

 

Lunch

 

 

 

 

 

 

 

 

 

 

 

 

PM Snack

 

 

 

 

 

 

 

 

 

 

 

 

Dinner

 

 

 

 

 

 

 

 

 

 

 

 

Evening Snack

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2.1.5

Sample Assessment Rubric for One-Week Meal Plan Exercise

 

Expectations

Level 1

Level 2

Level 3

Level 4

Demonstrate knowledge of CFGHE through balance in menu

SPV.03P

- demonstrates limited knowledge of CFGHE through balance in menu

- demonstrates some knowledge of CFGHE through balance in menu

- demonstrates considerable knowledge of CFGHE through balance in menu

- demonstrates thorough knowledge of CFGHE through balance in menu

Communicate menu information to classmates SPV.04P

SPI.02P

- communicates information to classmates with limited clarity

- communicates information to classmates with moderate clarity

- communicates information to classmates with considerable clarity

- communicates information to classmates with high degree of clarity and confidence

Uses thinking skills to produce an appropriate menu with regard to allergies, dietary restrictions budget, religious requirements, and physical restrictions

SPV.03P

- uses thinking skills with limited effectiveness and includes few requirements

- uses thinking skills with moderate effectiveness and includes some requirements

- uses thinking skills with considerable effectiveness and includes most requirements

- uses thinking skills with high degree of effectiveness, includes all requirements, and makes suggestions for food substitutions

Present balanced and appealing menu

SPV.04P

SPI.02P

- presents menu selection only with assistance

- presents menu selection with minimal justification and some assistance

- presents menu selection with justification

- presents menu selection with complete justification

Complete meals and snacks for all days

SPV.03P

- few meals/ snacks are complete

- some meals/snacks are complete

- all meals/snacks are complete

all meals/snacks are complete with substitutions available

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Activity 2:  How is Your Blood Pressure?

Time:  150 minutes

Description

In this activity the students learn what blood pressure is, the difference between systolic and diastolic blood pressure, and their normal and abnormal values. Students learn about some of the common causes of hypertension (high blood pressure) as well as lifestyle choices people can make to try to prevent or reduce hypertension. Students learn how to efficiently use stethoscopes and blood pressure cuffs to measure blood pressure accurately. Students then assess whether the blood pressure value falls within the normal adult range. Students learn about vital signs, practise how to assess for them, and understand their significance as an overall reflection of an individual’s health status.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1e - speaks the language of life… “Recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.”;

CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1i - integrates faith with life;

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3d - adopts a holistic approach to life by integrating learning from various subject areas and experiences;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, and problem-solving time resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE4h - participates in leisure and fitness activities for a balanced and healthy lifestyle;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning a purpose of work;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation;

CGE6e - ministers to the family, school, parish, and wider community through service;

CGE7b - accepts accountability for one’s own actions;

CGE7d - promotes the sacredness of life;

CGE7j - contributes to the common good.

Strand(s):  Theory and Foundation, Skills and Processes

Overall Expectations

TFV.04P - identify and describe specialized tools and equipment;

SPV.01P - demonstrate understanding of professional practices and principles;

ICV.03P - describe industry standards for the use of materials, tools, and equipment;

Specific Expectations

TF1.05P - demonstrate understanding of the uses of tools and equipment;

SP1.02P - demonstrate a range of personal and teamwork techniques in the classroom;

SP1.05P - communicate effectively with fellow students and/or clients;

IC1.06 - apply personal, health and workplace safety regulations in handling materials, tools, and equipment.

Planning Notes

Materials needed include:

·       eight blood pressure cuffs, eight stethoscopes (Note: these can be purchased through a nursing or medical supply company);

·       alcohol swabs (for cleaning of stethoscope ear pieces);

·       video: Measuring Pulse, Respiration and Blood Pressure (see Resources);

·       textbook: Being A Homemaker/Home Health Aide (see Resources).

The teacher may invite a medical doctor, nurse or paramedic to the class to discuss blood pressure and the importance of accurate reporting in order to accurately diagnose illness. They may also discuss career opportunities in the medical and health science fields.

Prior Knowledge Required

·       co-operative group skills

·       knowledge gained from Grade 9 Science and Grade 9 Health and Physical Education

·       ability to use the Internet

·       knowledge of cell structure and biologic classification (from Grade 9 Science)

·       interactive teamwork skills

·       knowledge of safety and sanitation procedures (Unit 1)

Teaching/Learning Strategies

Lesson 1

1.  The teacher presents the meaning of the term vital signs when assessing pulse, respiration and temperature. Students should be able to explain that vital signs, refers to those bodily functions (such as temperature, pulse, respiration and blood pressure) that reflect the state of health of the body and are easily measurable.

2.  The teacher defines blood pressure and explains that it is expressed as a fraction, with an upper number (called the systolic) and a lower number (called the diastolic), blood pressure readings. The teacher then explains systolic and diastolic pressure, reviews what the heart is doing during each of these, and discusses that the average adult normal range for blood pressure.

3.  Using the texts as a guide, the teacher explains and demonstrates the use of blood pressure equipment by assessing the blood pressure of a student while verbally explaining each step and emphasizing the key points in the corresponding section in the textbook.

4.  Students watch the segment about blood pressure in the video Nursing Assistant Techniques - Measuring Pulse, Respiration and Blood Pressure (see Resources) to the class. Students are instructed to answer a list of questions (see Appendix 2.2.1 – Question Sheet to Accompany Assessing Blood Pressure Video). The teacher leads a discussion about the video and the question sheet.

5.  Students demonstrate to the teacher the procedures for taking another student’s blood pressure. (Note: as a further demonstration a student volunteer may assess the teacher’s blood pressure with the class giving verbal assistance when needed. Students may also return at the end of the school day for further practice, if required.)

6.  Students are then put into groups of three (one nurse, one patient, one record keeper) to practise taking each other’s blood pressure while the teacher circulates around the room, observing and providing assistance, as required. (No student should have his or her blood pressure taken repeatedly. Limit each student to once per hour.)

7.  During the next few classes, students are given sufficient practice time to become proficient at taking blood pressure.

8.  Students are assigned homework involving reading and making notes on measuring blood pressure from an appropriate resource (e.g., a textbook or handout).

Lesson 2

1.  The teacher begins the lesson by briefly reviewing the material that was learned during the last lesson.

2.  The class discusses blood pressure readings that indicate health problems or risks. In this discussion, the teacher:

·       defines hypertension (i.e., high blood pressure which is greater than 140/90) and hypotension (i.e., low blood pressure which is less than 90/60) and give the values for each;

·       discusses some causes of hypertension and hypotension and some of the more common treatments for each, such as lifestyle choices that may help to prevent or reduce hypertension (e.g., quitting smoking, eating a well-balanced diet that is low in cholesterol and salt, regular physical activity, preventing or reducing obesity);

·       discusses why high blood pressure is called the silent killer and the fact that it increases an individual’s chances of developing illnesses like stroke, heart attack, and kidney failure;

·       asks students to consider their own lifestyle habits and determine whether they are at risk of high blood pressure because of their habits;

·       discusses genetic predisposition and how it is another factor that can increase an individual’s risk of developing hypertension.

3.  Students note at least one thing they can do for themselves to reduce their risk of hypertension.

4.  Distribute a procedure sheet for assessing blood pressure (see Appendix 2.2.1 – Testing Sheet for Assessing Blood Pressure) and explain that when they have practised enough, students can score themselves using this sheet. Students have one of their group members evaluate their performance using another copy of the procedure sheet. Remind students of the safety issue. (See Strategy 6 above)

5.  The rest of the class time is spent practising accurate assessment of blood pressure. The teacher encourages students to practise this skill on many different students and to share with each other their various strengths in doing this procedure. Students who have demonstrated that they have mastered this skill can assist others, as required (peer teaching).

6.  Students are required to write a journal entry about their effectiveness in learning this new skill and to list what they can do before next class to increase their success at mastering this skill.

Lesson 3

1.  The teacher briefly reviews the theory from the last two lessons.

2.  The rest of the period is used to practise the skill of assessing blood pressure or in reviewing the video.

3.  When students have mastered the skill of accessing blood pressure and have received high scores on peer- and self-assessments, the teacher evaluates their skill level.

4.  The students complete the peer- and self-assessments of blood pressure assessment. The teacher evaluates those students who have not yet been tested. Students who have been successful at performing blood pressure testing may assist their peers.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Tools

Category *

Key steps in measuring blood pressure

Formative Diagnostic

Teacher-prepared test or quiz

K/U, T/I, A

Peer and self blood pressure evaluation

Testing sheet (Appendix 2.2.2)

K/U, A

Blood pressure video

Question sheet (Appendix 2.2.1)

K/U, T/I

*        K/U    – knowledge and understanding

T/I          – thinking and inquiry

C            – communication

A            – application

Accommodations

·       the video Measuring Pulse, Respiration and Blood Pressure may be made available for students to review at any time;

·       students may be provided with reference notes instead of having to copy information from the blackboard;

·       students may be assigned a partner to help them with some of the procedures;

·       students with effective oral, reading, and writing skills can be assigned to work as peer-tutors;

·       students can create displays to be placed in the school cafeteria that provide information on blood pressure and hypertension. Students can assess staff and students’ blood pressure during this time. Similar displays and blood pressure assessments can take place at local health or science fairs;

·       students can research the present treatments for hypertension on the Internet;

·       students can be encouraged to job-shadow a professional in a hospital or clinic.

Resources

Printed Materials

Wernig, Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto: Harcourt Canada,
1989. ISBN 0-8016-5390-8

Zucker, Elana. Being A Homemaker/Home Health Aide. New Jersey: Brady Prentice Hall, 1996.
ISBN 0-9303-018-X

Video

Med Com Trainex. Nursing Assistant Techniques - Measuring Pulse, Respirations and Blood Pressure. Elora, Ontario: Directional Learning, 1993.

 

Appendix 2.2.1

Question Sheet to Accompany Assessing Blood Pressure Video

(“Nursing Assistant Techniques - Measuring Pulse, Respirations and Blood Pressure”)

 

1.  Describe the correct placement of the cuff when assessing someone’s blood pressure. Be specific, (e.g., What part of the arm should the cuff cover? Over what artery should the compression bag be placed?).

 

 

 

 

2.  Blood pressure cuffs come in different sizes. How can you tell if you are using the right sized cuff?

 

 

 

 

3.  How do you know how high to initially pump up the blood pressure cuff?

 

 

 

4.  What two sounds should you be listening for with the stethoscope?

 

 

 

 

5.  What should you do if you do not hear these two sounds with the stethoscope?

 

 

 

 

 

Appendix 2.2.2

Testing Sheet for Assessing Blood Pressure

 

Name: _____________________________ Date: ___________________________

 

Assessment done by: (please circle one)                  self              peer             teacher

 

If done by peer, peer’s name______________________.

Directions: Beside each of the following put a check mark if student performed this correctly and in the proper order.

(Note: numbers 1-15 are worth 1 mark each.)

____   1.       Wash your hands.

____   2.       Gather appropriate equipment – Organization Chart

____   3.       Explain the procedure to the client and correctly position the client’s arm.

____   4.    Unroll the blood pressure cuff, loosen the bulb valve, and completely deflate the

               compression bag.

____   5.       Place the cuff snugly on the upper arm about 1 inch above elbow, making sure the

compression bag is placed correctly over the brachial artery.

____   6.       Position the manometer so it is easy to read.

____   7.       Turn the valve on the bulb clockwise to close it.

____   8.       Palpate the radial pulse and inflate the cuff slowly until you can no longer feel this pulse.

(Note the reading on the manometer when this occurred.)

____   9.       Turn the valve counter clockwise to open. Be sure all the air has been released from the cuff,

then turn the valve clockwise to close it.

____   10.     Palpate the brachial artery in the inner elbow area and place the diaphragm of the

stethoscope over this artery.

____   11.     Inflate the cuff 30-40 mm higher than the reading that was obtained in procedure 8 (above).

____   12.     Slowly release the valve while listening carefully to note the reading where you hear the first

sound (i.e., the systolic reading).

____   13.     Note the reading as the sound changes (i.e., the diastolic reading).

____   14.     Fully deflate the cuff, remove it from client’s arm and write down blood pressure readings.

(Note: do not leave the client until the appropriate safety measures have been taken, e.g., side rails are up.)

____   15.     Clean the equipment as needed and return it to its proper storage place. Wash your hands.

 

Total out of 15:        ____

(Note: numbers 16 and 17 are worth 5 marks each and are assessed as part of teacher evaluation.)

____   16.     Did student accurately assess the client’s blood pressure?

____   17.     Did student correctly answer the five theory questions relating to this topic?

(Note: one mark for each correct answer for a possible total of five.)

 

Total out of 25:        ____

Activity 3:  First Aid – Are You Ready?

Time:  450 minutes

Description

In this activity students learn to respond to an emergency situation safely and effectively. Students learn about the skills and equipment used in basic first aid. They practise the rules of first aid and learn how to deal with some common injuries, illnesses, and emergencies (e.g., burns, hemorrhages, and poisonings). Students are made aware of proper disposal of used materials and equipment for safety of self and the community. They expand their communication, interpersonal, and problem-solving skills as they practise first aid techniques. The students create their own first aid kits to share with their family. Note: at no time during this activity are students exposed to blood or any other bodily fluids.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will.

CGE1i - integrates faith with life;

CGE1j - recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption;

CGE2a - listen actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d - adopts a holistic approach to life by integrating learning from various subject areas and experiences;

CGE3e - examines evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4d - responds to, manages, and constructively influences change in a discerning manner;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning and purpose of work;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d - finds meaning, dignity, fulfillment and vocation in work, which contributes to the common good;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation;

CGE6e - ministers to the family, school, parish, and wider community through service;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7c - seeks and grants forgiveness;

CGE7d - promotes the sacredness of life;

CGE7e - witness Catholic social teaching by promoting equality, democracy, and solidarity for a peaceful, and compassionate society;

CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g - respects and understands the history, cultural heritage, and pluralism of today’s contemporary society;

CGE7h - exercises the rights and responsibilities of Canadian citizenship;

CGE7i - respects the environment and uses resources wisely;

CGE7j - contributes to the common good.

Strand(s):  Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.04P - identify and describe specialized tools and equipment;

SPV.01P - demonstrate understanding of professional practices and principles;

SPV.02P - demonstrate understanding of the importance of interpersonal and time- management

skills;

SPV.03P - find solutions to specified problems;

SPV.04P - demonstrate research and communication skills;

ICV.02P - identify career opportunities in health care and personal services;

ICV.03P - describe industry standards for the use of materials, tools, and equipment.

Specific Expectations

TF1.05P - demonstrate understanding of the uses of tools and equipment;

SP1.02P - demonstrate a range of personal and teamwork techniques in the classroom;

SP1.03P - apply a variety of problem-solving methods to workplace challenges;

IC1.06 - apply personal health and workplace safety regulations in handling materials, tools, and equipment.

Planning Notes

·       Use lessons on the first aid topics covered in this unit (e.g., hemorrhage, shock, anaphylactic reactions, seizures, poisoning, burns, fainting, vomiting, fractures). Prepare a Socratic lesson on the customs and beliefs of other cultures.

·       The classroom is organized into eight centres. Three or four desks are grouped together for each centre. The centres are numbered from one to eight and are placed in chronological order throughout the classroom, leaving as much space as possible between centres.

·       Each centre deals with a given injury or illness. The teacher prepares a box for each centre containing a flip chart paper listing the key points about the injury or illness and the appropriate first aid steps, as well as any necessary equipment.

·       Ensure that disposable gloves are available and stress the importance of protecting oneself when providing first aid. Safety relating to handling equipment, chemicals, people’s blood and body fluids must be stressed.

·       Paramedics, ambulance attendants or St. John’s Ambulance personnel may be invited into the classroom as resource persons to relate experiences in the field and to discuss career opportunities.

·       Students are required to bring in shoeboxes or plastic containers that are approximately shoe box-sized (labelled) for use in creating their first aid kits.

The teacher provides the following materials for inclusion in the students’ first aid kits:

·       one 5 cm cling bandage;

·       one 7.5 cm cling bandage;

·       five sterile gauze squares;

·       one roll of cellulose tape;

·       one tensor bandage (optional);

·       two pairs of disposable gloves.

The materials listed above can be purchased (or possibly donated) from a medical supply company.

Prior Knowledge Required

·       effective oral, reading, and writing skills

·       co-operative group skills

·       ability to use the Internet

·       knowledge of correct hand-washing techniques and principles. (Unit 1: Safety and Sanitation)

·       knowledge gained from Grade 9/10 Science and Health and Grade 9/10 Physical Education

·       knowledge gained from Unit 1 - Safety and Sanitation

Teaching/Learning Strategies

Lesson 1

1.  The teacher discusses with the students the meaning of the term first aid.

2.  Distribute handout that includes the overall definition of first aid and topics covered in these lessons (hemorrhage, shock, anaphylactic reactions, seizures, poisoning, burns, fainting, vomiting, fractures).

3.  Using First on the Scene Manual or Guide to First Aid and CPR by St. John’s Ambulance (see Resources) the teacher reviews the local Emergency Medical Services (EMS) system, including a discussion about the various emergency personnel and their role in dealing with medical emergencies.

4.  The teacher reinforces that even though each emergency is different, there are rules that apply to any kind of emergency.

5.  Student volunteers read aloud each of these rules from the textbook, followed by discussion on the importance of the rules. Students write down the rules in their notebooks and record what they think the rationale is for each rule.

6.  Lead a discussion differentiating between first aid situations that are emergencies and those that are not. Students are asked to give examples of both situations.

7.  Discussion on the safe disposal of contaminated materials such as dressings and bandages.

8.  Introduces the concept of breathing, bleeding, and breaks and asks the students to explain the importance of prioritizing in first aid, i.e., that life-endangering conditions such as difficulty breathing or heavy bleeding must be treated first.

9.  View the first segment of the video Home Safe (see Resources) and discuss its content.

10. Review contents of a first aid kit and briefly explain the purpose and use of its contents.

11. Several sample first aid kits may be passed around for the students to examine. In the ensuing discussion about first aid kits, the teacher reminds students that it is wise to have a first aid kit at home, at work, in the car, etc. The teacher reinforces the importance of remaining calm throughout the first aid experience.

12. A student demonstrates correct hand washing techniques.

13. Present universal blood and body substance precautions.

14. Practice assessing pulses and finding the location of major arteries.

15. Discuss, internal and external hemorrhages and what to do in each case. If internal hemorrhages are suspected then students are instructed to keep the client warm, flat and quiet and give no food or liquid by mouth until medical help arrives. The teacher demonstrates the following procedures in the case of external bleeding:

·       Wearing disposable gloves, place a sterile dressing over the wound (note: if a sterile dressing is not available, use any clean material such as a sanitary pad or a towel). If gloves are not available then have the victim, if able, apply pressure to the dressing over the hemorrhages site.

·       Apply pressure firmly and consistently directly over the bleeding site.

·       While keeping pressure on the wound, elevate the injury, reducing blood flow at the wound. Continue direct pressure. Place the casualty at rest, as this will further reduce blood flow.

·       Remember to continue an overall survey, looking for other life-threatening injuries.

·       Before bandaging the wound, check the circulation below the injury. It is important that pulses that are distal to the injury site are still palpable.

·       If the injury involves a limb, check if the temperature and colour of the fingers or toes on injured arm or leg are similar to uninjured limb.

16. In groups of three, students practise these first aid assessments and steps for dealing with hemorrhage. Do not include the application of pressure, for reasons of safety.

17. Students complete Appendix 2.3.1 as a homework assignment.

Lesson 2

1.  Student volunteer(s) demonstrate to the class the steps of dealing with hemorrhage. The teacher questions the other students about why each of these steps is being done.

2.  In groups of three, the students move through the eight different first aid centres, acquiring information and learning the first aid treatment steps for each of the topics listed below. Students make brief notes and practice the first aid technique at each centre. The students may refer to their first aid manuals for diagrams and further information on each topic. The students spend approximately 15 minutes at each centre.

3.  The eight centres as well as the type of treatment and information provided at each are:

·       Shock - the signs, symptoms and causes of shock and what first aid methods to practise for treating shock

·       Anaphylactic reaction (e.g., from allergies to bee stings, peanuts, shellfish, etc.) including such biotechnology products such as the Epi-pen (epinephrine injection)

·       Seizures - the types of seizures and first aid actions for seizures

·       Poisoning - the types of poisoning and the various ways to treat poisoning

·       Burns - the types of burns and the steps to follow when a burn occurs

·       Fainting - the more common causes of fainting and what to do when someone faints

·       Vomiting - what to do when someone has been vomiting and the more common reasons for it

·       Fractures - some of the more common types of fractures as well as first aid treatment for broken bones.

4.  Students are given the following homework assignment: Write a paragraph about an experience when you, a friend or family member required first aid treatment. What happened and what treatment was done?

Lesson 3

1.  Students share their homework with their peers.

2.  In groups of three, students record on flip-chart paper the three most important points that they have learned so far in this activity. Each group shares their points with the rest of the class.

3.  Students continue to rotate through the centres in groups. After visiting all the centres, students complete self- and peer-achievement charts.

4.  Each group is given an envelope containing cue cards that describe scenarios in which first aid is required. The students take turns pulling out a card and practising the appropriate first aid treatment on another member of their group. Students can use their notes, manual and other group members as resource, if needed. Once the students have completed all the scenarios they are given the supplies to complete their own first aid kits.

5.  The teacher provides information about full first aid certification courses that are available through the Red Cross or St. John’s Ambulance.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Tools

Category *

Observation of teamwork and communication skills (Diagnostic, Formative)

Rubric 3.2

Daily teacher/student-conferencing

K/U, T/I, C

First aid knowledge and application

First aid test (Appendix 2.3.1)

K/U, T/I, A

Performance assessment

First aid stations practicum

K/U, T/I, C, A

*        K/U    – knowledge and understanding

T/I          – thinking and inquiry

C            – communication

A            – application

Accommodations

·       students can be provided with reference notes instead of having to copy information from the blackboard, flip-charts or manuals;

·       additional opportunities for review and consolidation can be provided to students as required;

·       for enrichment, students can instruct their family members about some of the basics of first aid as well as about the proper use of the materials contained in their first aid kit;

·       for enrichment, students can research various illnesses or injuries that require first aid treatment, as well as any recent medical and biotechnological advances, in their diagnosis and treatment;

·       students are encouraged to job-shadow a paramedic or ambulance attendant.

Resources

Printed Materials

St. John’s Ambulance. First on the Scene Manual. Ottawa, Ontario: Priory of Canada, 1998.
Order Code: 6504

Wernig, Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto: Harcourt Canada,
1989. ISBN 0-8016-5390-8

Videos

St. John Ambulance. First on the Scene. (set of 4 videos). Ottawa, Ontario: Priory of Canada, 1994.
Order Code 6550

Appendix 2.3.1

There are eight different areas of first aid. List all eight areas and the type of treatment you should provide for each area.

 

AREA                                                                              TYPE OF TREATMENT

 

1.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

2.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

3.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

4.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

5.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

6.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

7.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

8.       ____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

____________________________________    _______________________________________

 

Appendix 2.3.2

Sample Rubric of Group Work

 

Expectations

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Initiative and Reliability

CGE 3c

CGE 4c

CGE 4e

CGE-5a

TFV.01P

TFV.04P

SPV.01P

- demonstrates limited confidence and respect of others

 

 - demonstrates limited flexibility and adaptability

 

 - demonstrates limited initiative and leadership

 

- demonstrates limited effectiveness in decision-making and problem-solving

 

- limited time and resource management skills

- demonstrates some confidence and respect of others

 

- demonstrates some flexibility and adaptability

 

- demonstrates some initiative and leadership

 

- demonstrates some effectiveness in decision-making and problem-solving

 

- some time and resource management skills

- demonstrates considerable confidence and respect of others

 

- demonstrates considerable flexibility and adaptability

 

- demonstrates considerable initiative and leadership

 

- demonstrates considerable effectiveness in decision-making and problem-solving

 

- considerable time and resource management skills

- demonstrates great confidence and respect of others

 

- demonstrates great flexibility and adaptability

 

- demonstrates great initiative and Christian leadership

 

- demonstrates thorough effectiveness in decision-making and problem-solving

 

- thorough time and resource management skills

Collaborative Contributor

CGE 4b

CGE 5f

SPV.04P

SP1.02P

SP1.04P

- works with limited effectiveness as an interdependent team member

 

- makes limited meaningful contribution to the group

 

- demonstrates limited respect for the rights, responsibilities, and contributions of self and others

 

- exercises minimal leadership skills in the achievement of individual and group goals

- works with some effectiveness as an interdependent team member

 

- makes some meaningful contribution to the group

 

- demonstrates some respect for the rights, responsibilities, and contributions of self and others

 

- exercises some leadership skills in the achievement of individual and group goals

- works with considerable effectiveness as an interdependent team member

 

- makes considerable meaningful contribution to the group

 

- demonstrates considerable respect for the rights, responsibilities, and contributions of self and others

 

- exercises considerable leadership in the achievement of individual and group goals

- works with great effectiveness as an interdependent team member

 

- makes excellent meaningful contribution to the group

 

- demonstrates appropriate respect for the rights, responsibilities, and contributions of self and others

 

- exercises great leadership in achievement of individual and group goals

Communication

CGE 4f

CGE 5e

SPV.04P

ICV.02P

IC1.04P

- the student is capable of reading, understanding, and communicating ideas to/from others with supervision

- the student is capable of reading, understanding, and communicating ideas to/from others with some supervision

- the student is capable of reading, understanding, and communicating ideas to/from others with some independence

- the student is capable of reading, understanding, and communicating ideas to/from others independently

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Appendix 2.3.3

Sample Assessment Rubric for Presentation

 

Expectations

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Demonstrate knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine.

CGE 2c

TFV.01P

TF1.05P

SP1.01P

IC1.06P

- demonstrates limited knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine

- demonstrates some knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine

- demonstrates considerable knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine

- demonstrates thorough knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine

Investigate a biotechnology product that is important to food and medicine

CGE 7a

SPV.03P

SPV.04P

SP1.03P

- uses thinking skills with limited effectiveness when researching a biotechnology product

- uses thinking skills with moderate effectiveness when researching a biotechnology product

- uses thinking skills with considerable effectiveness when researching a biotechnology product

- uses thinking skills with a high degree of effectiveness when researching a biotechnology product

Communicate information during presentation

CGE 3d

SPV.02P

- communicates information during presentation with limited clarity

- communicates information during presentation with moderate clarity

- communicates information during presentation with considerable clarity

- communicates information during presentation with a high degree of clarity and with confidence

Transfer concepts, skills and procedures related to biotechnology to new contexts

CGE 3f

SP1.04P

ICV.01P

ICI.02P

- transfers concepts, skills and procedures related to biotechnology to new contexts with limited effectiveness

- transfers concepts, skills and procedures related to biotechnology to new contexts with moderate effectiveness

- transfers concepts, skills and procedures related to biotechnology to new contexts with considerable effectiveness

- transfers concepts, skills and procedures related to biotechnology to new contexts a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Activity 4:  Careers in Health and Services

Time:  225 minutes

Description

Students investigate various careers in the heath and personal services industry to gain an understanding of the skills needed, courses required, post secondary schooling available, and job availability. Students write a research paper on the post secondary requirements for careers in the health and personal services industry. Some of this activity takes place outside of classroom time. Students research Canadian and/or Catholic contributions to the field of medicine and health.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1g - understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE2b - reads, understands and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4f - applies effective communication, decision-making, problem solving, time, and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning a purpose of work;

CGE5d - finds meaning, dignity, fulfillment, and vocation in work, which contributes to the common good;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5g - achieves excellence, originality and integrity in one’s own work and supports these qualities in the work of others.

Strand(s):  Theory and Foundation, Skill and Processes, Impact and Consequence

Overall Expectations

TFV.01 - describe the scope of the health care industry;

SPV.01P - demonstrate understanding of professional practices and principles;

SPV.04P - demonstrate research and communication skills;

SPV.05P - demonstrate understanding of community resources;

ICV.01P - demonstrate understanding of the environmental and societal issues related to health care and personal services;

ICV.02 - identify career opportunities in health care and personal services;

ICV.03 - describe industry standards for use of materials, tools and equipment.

Specific Expectations

TF1.01 - describe the role of the health care industry locally, provincially, and nationally;

TF1.02 - describe the role of the personal services industry locally, provincially, and nationally;

SP1.04 - select and use information technology to prepare and present reports;

SP1.06 - describe the personal and health services available in the community;

IC1.03 - identify apprenticeship, certification, and postsecondary entry requirements related to health and personal services careers;

IC1.04 - describe the education and training required to achieve career goals.

Planning Notes

·       Review Choices Into Action pp. 19 and 20

·       Access Career Gateway, Ministry of Education and Training – www.edu.gov.on.ca

·       Contact student services to do a presentation on various health and personal services career requirements, availability, and opportunities. (Appendix 2.4.1 and Appendix 2.4.2)

·       Contact a local trainer for True Colours workshop

·       Collect information on post-secondary training and requirements for the health and personal services industry

·       Book computer lab for Internet research

·       Develop an introductory lesson on Catholic and/or Canadian people who contributed to the Medical/Health Profession. (i.e., Dr. Emily Jennings Stowe; Marguerite D’Youville; Marguerite Bourgeoy; Sr. Jeanne Mance).

Prior Knowledge

·       an understanding and articulation of personal values and aspirations (skills inventory)

·       school computer use policy

·       Internet research skills

·       an understanding of the principles of Catholic social teaching

Teaching/Learning Strategies

1.  Students and teacher brainstorm careers in the Health/Medical and Personal Services Industry.

2.  Students observe presentation on careers in Health Services (done by a member of the students services department if available, or a local community college representative).

3.  Students research questions on the Internet, or ask the career counsellor.

4.  Students create their personal skills inventory.

5.  Students submit an individualized written summary of career requirements in health and personal services technologies (Appendix 2.4.1 and Appendix 2.4.2).

6.  Students research Catholic and/or Canadian contributors/leaders in the medical field.
(Appendix 2.4.3)

Assessment/Evaluation

Assessment Strategies

Assessment Tools

Category *

Individual participation and team building skills (Formative)

Observation

C, A

Skills Inventory (Diagnostic)

Conferencing

T/I

Written Assignment (Summative)

Rubric Appendix 2.4.2

K/U, T/I, C, A

Unit Quiz (Summative)

Quiz

K/U, T/I, C, A

Research Paper (Summative)

Teacher-designed rubric referencing achievement chart

K/U, T/I, C, A

*        K/U    – knowledge and understanding

T/I          – thinking and inquiry

C            – communication

A            – application

Accommodations

·       Review students Individual Education Plan (IEP)

·       Students may work in pairs;

·       Individual appointment may be made with student services teacher for independent research;

·       Focus on the research may be narrowed down to fewer careers;

·       Interview a health care/personal services professional as enrichment.

Resources

Canada Workinfonet www.workinfonet.ca

Career Cruising – OESS Software

Catholic web sights (see Appendix 2.4.3)

Community College Career Centre.

Merritt, Susan E. Her Story: Women from Canada’s Past. Vanwell Publishing. LTD.
ISBN1-55125-000-4

Ministry of Education – Career Gateway

New Catholic Encyclopedia McGraw Hill Book Company. ISBN-0-7876-399-0

The Ontario Curriculum, Grade 9 and 10, Technological Education 1999. Achievement Chart. p. 52

Students services personnel.

University, college, and private school pamphlets.

 

Appendix 2.4.1

Career Identification and Requirement

 

Group Work

 

1.  Students working in groups, list as many health and personal service careers as possible, from the presentation and pamphlets.

 

 

2.  Differentiate between health and personal serviced careers.

 

 

Independent Work

 

3.  Choosing five careers each from health and personal services identified in question one, complete the following:

·       The various methods of acquiring the training and costs to become qualified in that occupation

·       Schools that offer the post-secondary training for that career

·       Cost of attending various schools, including living expenses

 

 

 

4.  Identify as many possible transferable skills in the health and personal services technological careers.

 

Appendix 2.4.2

Written Summary for Career Identification Rubric

 

Expectations

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-89%)

Identify post-secondary requirements for specific careers

 

CGE 4g

IC1.03P

IC1.04P

- can identify a few post-secondary requirements for a career in the health and personal services technologies

- can identify some post-secondary requirements for a career in the health and personal services technologies

- can identify most post-secondary requirements for a career in the health and personal services technologies

- can identify all post-secondary requirements for a career in the health and personal services technologies

Differentiate between career descriptions and positions

 

CGE 5b

IC1.03P

IC1.04P

- can distinguish between a few of the many careers available it the health and personal services technologies

- can distinguish between some of the many careers available it the health and personal services technologies

- can distinguish between most of the many careers available it the health and personal services technologies

- can distinguish between all of the many careers available in the health and personal services technologies

Identify the schooling and costs of post-secondary education

 

CGE 3c

IC1.03P

IC1.04P

- can identify a few of the schooling and cost requirements for careers in the health and personal services technologies

- can identify some of the schooling and cost requirements for careers in the health and personal services

- can identify most of the schooling and cost requirements for careers in the health and personal services

- can identify all of the schooling and cost requirements for careers in the health and personal services

Transferable skills

 

CGE 4f

SPV.04P

- can identify a few transferable skills in health and personal services technologies careers

- can identify some transferable skills in health and personal services technologies careers

- can identify most of the transferable skills in health and personal services technologies careers

- can identify many transferable skills in health and personal services technologies careers

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2.4.3

Religious Sites on the Web

 

Site

Address

The Holy See

http://www.vatican.va

College of Cardinals

http://www.avenue.com/v/recardn.html

Canadian Bishops Conference

http://www.cam.org/~cccb/index.html

Catholic Church in Europe

http://communio.hcbc.hu/

Catholic Diocesan, Parish and Parishioner listings

http://don.io-online/com/~catholic/section1.htm

Episcopal Conference of Chile

http://www.puc.cl/vic/texto/

St. Patrick Basilica - Ottawa

http://www.igsnet/~cyberchure

Religious Orders

 

Order of St. Benedict

http://www.osb.org/gen/monte.html

Monte Casino

http://www.osb.org/gen/monte.html

Sisters of Charity of the Blessed Virgin Mary

http://www.adscape.com/bvm/

The Augustinian Order

http://www.geocities.com/athens/1534/osa.html

Carmelites

http://middletown.ny.frontiercomm.net~ocarmvoc/carmelites.html

Dominicans

http://158.36.79.4/op/

Franciscans

http://listser.american.edu/catholic/franciscan/

Jesuits

http://maple.lemoyne.edu/~bucko/jesuit.html

Holy Cross

http://www.it.stedwards.edu/holcross/holycross.htm

Marionists

http://www.udayton.edu/~campmin/marianist.htm

Pallottines

http://www.dare.uniessen.de/sac/welcome.html

Paulists

http://www.clark.net/pub/paulist/

Salesians

http://www.allencol,edu/salesian/salesian.html

Taize

http://www.almac.couk/taize/taize.html

Daughters of St. Paul

http://bay.netrover.com/~pauline/

Cistersians

http://www.osb.org/osb/cist/

Claretian Missionaries

http://www.http1.brunel.ac.uk:8080/depts/chaplncy/cmfs.htm

Mount Athos

http://www.media.dbnet.ece.ntua.gr/athos/uk/general/top.htm

Hill Monastic Library

http://www.csbsju.edu:80/hmml

Maryknoll

http://www.academic.marist.edu/maryknoll/

Congregation of the Sacred Heart

http://www.sscc.org

Oblates

http://www.puffin.ptialaska.net/~klayj/omi.htm

Organizations

 

Catholic Charismatic Centre

http://www.garg.com/ccc/articles/

Catholic Civil Rights League – Canada

http://www.io.org/~ccrl/

Cursillo Movement

http://www.sound.net/~eering/

Traditional Latin Mass

http://www.netazs.com/~rmk/trid.html

National Federation for Catholic Youth Ministry

http://www.parentsoup.com/cgibin/genobject/bpd0306

Life Teen

http://www.lifeteen.org/

Interfaith Alliance

http://www.intr.net:80/tialliance/index.html

Knights of Columbus

http://www.nd.edu/~knights/supreme/history.html

Worldwide Marriage Encounter

http://www.scrifsu.edu/~sollohub/wwme/wwme.html

People

 

Catholic People on the Net

http://www.cs.cmu.edu/webpeople/spok/catholic/people.html

St. Augustine

http://ccat.sas.upenn.edu/jod/augustin.html

St Francis of Assisi

http://www.powerup.com.au~pwinter/francis.htm

St Joan of Arc

http://www.netsrq.com/~dbois/joanarc.html

Bernadette of Lourdes

http://www.catholic.org/mary/berndtte.html

Patron Saints

http://www.catholic.org/saints/patron.html

Catholic On-line Saints Page

http://www.catholic.org/saints/saints.html

Mother Teresa

http://www.fn.net/~bbrown/sr/mother.html

Catholic Ideas

 

Historical Jesus

http://www.marie.azcom/~mrosen

Guide to Early Church Documents

http://www.icinet.org/pub/resources/christian-history.html

Medieval Sourcebook

http://www.fordham.edu/halsall/sbook.html

 

 

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