Course Profile Health and Personal
Services Technology, Grade 10, Open, Public
Unit 2: Health Technologies
Time: 30 hours
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5
Students engage in activities pertinent to different aspects of the health field. They explore career options and requirements for certification and licensing in health-related professions. Students also learn to use a variety of technological diagnostic equipment and instrumentation, and engage in practical and theoretical projects and exercises. Topics covered in this unit require knowledge and skills from Unit 1: Safety and Sanitation and provides resources for Unit 3: Cosmetology and Aesthetics, Unit 4: Child Care, and Unit 5: Gerontology.
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.
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Activity 1 |
Healthy Eating for a Healthy You |
450 minutes |
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Activity 2 |
How Is Your Blood Pressure? |
225 minutes |
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Activity 3 |
First Aid - Are You Ready? |
300 minutes |
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Activity 4 |
What Makes a Smile? |
450 minutes |
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Activity 5 |
Biotechnology in Health Technologies |
375 minutes |
· Knowledge of the importance of food as an energy source.
· Effective oral, reading and writing skills.
· Co-operative group skills.
· Ability to use the Internet (from Grade 9 Integrated Technology).
· Knowledge of cell structure and biologic classification (from Grade 9 Science).
· Effective oral and writing skills.
· Interactive teamwork skills.
· Understanding of basic physical structure of human body.
· Knowledge of safety and sanitation procedures (from Unit 1).
For this unit the teacher must:
· obtain and organize resource materials appropriate for each activity (e.g., reference texts, videos, and web sites);
· obtain and organize equipment and instrumentation required for each activity (e.g., stethoscopes and first aid equipment);
· prepare worksheets and handouts specific to each activity;
· read pertinent resource material for background information;
· prepare materials required for each activity (e.g., first aid materials);
· review Board policy on computer/Internet use (safety/censorship).
For Activities 2 and 3, the teacher should either be qualified in first aid or involve school or community resource people with these qualifications.
The teacher employs the following strategies throughout this unit:
· teacher-directed class discussion;
· collaborative/co-operative learning;
· inquiry process;
· report/presentation;
· research;
· Socratic lesson;
· practical activities.
· classroom presentation;
· poster design;
· homework;
· classroom participation/group work;
· peer assessment;
· research projects;
· written report/assignments;
· practical work;
· assessment tools;
· quizzes and tests;
· marking schemes;
· rubrics;
· checklist.
The Body Image Coalition of Peel. EveryBODY Is A Somebody: Facilitator’s Guide. Ontario Ministry of Health, Canada: Desktop Publishing, 1997.
Brand, Richard W. and Donald E. Isselhard. Anatomy of Orofacial Structures. Toronto: Mosby, 1994. ISBN 0-8016-7967-2
Canadian Institute for Environmental Law and Policy. The Citizen’s Guide to Biotechnology. Toronto, ISBN 0-9690534-9-5. email: CIELAP@web.apc.org
Grace, Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996. ISBN 1-895579-45-7
Health Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN 0-662-19649-X
Health and Welfare Canada. Canada’s
Food Guide to Healthy Eating. Ottawa, 1995.
ISBN 0-662-19648-1
Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Teachers. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-101-9
Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Students. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-110-8
McTeer, Maureen A. Tough Choices: Living and Dying in the Twenty-First Century. Toronto: Irwin-Law, 1999. ISBN1-55221-040-5
Siebert, Myrtle and Evelyn Kerr. Food
For Life. Canada: McGraw-Hill Ryerson Ltd., 1994.
ISBN 0-07-551544-X
Reed, Gretchen Mayo and Vincent Sheppard. Basic Structures of the Head and Neck. Toronto: W.B. Saunders, 1976. ISBN 0-7216-7516-6
St. John’s Ambulance. First on the Scene Manual. Ottawa: 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, ON: 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
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, ON: Directional Learning, 1993.
St. John Ambulance. First on the Scene. (set of 4 videos). Ottawa, Ontario: Priory of Canada, 1994. Order Code 6550
Contact Canada
ccinfo@ContactCanada.com
Contact Canada
http://ContactCanada.com
Cross-section of a Tooth
http://webmd.lycos.com/encyclopedia_article_DMK_Article_1459766
Toronto Biotechnology Initiatives
http://www.torontobiotech.org
Time: 450 minutes
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) according to the guide. Students acquire knowledge of the four food groups, of what constitutes healthy eating, and of what factors influence their personal food choices. Menu planning enables students to practise choosing healthy foods that meet their nutritional needs.
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;
IC1.05P - identify laws and regulations that relate to health issues;
IC1.02P - demonstrate understanding of the implications of advances in biotechnology.
For this activity the teacher must:
· provide sufficient copies of Canada’s Food Guide to Healthy Eating;
· arrange access to the school library/resource centre;
· provide handouts of sample meal plans which include both well-balanced and nutritionally inadequate meals (see Appendix 1 – Sample Meal Plans Exercise);
· provide a chart of a three-day meal diary (see Appendix 2 – Chart for Three Day Meal) to be completed by students three days prior to beginning the activity;
· provide a chart of a one-week menu plan (see Appendix 3 – Chart for One Week Meal Plan);
· provide chart paper;
· arrange access to a camcorder, with sufficient blank videotapes;
· provide materials or props (as required) to students for use in their advertisement activity.
The teacher may invite dietitians to the class to discuss special dietary requirements (e.g., those required by diabetics, young children, geriatric and convalescent patients) and to discuss career opportunities in this field with the students.
Knowledge gained through Grade 9 Science and Grade 9 Integrated Technology (recommended).
1. The teacher reviews 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.
2. The teacher leads a discussion of 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 library/resource centre, students develop lists of foods produced this way and present the lists to the class.
3. The teacher leads a discussion of the advantages and disadvantages of genetically altered foods, such as potatoes and milk. Students research genetically altered foods at the resource centre and on the Internet. The class is divided in half and debates the advantages and disadvantages of genetically altered foods, including the effect of genetically modified foods on the environment.
4. Students are divided into groups (three or four students per group) to complete the sample meals handout (see Appendix 1 – 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.
5. Students examine and adjust their own completed three day meal diary (see Appendix 2 – 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?
· On which food groups are you falling short?
· 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?
6. The teacher leads a class discussion of factors that influence food choices (e.g., media, feelings, friends, family, budget, allergies, dietary restrictions, religious requirements, physical restrictions). Responses are recorded on the board or on chart paper.
7. Students are given the One-Week Meal Plan exercise (see Appendix C – Chart for One-Week Meal Plan at the end of this activity) 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.
8. Students are divided into groups (four or five students per group) to create a videotaped advertisement on the importance of healthy eating and techniques to encourage healthy food choices.
Using a formative assessment approach, the teacher assesses:
· students’ lists of biotechnologically produced foods through teacher-student conferencing;
· students’ debate preparation and presentation using a checklist approach to ensure all aspects of the debate have been covered;
· completion and accuracy of the three-day meal diaries through student-teacher conferencing.
The teacher also includes a summative assessment of the One-Week Meal Plan exercise through student-teacher conferencing.
To evaluate the sample meal exercise, groups exchange their Sample Meal reports for peer assessment. Students may use a rubric (see Appendix 4 – Sample Assessment Rubric for One-Week Meal Plan Exercise) as an assessment guide.
The teacher may provide the following accommodations:
· students may be given an example of genetic alteration (e.g., a broccoflower can be produced from broccoli and cauliflower);
· 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.
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 Canada. Using the Food Guide. Ottawa: Ministry of Health, 1997. ISBN 0-662-19649-X
Health and Welfare Canada. Canada’s
Food Guide to Healthy Eating. Ottawa, 1992.
ISBN 0-662-19648-1
McTeer, Maureen A. Tough Choices: Living and Dying in the Twenty-First Century. Toronto: Irwin-Law, 1999. ISBN1-55221-040-5
Siebert, Myrtle and Evelyn Kerr. Food
for Life. Canada: McGraw-Hill Ryerson Ltd., 1994.
ISBN 0-07-551544-X
Using Canada’s Food Guide to Healthy Eating, put each food into 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
Complete the following three-day meal diary, listing all foods eaten and the number of servings.
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Day 1 |
Day 2 |
Day 3 |
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Breakfast |
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AM Snack |
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Lunch |
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PM Snack |
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Dinner |
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Evening Snack |
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Using Canada’s Food Guide To Healthy Eating, plan a one-week menu including meals and snacks.
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Day 1 |
Day 2 |
Day 3 |
Day 4 |
Day 5 |
Day 6 |
Day 7 |
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Breakfast
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AM Snack |
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Lunch |
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PM Snack |
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Dinner |
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Evening Snack |
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Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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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 |
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Communicate menu information to classmates SPV.O4P 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 |
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Use 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 all requirements |
- uses thinking skills with high degree of effectiveness, includes all requirements, and makes suggestions for food substitutions |
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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 |
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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.
Time: 225 minutes
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. This activity is one in a series
of activities in which 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): 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.
The teacher should advise students to check their blood pressure only twice during a class period.
Materials needed include:
· eight blood pressure cuffs, eight stethoscopes (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 at the end of this activity);
· textbook: Being a Homemaker/Home Health Aide (see Resources at the end of this activity).
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 correctly diagnose illness. They may also discuss career opportunities in the medical and health science fields.
· Effective oral, reading and writing skills.
· Co-operative group skills.
· Knowledge gained from Grade 9 Science and Grade 9 Health and Physical Education.
Lesson 1
1. The teacher reviews the meaning of the term “vital signs” from previous activities on 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, and discusses that the average adult normal rate for blood pressure (i.e., less than 140/90).
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. The teacher plays 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 5 – 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. The students are then put into groups of three to practise taking each other’s blood pressure while the teacher circulates around the room, observing and providing assistance, as required.
7. During the next few classes, students are given sufficient practice time to become proficient at taking blood pressure.
8. Students are assigned homework students 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 teacher leads a discussion about 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 gives 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 such as 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. The teacher distributes a procedure sheet for assessing blood pressure (see Appendix 6 – Testing Sheet for Assessing Blood Pressure) and explains 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.
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 reflective 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 points 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 assessing blood pressure and have received high scores on peer- and self-assessments, the teacher evaluates their skill level.
Lesson 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.
The teacher evaluates student learning through the following:
· written tests and quizzes (i.e., the students write in order the key steps of assessing blood pressure);
· students’ reflective journal entries;
· peer- and self-assessment sheet (i.e., Appendix 6 – Testing Sheet for Assessing Blood Pressure);
· teacher-assessment using the testing sheet described in Appendix 6 – Testing Sheet for Assessing Blood Pressure.
The teacher may provide the following accommodations for exceptional students:
· the video Nursing Assistant Techniques: 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 board;
· students who are physically challenged 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;
· for enrichment, 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;
· for enrichment, students can research the present treatments for hypertension on the Internet;
· students can be encouraged to job shadow professional in a hospital or clinic.
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, ON: Directional Learning, 1993.
(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 not hear these two sounds with the stethoscope?
Name _____________________________ Date ___________________________
Assessment done by (please circle one): self peer teacher
If done by peer, peer’s name______________________.
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.)
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Wash your hands. |
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____ 2. |
Gather appropriate equipment. |
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____ 3. |
Explain the procedure to the client and correctly position the client’s arm. |
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____ 4. |
Unroll the blood pressure cuff, loosen the bulb valve, and completely deflate the compression bag. |
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____ 5. |
Place the cuff snugly on the upper arm about 2.5 cm above elbow, making sure the compression bag is placed correctly over the brachial artery. |
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____ 6. |
Position the manometer so it is easy to read. |
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____ 7. |
Turn the valve on the bulb clockwise to close it. |
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____ 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. |
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____ 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. |
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____10. |
Palpate the brachial artery in the inner elbow area and place the diaphragm of the stethoscope over this artery. |
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____11. |
Inflate the cuff 30-40 mm higher than the reading that was obtained in procedure 8 (above). |
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____12. |
Slowly release the valve while listening carefully to note the reading where you hear the first sound (i.e., the systolic reading). |
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____13. |
Note the reading as the sound changes (i.e. the diastolic reading). |
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____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 (i.e., side rails are up). |
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____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.)
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____16. |
Did student accurately assess the client’s blood pressure? |
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____17. |
Did student correctly answer the five
theory questions relating to this topic? |
Total out of 25: ____
Time: 300 minutes
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, poisonings). 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): 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.
· The teacher must provide a handout that includes the overall definition of first aid and topics covered in these lessons (e.g., hemorrhage, shock, anaphylactic reactions, seizures, poisoning, burns, fainting, vomiting, fractures).
· 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 is 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 and listing the key points about the injury or illness and the appropriate first aid steps, as well as any necessary equipment.
· The teacher must ensure that disposable gloves are available and must stress the importance of protecting oneself when providing first aid. Safety relating to handling equipment, chemicals, and 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 bring in shoe boxes 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.
· Effective oral, reading, and writing skills.
· Co-operative group skills.
· Ability to use the Internet.
· Knowledge of correct hand washing techniques and principles.
· Knowledge gained from Grade 9/10 Science and Health and Grade 9/10 Physical Education.
· Knowledge gained from Unit 1 of this course (Safety and Sanitation).
Lesson 1
1. The teacher discusses with the students the meaning of the term “first aid.”
2. The teacher distributes 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, Vital Link, or Basic Life Support 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. The teacher leads 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. The teacher discusses the safe disposal of contaminated materials such as dressings and bandages.
8. The teacher 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. The teacher shows the first segment of the video Home Safe (see Resources) and discusses its content.
10. The teacher opens a first aid kit and briefly explains the purpose and use of each item it contains. 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.
11. A student demonstrates correct hand washing techniques.
12. The teacher reviews universal blood and body substance precautions (e.g., wearing gloves or having the victim apply direct pressure to prevent the first aid personnel from coming in contact with the victim’s body fluids).
13. The teacher reviews assessing pulses and the location of major arteries.
14. The teacher discusses internal and external hemorrhage and what to do in each case. If internal hemorrhage is 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 to do 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 hemorrhage 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.
15. In groups of three, students record in their notebooks the six steps to be followed if treating a person for external bleeding and are able to describe the steps to other students or the teacher.
16. Students list the main first aid rules as well as their rationale for 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 epinephrine injection;
· Seizures - the types of seizures and fist aid actions to do 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 to 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.
The teacher assesses student learning through the following:
· assessing the completion and accuracy of homework assignments;
· reviewing the activities at the first aid stations;
· assessing teamwork and communication skills during activities;
· written test (see Appendix 7 – First Aid Test).
The teacher may provide the following accommodations for exceptional students:
· 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 on the Internet 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 with a paramedic or ambulance attendant.
Printed Materials
Basic Life Support. First Aid Training Manual (available through Canadian Red Cross).
ISBN 0-8151-1732-9
St. John’s Ambulance. First on the Scene Manual. Ottawa, ON: Priory of Canada, 1998. Order Code 6504
Vital Link. CPR Training Manual (available through Canadian Red Cross).
Wernig, Julie and Sheila A. Sorrentino. The Homemaker/Home Health Aide. Toronto: Harcourt Canada, 1989. ISBN 0-8016-5390-8
Videos
Home Safe. StayCom Productions (available through Canadian Red Cross).
St. John Ambulance. First on the Scene.
(set of 4 videos). Ottawa, ON: Priory of Canada, 1994.
Order Code 6550
There are eight different areas of first aid. List all eight areas and the type of treatment you should provide for each area.
1.
2.
3.
4.
5.
6.
7.
8.
Choose three of the eight areas you have listed and prioritize the steps you need to take if you are the
first person to arrive at the emergency.
1.
2.
3.
Time: 450 minutes
Description
Students identify the external anatomical features of the face, using principals of oral-facial anatomy. Basic extraoral landmarks are explored in order to familiarize the student with the anatomical terminology, location, and function of the structures of the face, using the example of a smile. This analysis is achieved through the examination of a picture of a smiling face, available in print materials such as magazines or through personal photographs.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.O4P - identify and describe specialized tools and equipment;
SPV.01P - demonstrate understanding of professional practices and principles;
SPV.04P - demonstrate research and communication skills.
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 clients and patients.
· Understanding of the basic physical structure of human body.
For this activity the teacher must:
· create an overhead of the vocabulary used in this activity;
· create an overhead of a smiling face with labels of anatomy;
· provide students with a worksheet of the extraoral features (see Appendix 8 – Student Worksheet for Facial Features);
· provide students with a self-test (see Appendix 9 – Self-test of Facial Features);
· provide a list of definitions of extraoral features (see Appendix 10 – Extraoral Features);
· provide full-page photographs of smiling faces (such as those available in current popular magazines);
· instruct students to bring hand mirrors for use during this lesson;
· provide small hand mirrors to those students who are do not have their own mirrors.
The teacher may invite a dentist, dental assistant, or dental hygienist to the class to discuss how the dental team functions, as well as career opportunities in dentistry.
1. For safety considerations, each student is required to wash hands thoroughly for 30 seconds using warm water and soap prior to any activity which requires placement of fingers near eyes or mouth to examine features. Students are not to place their fingers on each other’s faces.
2. Each student selects and removes a picture of a smiling face from a magazine.
3. Students brainstorm for the names of all facial features. The teacher records the answers on the board.
4. In groups of two or three, students use hand mirrors to examine their own faces as each anatomical term is revealed and discussed. Students observe their own features and the features of other members in their group using the instructions on the Extraoral Features handout (see Appendix 10 – Extraoral Features).
5. Students label their magazine pictures of smiling faces using anatomical terms.
6. The teacher displays the overhead of the labeled smiling face and students review and modify their own pictures for accuracy and completion.
7. Students work individually to complete the self-test (see Appendix 9 – Self-test of Facial Features).
8. In groups of two or three, students quiz each other on proper term usage, pronunciation, and location of features.
9. Students form a circle. The teacher asks each student in turn to identify the location of a particular anatomical feature. A time limit is given for each answer (such as three seconds). As the terms are mastered, the time limit is shortened. If desired, students may provide the proper anatomical names of the teacher’s facial features.
The teacher evaluates the students’ learning by assessing the following:
· the students’ ability to name their facial features and discuss commonly used terms;
· the students’ ability to name their own physical features using hand mirrors;
· students’ performance on the Self-test (see Appendix 9 – Self-Test of Facial Features);
· students’ performance on written tests and quizzes.
The teacher may provide the following accommodations for exceptional students:
· students may work with partners to identify facial features and learn anatomical terms;
· students may review the self-test by sharing results in small groups;
· students who have difficulty holding the mirror may be provided with a mirror stand or may work with a partner who will hold the mirror and assist with the demonstration;
· for enrichment, students may draw pictures of themselves instead of using magazine pictures.
Brand, Richard W. and Donald E.
Isselhard. Anatomy of Orofacial Structures. Toronto: Mosby, 1994.
ISBN 0-8016-7967-2
Reed, Gretchen Mayo and Vincent Sheppard. Basic Structures of the Head and Neck. Toronto: W.B. Saunders, 1976. ISBN 0-7216-7516-6
Torres, Hazel O., Ann Ehrlich, Doni Bird, and Ellen Dietz. Modern Dental Assisting. Toronto: W.B. Saunders, 1995. ISBN 0-7216-5053-8
1. Define the term extraoral.
2. Locate, identify, and state the function of the following extraoral landmarks:
Eye
· inner canthus
· outer canthus
Lips
· commissure
· vermillion border
· vermillion zone
· philtrum
· nasolabial groove
Nose
· nostril
· bridge
· ala
Cheekbone
Temple
Chin
· mental protruberance
· labiomental groove
Ear
· tragus
Draw a smiling face and label the facial features using the terms below:
|
· tragus |
· nostril |
|
· ala |
· mental protuberance |
|
· nasolabial |
· groove |
|
· bridge |
· temple |
|
· inner canthus |
· outer canthus |
|
· commissure |
· vermillion border |
|
· labia |
· vermillion zone |
|
· philtrum |
· labiomental groove |
Complete the following questions:
1. Extraoral features refer to ______.
a) landmarks of the face as well as those within the mouth
b) landmarks of the face and surrounding area
c) the lips and teeth
d) landmarks within the oral cavity
2. Which of the following is not an extraoral landmark?
|
a) ala |
b) tongue |
|
c) labia |
d) philtrum |
3. The tragus refers to _________.
a) a cartilaginous flap on either side of the nostril
b) a rounded protuberance on either side of the nostril
c) a cartilaginous projection in front of the opening to the ear
d) the inner corner of the eye
4. The labiomental groove is located ______.
|
a) under the lower lip |
b) between the nose and the lips |
|
c) on the outer corner of the eye |
d) between our nose and forehead |
5. The edge of our lips is called the __________________________.
6. We breathe through our nostrils, which are also called _____________________.
7. The _________________ is the vertical groove in the midline of the upper lip to the nose.
8. Define:
(a) outer canthus
(b) vermillion zone
(c) mental protuberance
Extraoral landmarks refer to those structures that are outside the mouth but still within the head
area. They are found on the face or within the area of the face.
Eye (smile and wrinkle the eyes to draw attention to the canthus)
· Look for colour, clarity of eyes.
· The inner corner of the eye (nearest the nose) is called the inner canthus.
· The outer corner of the eye (nearest the ear) is called the outer canthus.
Lips (smile different ways, from a slight smile to a broad grin)
· Commonly called the labia.
· Entrance to the oral cavity (mouth).
· Individual lip colour will vary according to the amount of pigmentation.
· Lips appear redder in younger persons.
· The corner of the mouth is called the commissure. (Try to purse your lips and draw the commisures in.)
· The edge where the lips meet the skin is called the vermillion border.
· The rest of the lip (i.e., the inner zone) is called the vermillion zone.
· The philtrum is the vertical groove or small depression running from the midline of the upper lip to the base of the nose. (Try to flatten it with a smile.)
· The nasolabial groove is the groove or depression that runs diagonally on each side of the nostril to the commissure. It is more visible on older or smiling faces.
Nose
· The nostril is the aperture (opening) of the nose and is used for smelling and breathing.
· The ala is the flap of cartilage on the outer side of the nostril attached to muscles. (Tighten them to
· make them flare open and then relax them.)
· The bridge is the uppermost area joining the nose to the forehead. (This is where glasses sit.) The bridge crinkles in a very happy face.
Cheekbone
· The rounded protuberance on either side of the face which puffs out on a smiling face.
Temple
· The area on the side of the head, beside the eyes.
Chin
· Also known as the mental protuberance.
· The anterior prominence of the lower jaw.
· The labiomental groove is the depression separating the lower lip from the mental protuberance. (Pout to make a deeper groove, then flatten in smile.)
Ear
· The tragus is a cartilaginous projection in front of the external opening of ear. If you push it flat against your head, it will shut sound out.
Students identify the internal anatomical features of the mouth using principals of oral-facial anatomy. They are introduced to the location, composition, and function of the teeth. Students who may be interested in pursuing education in the Health Care field require knowledge of basic and descriptive terminology to establish a basis for related information and skills.
Understanding of basic physical structure of human mouth.
For this activity the teacher must:
· create an overhead and handouts of the terminology used in the activity (see Appendix 11 – Dental Terminology);
· create an overhead and handouts of dentition pattern;
· create an overhead and handouts of cross-section of a tooth with labels;
· provide small hand mirrors to those students who do not have their own mirrors;
· provide students with a self-test (see Appendix 13 – Self-Test of Dental Features);
· provide students with a worksheet of the internal smile (see Appendix 12 – Student Worksheet on the Internal Smile);
· instruct students to bring hand mirrors and coloured pencils for use during this lesson;
· provide small hand mirrors and coloured pencils to those students who are do not have their own mirrors;
· provide scissors for cutting paper.
1. For safety considerations, students are required to wash their hands thoroughly for 30 seconds using warm water and soap prior to any activity which requires the placement of fingers in mouths. Students are instructed not to place their fingers in other people’s mouths in order to prevent infection.
2. Students brainstorm for the names of the structures of a tooth. The teacher records their answers on the board or labels an overhead picture of a tooth.
3. Students are given vocabulary lists to familiarize them with the spelling of dental terms (see Appendix 11 – Dental).
4. The teacher discusses the names, locations, and functions of various tooth structures and re-labels the overhead diagram of a tooth with the proper terminology.
5. Students record definitions of terms on their lists (see Appendix 12 – Student Worksheet on the Internal Smile).
6. Students complete the Self-test (see Appendix 13 – Self-Test of Dental Features) using hand mirrors to examine their own dentition.
7. Students are divided into groups (four or five students per group) to compare and discuss their answers.
8. Students are divided into smaller groups of two or three to quiz each other on proper term usage, pronunciation, and location of features.
9. Students may use coloured pencils to complete diagram of tooth. Using scissors, they cut the diagram of the tooth according to the layers of the tooth.
10. In small groups of four or five the students put the tooth back together again, like pieces of a puzzle, quizzing each other on name and function of the features.
The teacher evaluates the students’ learning by assessing the following:
· students’ awareness of teeth and dental terminology;
· students’ performance on the Self-Test (see Appendix 13 – Self-Test of Dental Features);
· students’ performance on a written tests and quizzes (see Appendix 14 – Test of Dental Technology).
The teacher may provide the following accommodations for exceptional students:
· students may work with partners to identify tooth structures, learn anatomical terms, and complete the Student Worksheet (see Appendix 12 – Student Worksheet on the Internal Smile):
· students may review the Self-Test (see Appendix 13 – Self-Test of Dental Features) by sharing results in small groups;
· students may use a hand mirror to allow visual exploration of their own mouth;
· students who have difficulty holding the mirror may be provided with a mirror stand or may work with a partner who will hold the mirror and assist with the demonstration;
· the teacher may prepare the tooth diagram.
Brand, Richard W. and Donald E. Isselhard. Anatomy of Orofacial Structures. Toronto: Mosby, 1994. ISBN 0-8016-7967-2
Reed, Gretchen Mayo and Vincent Sheppard. Basic Structures of the Head and Neck. Toronto: W.B. Saunders, 1976. ISBN 0-7216-7516-6
Torres, Hazel O., Ann Ehrlich, Doni Bird, and Ellen Dietz. Modern Dental Assisting. Toronto: W.B. Saunders, 1995. ISBN 0-7216-5053-8
Anterior and Posterior Teeth:
· Anterior teeth are those that are behind your lips, including the six front teeth on the top and bottom.
· Posterior teeth are those behind your cheeks, including five on each side, upper and lower.
· Anterior means front, posterior means back or behind.
· Which teeth do the students show when they smile? How many can you count?
Dentition:
· Dentition is the natural teeth in your mouth.
· Primary dentition is the first set of teeth you have from your infancy until the time that they start to fall out (when you are six years of age). Generally, you have lost all your primary teeth by the time you are 12 years old. Primary teeth are also known as baby teeth or milk teeth.
· There are 20 primary teeth, including six anterior and four posterior in the upper (maxillary) and the in the lower (the jaw or the mandible).
· Permanent dentition are your adult teeth. They start to grow (erupt) at age six. The last to erupt are the third molars or the wisdom teeth. These erupt when you are 17-21 years of age.
· Permanent dentition is your last set of teeth so it is best to keep them healthy by brushing and flossing. Once they become unhealthy they sometimes fall out, and then you have to have false teeth!
· Mixed dentition is when you have a mixture of primary and permanent teeth in your mouth.
· Mixed dentition starts when the first permanent tooth comes in at age six and continues until the last primary tooth falls out. Some of you may still have baby teeth.
Types of Teeth:
· Incisors are the four front teeth on the top and the four front teeth on the bottom. They are relatively sharp and thin-edged. Their shape helps the biting function by shearing food like a pair of scissors.
· Canines (cuspids) are the other anterior teeth. There are four canine teeth in the mouth. The sharp tips on the canine teeth allow for efficient grasping and tearing. The canines are the strongest teeth in the mouth because of their long, strong roots.
· Premolars (bicuspids) are like the canines in that they have sharp points, however they are flatter (like the molars behind them). The flat surface makes them efficient for chewing. Primary dentition does not have premolars.
· Molars are the square, flat teeth in the back of the mouth. They are especially efficient at grinding food, especially hard-to-chew foods, like steak. There are three on each side, top and bottom.
Parts of the Tooth:
· Enamel is the hardest substance in the body, harder than bone. It is the outer layer of the tooth.
· Dentin is the next layer and is softer than enamel but harder than the pulp.
· Cementum is the hard substance that covers the root of the tooth. It does not show in the mouth because the gum covers it.
· Pulp is the heart of the tooth, filled with nerves and blood vessels. When you get a toothache, often it is the pulp that is inflamed.
· The root sits in the tooth socket and provides support for the tooth.
· Apex is the tip of the root. There is a tiny hole at the apex that allows nerves and blood vessels to enter the tooth.
Gums:
· Gums or gingiva is the tissue that surrounds the tooth. Under normal circumstances it should not bleed when you brush your teeth. However, if it is not cared for properly it may become inflamed.
1. Describe and define the following terms:
· front teeth
· back teeth
2. Identify the types of teeth in your mouth (dentition):
· permanent dentition
· primary dentition
· mixed dentition
3. Identify the types of human teeth and state their function:
· incisors
· premolars (bicuspids)
· canines (cuspids)
· molars
4. Describe the tooth tissues and their locations and functions:
· enamel
· cementum
· root
· dentin
· pulp
· apex
5. Describe the tissue around the tooth:
· gums (gingiva)
Using the diagram of the dentition pattern in Anatomy of Orofacial Structures (see Resources), complete the following:
When you visit the dentist and you are asked to open your mouth, he or she will examine your teeth. Identify:
1. the lower anterior teeth by colouring them using a red pencil;
2. the upper anterior teeth by colouring them using a blue pencil;
3. the upper posterior teeth by colouring them using a green pencil;
4. the lower posterior teeth by colouring using a yellow pencil.
When the dentist examines your mouth, the dentist will see:
1. The total number of permanent teeth you may have is ____________ teeth;
2. The total number of primary teeth you may have is ____________ teeth;
3. How many on the upper jaw (maxillary teeth) ? ______________
4. How many on the lower jaw (mandible) ? ______________
5. How many teeth in total do you have? ______________
Using the diagram, put an X through the any teeth you are missing.
Colour the cross-section of a tooth. Use a different colour for each structure. Cut out each
structure carefully, and with your group, quiz each other on each item, and put it back in the
correct location. (see Resources).
1. Describe and define the following:
· dentition
· incisors
· canines
· molars
· gingiva
2. Draw and label the following:
· the lower anterior teeth
· the upper anterior teeth
· the upper posterior teeth
· the lower posterior teeth
3. List the different layers of a tooth and explain the role of each layer.
Time: 375 minutes
Students identify the variety and function of biotechnological products in the food industry and in health technologies. Students learn about the use of micro-organisms in the production of biotechnological products (e.g., yogurt, other dairy products, antibiotics, vaccines and diagnostic tests, and products produced by genetic engineering). Students also investigate the wide variety of products, processes and industries based on biotechnology in such fields as medicine, food, and the environment.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.O1P- describe the scope of the health care industry;
TFV.04P - identify and describe specialized tools and equipment;
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.01P - demonstrate understanding of the environmental and societal issues related to health care and personal services;
ICV.02P - identify career opportunities in health care and personal services.
Specific Expectations
TF1.01P - describe the role of the health care industry locally, provincially, and nationally;
TF1.05P - demonstrate understanding of the uses of tools and equipment;
SP1.01P - identify legal and ethical standards of health care and personal services;
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;
SP1.04P - select and use information technology to prepare and present reports;
IC1.02P - demonstrate understanding of the implications of advances in biotechnology;
IC1.06P - apply personal, health, and workplace safety regulations in handling materials, tools, and equipment.
For this activity the teacher must:
· prepare a question sheet on biotechnology (see Appendix 15 – Question Sheet on Biotechnology);
· preview the National Geographic video, “Biotechnology” (see Resources);
· prepare an overhead and copies of flow-chart of disciplines in biotechnology (Note: the textbook Recombinant DNA and Biotechnology: A Guide for Teachers by Helen Kreuzer and Adrianne Massey has an excellent flow chart on this topic [see Resources].);
· prepare a rubric for presentation and instruct students on expectations (see Appendix 16 – Sample Assessment Rubric for Presentation);
· arrange for student access to the Internet, to the National Geographic video Biotechnology (see Resources), and to the school library/resource centre;
· provide poster materials, resources.
· Biotechnologists, medical doctors, and environmental engineers may be invited as guest speakers to discuss ethical considerations (especially with regard to the environment) and career opportunities in biotechnology.
This activity may be linked with science, art, mathematics, and the Safety and Sanitation unit (Unit 1) of this course.
· Knowledge gained from Grade 9 Science regarding cell structure and biologic classification.
· Effective oral and writing skills.
· Interactive teamwork skills.
· Ability to use Internet (Grade 9 Integrated Technology).
1. The teacher leads a discussion on “What is Biotechnology?” with reference to the effect that biotechnology has on students’ lives. The discussion includes references to food products (e.g., bread, cheese, yogurt, soya sauce) and pharmaceutical products (e.g., antibiotics, vaccines, vitamins) that are produced by the action of micro-organisms.
2. Students answer the question sheet (see Appendix 15 – Question Sheet on Biotechnology). Alternatively, the teacher can use these questions to stimulate further discussion.
3. The teacher initiates a discussion of areas in the health field that use biotechnology (e.g., medical, environmental, food, industrial, bioremediation, and genetic engineering). Example of food products (e.g., yogurt, cheese, sauerkraut, bread), genetically engineered foods (e.g., potatoes, BSH milk, canola oil) and medical products (e.g., antibiotics, vaccines, allergy tests, and other diagnostic tests) are mentioned throughout the discussion.
4. The teacher discusses how plants and other organisms are used in bioremediation in order to purify air and water.
5. The teacher discusses career opportunities in biotechnology using the flow chart from Recombinant DNA and Biotechnology: A Guide for Teachers (see Resources).
6. The teacher leads a class discussion of micro-organisms (e.g., bacteria, yeast, fungi) in which the characteristics of each type of micro-organism is reviewed. The discussion also covers “good” and “harmful” micro-organisms and their relation to biotechnology.
7. The class views the video Biotechnology (see Resources).
8. In small groups of two or three, students research, organize, and present a report (using a multimedia presentation software if available) showing a biotechnology product that is important to food and medicine. To accomplish this:
· each group researches one aspect of biotechnology involved in food or medicine, using the Internet and textbooks. Students should be allowed one full period in the school library/resource centre to complete their research;
· the groups prepare a preliminary plan of their presentation, allowing the teacher to ensure the presentations are on topic;
· students prepare a visual presentation and a brief (two or three minutes) verbal presentation on their topic;
· each group presents their visual and verbal reports to the class.
9. During the presentations the rest of the students take notes and generate one question from each presentation to be submitted for inclusion on a quiz.
10. After the presentations the teacher discusses the advantages and disadvantages of biotechnology in food, medicine, and the environment.
11. The students write a short quiz based on the questions developed by the teacher and students during the presentations.
The teacher evaluates the students’ learning by assessing the following:
· individual participation in classroom discussion of biotechnology in food and health;
· students’ performance on the written quiz;
· group presentations using the presentation rubric (see Appendix 16 – Sample Assessment Rubric for Presentation). Note: The rubric must be explained to the class at the beginning of the activity so that students have a clear understanding of the expectations for the activity. The rubric may be posted in the class so that students are able to refer to it.
· Students may also use this rubric for peer assessment.
The teacher may provide the following accommodations for exceptional students:
· notes can be photocopied;
· extra teacher assistance may be provided as required;
· students’ can be tested using an oral quiz format;
· areas of the classroom can be rearranged to suit needs of students with physical challenges.
Printed Materials
Canadian Institute for Environmental Law and Policy. The Citizen’s Guide to Biotechnology. Toronto, 1995. ISBN 0-9690534-9-5. email: CIELAP@web.apc.org
Grace, Eric S. Biotechnology Unzipped. Toronto: Trifolium Books Inc., 1996. ISBN 1-895579-45-7
Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Teachers. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-101-9
Kreuzer, Helen and Adrianne Massey. Recombinant DNA and Biotechnology: A Guide for Students. Washington DC: ASM Press Inc., 1996. ISBN 1-55581-110-8
McTeer, Maureen A. Tough Choices: Living and Dying in the Twenty-First Century. Toronto: Irwin-Law, 1999. ISBN1-55221-040-5
Tortora, Gerard J, Berdell R. Funke, and Christine L. Case. Microbiology: An Introduction, 5th Ed. Don Mills, ON: Benjamin/Cummings Publishing Company, Inc., 1995. ISBN 0-8053-8496-0
Video
Biotechnology. Washington DC: National Geographic Society, 1995. ISBN 0-7922-2935-5
Web Sites and E-mail
Toronto Biotechnology Initiatives
http://www.torontobiotech.org
Contact Canada
ccinfo@ContactCanada.com
Contact Canada
http://ContactCanada.com
How Much Do You Know About Biotechnology?
Answer the following questions using the Internet or other resources in the class and at the library/resource centre.
1. Define biotechnology and briefly describe its importance.
2. Explain the difference between traditional genetics and modern biotechnology.
3. Briefly list some of the new plants and animals produced as a result of biotechnology.
4. Why are enzymes so important in chemical and biologic reactions?
5. What is biomining and leaching? What are their limitations?
6. What are some of the biotechnologies used in modern medicine?
7. How does biotechnology affect the prices we pay for food at the supermarket?
8. What are the advantages of using bio-engineered methods for fertilizing plant crops?
9. How is the battle against AIDS being helped by biotechnology?
10. How is biotechnology used in the food industry?
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Expectations |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Demonstrate knowledge of facts related to biotechnology, technical terminology, and procedures in producing biotechnological food and/or medicine 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 |
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Investigate a biotechnology product that is important to food and medicine 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 |
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Communicate information during presentation 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 |
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Transfer concepts, skills and procedures related to biotechnology to new contexts ICV.01P SP1.04P IC1.02P |
- 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 with 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.