FOUNDATIONS OF HEALTH SCIENCE TEACHER GUIDE

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FOUNDATIONS OF HEALTH SCIENCE TEACHER GUIDE

COURSEWORK 101–112

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FOUNDATIONS OF HEALTH SCIENCE AT A GLANCE

• Course Syllabi

• Interactive Lectures & Guided Lecture Notes

• Hands-on Projects

• Online Exams & Quizzes

• Career Development

• Scholarship Opportunities

Our expert curriculum team has devoted many hours to the critical process of verifying the accuracy and validity of the information presented in the Signature Edition of the Kaduceus – Foundations of Health Science Teacher Binder.

The authors, editors, and publishers do not accept responsibility for any errors, omissions, or outcomes directly resulting from the application of any of the content found in this publication. No expressed or implied warranty is intended.

Some of the product names used in this book have been used for identification purposes only and may be trademarks or registered trademarks of their respective manufacturers.

All rights reserved. No part of this work covered by the copyright herein may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, including electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from Kaduceus Holdings, Inc

Signature Edition Volume I

© Copyright 2017 Kaduceus Holdings Inc. P.O. Box 672573 Houston, Texas 77267 Printed in the United States of America

Email: [email protected] Website: www.KaduceusInc.com

Curriculum Developer Kaduceus Holdings, Inc. and Debbie Forrest, RN, CPhT, NCICS

Layout & Design Team ThinkTank Designs

Layout & Design Team Kaduceus Holdings, Inc. and ThinkTank Designs

Publisher Kaduceus Holdings, Inc.

Curriculum Specialist & Senior Editor Debbie Forrest, RN

Curriculum Reviewed by: Kaduceus Holdings, Inc.

CURRICULUM PUBLISHING AND MANAGEMENT TEAM

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P. O. Box 672573 Houston, TX 77267 1-877-KADUCEUS www.Kaduceusinc.com

COURSEWORK

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COURSEWORK 101

FOUNDATIONS OF HEALTH SCIENCE

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FOUNDATIONS OF HEALTH SCIENCE

Program Chart

SEMESTER 1

1st Three Weeks

101 Coursework Coursework Title Lecture Lab Total Hours

INTRODUCTION TO FOUNDATIONS OF HEALTH

SCIENCE 10 5 15

2nd Three Weeks


HEALTH CARE SYSTEMS 10 5 15

3rd Three Weeks


COMMUNICATION and CHARACTERISTICS OF

HEALTCARE WORKERS 10 5 15

4th Three Weeks


LAW AND ETHICS/CULTURAL DIVERSITY 10 5 15

5th Three Weeks


CAREERS IN HEALTH CARE – Part I 10 5 15

6th Three Weeks


CAREERS IN HEALTHCARE - Part II 10 5 15

TOTAL SEMESTER HOURS 60 30 90

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SEMESTER 2

7th Three Weeks


MEDICAL TERMINOLOGY 10 5 15

8th Three Weeks


HUMAN GROWTH AND DEVELOPMENT10 5 15

9th Three Weeks


HEALTH AND WELLNESS 10 5 15

10th Three Weeks


ANATOMY AND PHYSIOLOGY 10 5 15

11th Three Weeks


CPR/FIRST AID 10 5 15

12th Three Weeks


COLLEGE AND CAREER READINESS 10 5 15

TOTAL SEMESTER HOURS 60 30 90

CUMULATIVE HOURS ( SEMESTERS 1&2) 120 60 180

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COURSEWORK 101 LESSON OVERVIEW

WEEK HOUR UNIT LAB/ACTIVITY ASSIGNMENTS/HOMEWORK

1 1 Introduction to Kaduceus School Procedures

WarmupFirst day ice breakers Students register with KaduceusHandout: Course Syllabus

Homework: Return appropriately signed formsPrepare for Interactive notebooks (note taking)

1 2 Safety Activity: Interactive NotebooksClass discussion: Safety in the labHandout: Lab Safety Rules

Homework: Study for safety quiz

1 3 Healthcare Through the Ages

Safety Quiz: (Kaduceus Website)PowerPoint: Healthcare Through the AgesHandout: Guided notetaking for Healthcare Through the AgesClass Discussion: History of health careHandout: Bingo cards

Handout: Guided note taking sheets for Trends in MedicineHomework: View PowerPoint, Trends in Medicine

1 4 Trends in Medicine

Class Discussion: Trends in medicineActivity: Collaborative research and begin timelinesHandout: People and Events in Healthcare History (homework).

Homework: Matching (see handout)

1 5 Timeline Presentations; Vaccines

Activity: Timeline PresentationsVideo: Small PoxClass Discussion: Small pox and vaccines

Homework: Research vaccines for class debate

2 6 Vaccines Video: “Child Vaccinations, the Doctors Debate”Activity: Class Debate; Vaccines Yes or No?

2 7 Changes in Healthcare

Activity: Collaborative Tasks: Develop presentations on Changes in Healthcare

Homework: Bring necessary materials for presentation

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Activity: Teams develop presentation on changes in health care

Homework: Practice for presentation


Presentation: Students present for peer reviewHandout: Presentation Rubric

Homework: What is HOSA?

2 10 HOSA Class Discussion: HOSA at your schoolActivity: WebQuest at HOSA.orgReview: BINGO cards

Homework: Study for quiz

3 11 Healthcare Through the Ages

Quiz: Healthcare through the Ages (Kaduceus Website)Portfolio: It’s All About Me – Chapter 1Handout: Project InstructionsHandout: Essay Rubric

Homework: It’s all about me

3 12 Key Terms Review: Key Terms Activity: Around the world with Key TermsAssignment: Continue It’s all about me – chapter 1


3 13 Acupressure Video: Acupressure pointsActivity: Trace hand, identify and color acupressure points


3 14 Home Health Care

Collaborative group work: Research and present home health care services

Homework: It’s all about me Study for Key Terms quiz

3 15 Aging Quiz: Key terms (Kaduceus Website) Activity: Aging LabIt’s All About Me, Chapter 1 Due

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Foundations of Health Science Course Syllabus

INSTRUCTOR’S NAME __________________________________________________________________________

INSTRUCTOR’S CONTACT INFORMATION

Office phone __________________________________________________________________________________

Office hours ___________________________________________________________________________________

Cell phone_____________________________________________________________________________________

E-mail _________________________________________________________________________________________

START DATE OF COURSE ________________________________________________________________________

END DATE OF COURSE __________________________________________________________________________

COURSE DESCRIPTION: Foundations of Health Science will provide an overview of administrative services, therapeutic services, health informatics, support services and biotechnology research and development systems of the health care industry. Career exploration, fundamental skills in each of the above services, as well as professional and academic knowledge; are presented in a way to encourage students to problem solve and think critically. Effective communication skills will be honed through teamwork, projects and presentations. Development of a portfolio will enhance college and career readiness. Students will be encouraged to obtain HIPAA, Bloodborne Pathogens, OSHA and CPR /First Aid certifications and will establish a strong foundation for future Health Science coursework.

COURSE PRE-REQUISITES: NONE

LEARNING OBJECTIVES:

Upon completion of this course, students should be able to:

1. Identify and demonstrate professional standards and employability skills required to be a successful employee in the health care industry

2. Research various Health Science topics and organize, compile and write ideas into summaries and reports

3. Develop and deliver presentations

4. Analyze the importance of advancements made throughout the history of medicine

5. Analyze the impact of health services on the economy and the impact of government on the health science industry

6. Identify governing regulatory agencies such as OSHA, WHO, CDC, FDA, NIH and Joint Commission

7. Compare health science careers within the diagnostic, therapeutic, health informatics, support services and biotechnology research and development systems

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8. Evaluate and interpret career options and identify academic requirements for achievement of career goals

9. Demonstrate effective verbal and non-verbal communication and conflict resolution skills

10. Accurately interpret, transcribe and communicate medical vocabulary using appropriate technology

11. Interpret ethical behavior standards and legal responsibilities related to healthcare

12. Identify the rights and choices of the individual and demonstrate an understanding of diversity and cultural practices influencing the practice of healthcare

13. Identify technological equipment used in the diagnostic, therapeutic, health informatics, support services and biotechnology research and development systems

14. Recognize and explain the process for reporting equipment or technology malfunctions

15. Recognize the importance of maintaining a safe environment and relate safety practices to the health science industry

16. Demonstrate leadership skills and recognize the importance of professional organizations in the field of healthcare

17. Explain the role of collaborative multi-disciplinary teams in providing and delivering quality health care

18. Understand the concepts of health and wellness through the lifespan

19. Develop a portfolio demonstrating college and career preparation and readiness

RESOURCES:

Students may access curriculum at www.kaduceusinc.com. Additional materials available include internet resources, classroom materials, as well as school and public library resources.

SUPPLIES NEEDED: writing utensils, paper, composition notebook or 3 ring binder with dividers to be left in class, colored pencils, 3x5 index cards, ruler, small scissors, internet accessible device

ATTENDANCE POLICY: Refer to School District Student Handbook

MAKE UP POLICY: Refer to School District Student Handbook

RECOMMENDED EVALUATION: or refer to School District Student Handbook

• Participation and Professionalism 10%

• Daily work and homework 25%

• Tests and Major Assignments 30%

• Laboratory 15%

• Final Exam 20%

• TOTAL 100%

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GRADING SCALE SUGGESTIONS: or refer to District Student Handbook

• 90%-100% A

• 80% -89% B

• 75%-79% C

• 70%-74% D

• 0%-69% F

Students will be required to maintain an interactive notebook in which they will keep daily warmups, notes, activity sheets, handouts and homework. In addition to the graded items within the notebook, weekly notebook checks will be done to ensure the notebook is being kept up to date and will constitute a daily grade.

Students will develop a written portfolio over the course of the school year. Items within the portfolio will be graded as a major grade. An e-portfolio will be developed and presented during the last six weeks of school and will constitute a double major grade – one for content and one for presentation.

Two on-line quizzes will be given for each coursework unit. A comprehensive test or major assignment (project) will be given for each coursework unit. In addition, items in the student manual will be assigned and graded. Team projects will receive both an individual grade and a team grade.

A comprehensive midterm exam will be given after the completion of Coursework 106. A comprehensive final exam encompassing all 12 Coursework units will be given at the end of the school year.

ATTENDANCE POLICY: Refer to School District Student Handbook

MAKE UP POLICY: Refer to School District Student Handbook

PROFESSIONAL EXPECTATIONS:

Students are expected to act in a professional manner by meeting deadlines, solving problems, cooperating with classmates and contributing to the classroom in a positive manner. Teamwork is required in the classroom, as it is in the professional world. Respect and consideration of team members, emotional maturity and 100% participation are expected always. Professional assessment is based upon:

• Timeliness

• Communicating respectfully with peers and instructor

• Respecting others’ opinions

• Adhering to the dress code as outlined in the School District Student Handbook

• Adhering to Academic Integrity expectations as outlined in School District Student Handbook

• Completing all assigned tasks.

Please sign and return the following page to school.

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Please sign and return to your Foundations of Health Science teacher.

I have read and understand the Syllabus for Foundations of Health Science.

Student Printed Name ___________________________________________

Student Signature ___________________________________________Date _______________________

Parent Printed Name ___________________________________________

Parent Signature ___________________________________________ Date _______________________

Parent Contact Information

Name ___________________________________________

Phone number where can be reached during the school day ___________________________________________

Phone number where can be reached evenings and weekends. ___________________________________________

Email address where correspondence regarding student may be sent ___________________________________________

Please indicate if you have experience in the health care industry and would be willing to visit class as a guest speaker and share your expertise; or can provide and coordinate a learning experience for the class. (field trip) ___________________________________________ ___________________________________________ ___________________________________________

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NOTESCW101.1.1 Intro to Kaduceus

Warm Up Activity: Students should write 3 interesting facts about themselves and the career in health care they want to pursue on a sheet of paper. They should NOT put their name on the paper or share it with anyone.

Ice breaker of your choice or use this one! The end of summer is a great time for a snowball fight! Ask students to crumple the paper from their warm up into a ball, then split the class in half, facing one another. Set a timer and let them begin throwing the “balls” back and forth. They should keep picking up what gets thrown at them and throw it back to the other side. When the time goes off, students should hold on to the snowball they have, or pick one up, then straighten the paper and try to find the person who wrote the paper they have in their hand. Once all students have found the person with their ball, they should begin to share about themselves. After a few minutes of sharing, have the class form a circle. Each student will introduce the student whose snowball they have and share the three interesting things about that student.

1. Review the Following:

a. Kaduceus Program, Syllabus, grading and attendance policy

b. Kaduceus Web Site – Students Will:

1. Register for an account

2. Explore the website

3. Explore electronic flash cards

4. Collect all handouts with dates to be returned

c. Course /School Expectations:

1. Class Rules

2. Cell phone policy

3. Homework policy

d. Necessary Supplies for Foundations (Principles) of Health Science Class:

1. Internet access

2. Internet Accessible Device

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NOTES 3. Writing utensils

4. Colored pencils

5. Ruler

6. Composition notebook or binder with paper and tabs

7. 3x5 index cards

8. Scissors

2. Assign homework: bring back all appropriate forms signed and be prepared to take notes!

3. Exit ticket - on an index card ask students to write their future career goals and expectations for this class.

Students will hand in their exit ticket as they exit class. When time permits, sort through the index cards and determine student career interests for use at a future date.

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NOTESCW101.1.2 SafetyMaterials:

notebook with paper and tabbed dividers

writing utensil

copy of safety rules for each student

fire extinguisher to show students

fire blanket to show students

Safety PowerPoint

Videos on fire extinguishers and fire blanket https://www.youtube.com/watch?v=BLjoWjCrDqg

https://www.wikihow.com/Use-a-Fire-Blanket

Lab and classroom safety equipment

Learning Objectives:

The student will:

1. Prepare notebook for upcoming year

2. Recognize the importance of maintaining a safe environmentand eliminating hazardous situations.

3. Identify industry safety standards such as MSDS sheets, fireprevention, appropriate actions and use of safety equipment inthe classroom, appropriate actions to emergency situations.

Daily Agenda:

1. Collect signed paperwork

2. Activity: Set up interactive notebook with different sections:

a. Table of Contents

b. Warmups

c. Notes

d. Activities

e. Handouts

f. Homework

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NOTES Teacher-Led Discussion: Safety in the Lab. Students should take notes in the note section of their notebook.

Safety Topics

1. Fire Safety

Knowing what to do in the event of a fire may make the difference between safety and injury. Never try to use a fire extinguisher on a fire that you know is too big for you to extinguish. Leave the area and follow school district policy for reporting a fire you cannot extinguish.

Fire needs 3 elements to manifest:

a. Oxygen

b. Heat

c. Fuel

How to use a fire extinguisher video: https://www.youtube.com/watch?v=BLjoWjCrDqg

a. P-Pull the pin

b. A-Aim the nozzle at the base of the fire

c. S- Squeeze the handle

d. S- Sweep from side to side at the base of the fire

Types of fire extinguishers

a. Class A – use on paper, wood, cardboard, some plastics

b. Class B – use on combustible liquids like kerosene and gasoline

c. Class C – use on electrical equipment, things that are plugged in

d. Class D – use on combustible metals like titanium

e. Class K – use on cooking oils

How to use a fire blanket video: https://www.wikihow.com/Use-a-Fire-Blanket

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NOTESLab Safety Rules:

a. Conduct yourself in a responsible manner at all times in the laboratory.

b. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.

c. No student may work in the laboratory without an instructor present.

d. Do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

e. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as a container for food or beverages.

f. Work areas must be kept clean at all times.

g. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.

h. Always work in a well-ventilated area.

i. Dispose of all laboratory waste properly.

j. Labels and equipment instructions must be read carefully before use.

k. Keep hands away from face, eyes, mouth, and body while using chemicals. Wash your hands with soap and water after performing all experiments.

l. Dress properly during a laboratory activity. Long hair must be tied back and dangling jewelry must be removed.

m. Shoes must completely cover the feet.

n. Report any accident or injury to the instructor immediately.

o. Do not touch, taste, or smell any chemicals unless specifically instructed to do so.

p. Check the label on chemical bottles twice before removing any of the contents.

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NOTES q. DO NOT handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container. Place all sharps in sharps container.

r. If an accident occurs in the lab, the first thing you should do is notify the instructor.

s. When using pointed or sharp objects you should carry them with the point down, always cut away from your body and never point them at someone.

t. When using a test tube with chemicals in it, you should always point it away from you, use wafting to smell the chemical and never look directly into it while heating.

u. The use of proper body mechanics helps prevent injury.

v. To help prevent injury to your back while in the lab, always maintain a broad base of support when moving items. Your feet should be 10-12 inches apart.

w. When lifting or moving a patient (classmate) that is heavy and awkward you should get as many people as you need to move them safely.

x. Wear appropriate personal protective equipment.

y. Lab goggles should always be worn when handling glassware, handling chemicals, and using heat.

z. Food and drink are not permitted in the lab

Review: Hand out and review lab safety rules, and have students sign. Students should take the safety rules home for parents to sign and return to teacher as soon as possible. Students should not participate in any lab activities until lab safety rules form is signed and returned to the teacher.

Locate and discuss safety equipment in the lab and classroom.

View video on valuable information found on a MSDS sheet at

https://www.bing.com/videos/search?q=How+to+Read+MSDS+Sheets&Form=VQFRVP

Review information on Tums MSDS sheets at

https://www.dhpionline.com/msds/880-2656833.pdf

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NOTESAs a class, answer the following questions regarding the tums MSDS:

1. What do you do if chemical is inhaled?

In case of accident by inhalation: remove casualty to fresh air and keep at rest. If breathing is difficult, trained personnel should give oxygen. If not breathing, give artificial respiration. Get medical attention if symptoms occur.

2. What do you do if irritation to skin from contact with drug occurs?

Immediately flush skin with plenty of water. Take off contaminated clothing and wash before reuse. Get medical attention if symptoms occur.

3. What do you do if eye contact occurs?

Rinse thoroughly with plenty of water for at least 15 minutes and consult a physician.

4. What is the physical state and form?

Solid tablet

Homework: study for safety quiz to be given at next class meeting.

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NOTES CW 101.1.2 Handout Lab Safety Rules for Foundations of Health Science

1. Conduct yourself in a responsible manner at all times in the laboratory.

2. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the instructor before proceeding.

3. No student may work in the laboratory without an instructor present.

4. Do not touch any equipment, chemicals, or other materials in the laboratory area until you are instructed to do so.

5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory glassware as a container for food or beverages.

6. Work areas must be kept clean at all times.

7. Know the locations and operating procedures of all safety equipment including the first aid kit, eyewash station, safety shower, fire extinguisher, and fire blanket. Know where the fire alarm and the exits are located.

8. Always work in a well-ventilated area.

9. Dispose of all laboratory waste properly.

10. Labels and equipment instructions must be read carefully before use.

11. Keep hands away from face, eyes, mouth, and body while using chemicals. Wash your hands with soap and water after performing all experiments.

12. Dress properly during a laboratory activity. Long hair must be tied back and dangling jewelry must be removed. Shoes must completely cover the feet.

13. Report any accident or injury to the instructor immediately.

14. Do not touch, taste, or smell any chemicals unless specifically instructed to do so.

15. Check the label on chemical bottles twice before removing any of the contents.

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16. DO NOT handle broken glass with your bare hands. Use a brush and dustpan to clean up broken glass. Place broken or waste glassware in the designated glass disposal container.

17. If an accident occurs in the lab, the first thing you should do is notify the instructor.

18. When using pointed or sharp objects you should carry them with the point down, always cut away from your body and never point them at someone.

19. When using a test tube with chemicals in it, you should always point it away from you, use wafting to smell the chemical and never look directly into it while heating.

20. The use of proper body mechanics helps prevent injury.

21. To help prevent injury to your back while in the lab, always maintain a broad base of support when moving items. Your feet should be 10-12 inches apart.

22. When lifting or moving a patient (classmate) that is heavy and awkward you should get as many people as you need to move them safely.

23. Wear appropriate personal protective equipment.

24. Lab goggles should always be worn when handling glassware, handling chemicals, and using heat.

25. Food and drink are not permitted in the lab.

The signature portion of the Lab Safety Rules must be kept on file for one year.

Kaduceus Foundations of Health Science Program

LAB SAFETY – ACKNOWLEDGEMENT of Receipt & Agreement Form

I, _____________________________________ (Student’s Name) acknowledge that I have received the Kaduceus© Lab Safety Rules, that my teacher has reviewed the rules with me, and that I agree to follow them. I understand that I must follow these rules to ensure my own safety and that of my fellow students and teacher(s). I will cooperate with my instructor and fellow students to maintain a safe lab environment. I will also follow the instructions provided by my teacher.

I am aware that any violation of this safety contract may result in being removed from the laboratory, receiving a failing grade for the assigned lab, and/or the dismissal from the entire Kaduceus Foundations of Healthcare Program©. I also understand that I will be subject to ____________________ (school district’s name) policy and penalties as it applies to lab safety and conduct.

________________________________________ _____________________________________

Student Signature Date

________________________________________ _____________________________________

Parent/Guardian of Student

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LAB SAFETY – ACKNOWLEDGEMENT of Receipt & Agreement Form

I am the parent/guardian of _____________________________ (Student’s Name). I acknowledge that I have received the Kaduceus Lab Safety Rules and that I have reviewed the rules with my child. I understand that my child will not be permitted to perform any lab activities unless this agreement has been signed by both my child and me.

I also understand that any violation of this safety contract may result in my son/daughter being removed from the laboratory, receiving a failing grade for the assigned lab, and/or the dismissal from the entire Kaduceus Program©, and that they are subject to ____________________ (school district’s name) policy and penalties as it applies to lab safety and conduct.

________________________________________ _____________________________________

Parent/Guardian Signature Date

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NOTES101.1.3 Healthcare Through the Ages

Materials:

student notebooks

writing utensils

internet access and device to take online safety quiz

bingo cards for each student

guided notes for each student on Healthcare Through the Ages and Trends in Medicine.

PowerPoint: Healthcare Through the Ages


The student will:

1. Demonstrate knowledge of safety in the classroom and lab

2. Identify moments of historical significance in healthcare

3. Identify influential figures and their contributions to the historyof healthcare

Daily Agenda

1. Collect signed paperwork.

2. Warm-Up: In their notebook section under warmups, studentsshould answer the question “how old is health care?”

3. QUIZ: Students take online (Kaduceus Website) safety quiz.

4. Handout: Bingo Cards and guided notetaking handout

• BINGO Card Instructions:

BINGO cards are used in all units, but the template is onlyfound in CW101. Students write information from lecturesand PowerPoints in each square in random order. Examplesinclude: key terms, events, people, inventions, laws,abbreviations, med terms, etc.

• Teacher Prep:

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NOTES Place tape on all sides of an ordinary die. Mark five of the sides with a B, I, N, G, or O; and mark the sixth side “Roll Again”.

• Teacher will check student BINGO cards and evaluate for daily grade as cards are assigned.

• How to BINGO:

Materials needed:

Bingo Cards pre-filled with information by students, they can use as many cards as teacher allows.

Multiple small pieces of paper, or other small items with which to cover answers.

Bingo Die

List of questions to ask (test questions are great).

• As teachers ask review questions, they will preface each question with B, I, N, G, or O.

Example: “B. Developed the microscope.” Teachers, be sure to write the stated letter next to the appropriate question so when Bingo is called, it will be easily verified.

• Teachers may choose what type of Bingo students should have – horizontal, vertical, make a T, make an X, cover-all…it just depends how much time they wish to invest in the lesson.

5. PowerPoint Presentation: “Healthcare through the ages”. Students should take notes on the guided notetaking handout and add terms or names from the PowerPoint to their bingo cards. Throughout class, students should create a BINGO card using Names/Inventions/Key Terms used in this unit. Bingo Cards should be kept in Activities section of interactive notebook.

6. Homework: View PowerPoint on Trends in Medicine and complete guided notes and bingo cards for this PowerPoint.

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NOTESTEACHER Guided Notes

CW101.1.3 Healthcare Through the Ages

Primitive health care was based on the following commonly-held beliefs:

• Evil spirits, demons were the cause of illness and disease

• Religious rites and ceremonies were often used to rid the body of demons

• Trepanation was a common practice (boring a hole in the skull to release demons, used to treat mental illness, and nervous disorders like epilepsy.

A. Ancient Egyptians were the first known people to keep accurate health records.

1. Inscribed on stone by priests who also performed the duties of physicians

2. Believed body was a system of channels: blood, urine, air, tears, semen, feces and used magic. Bloodletting, leeches and medicinal plants and herbs as treatment to open channels that may be blocked and the cause of disease/illness.

3. Gods were called upon to heal those with disease

4. Imhotep - Egyptian God of Learning and Medicine believed to be the first known physician

5. Imhotep was a human God and not just a mythological figure

6. Average life span 20-30 years

B. Ancient Chinese

1. Established Pharmacopeia (official list of medicinal drugs)

2. Belief body should be treated as a whole. The spirit and body should both be nourished for balance

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NOTES 3. Acupuncture (pricking the skin or tissues with needles, used to alleviate pain and to treat various conditions

4. Moxibustion-the burning of Moxa over acupressure points - often used in conjunction with acupuncture

5. Cupping - a therapy that uses cups to create a vacuum and suck skin into cup, thought to improve the flow of lymph and blood

6. Began the search for medical reasons for disease

7. Average lifespan 20 – 30 years

C. Ancient Greece

1. Began to study the causes of disease

2. Rod of Asclepius - symbol associated with medicine a healing-single staff entwined by a single serpent. Caduceus - rod entwined with 2 serpents and adorned with two wings

3. Hippocrates - Father of Medicine

a. Founded Hippocratic School of Medicine

b. Developed Hippocratic Oath - a code of conduct for physicians based on strong ethics-a version is still used today

c. Began to study the causes of disease and determined that diet, environment and habit caused disease.

d. Since religion prohibited dissection of body he used observation of the external body to understand anatomy and physiology.

e. Kept detailed records of his observations of signs and symptoms.

4. Average lifespan 25-35 years

D. Ancient Romans

1. Recognized importance of sanitation and public health

2. Created aqueducts to carry clean water to cities; sewer systems carry waste away from cities

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NOTES3. Claudius Galen -- physician

a. Belief that when one of the four body humors (fluids) were out of balance due to environment, diet and habits then illness occurred.

b. Each humor was associated with a season, personality trait, one of 4 basic elements and one of four age spans

i. blood – spring, passion, air and childhood

ii. yellow bile – summer, anger, fire and youth

iii. black bile – autumn, earth, sluggish personality, adulthood

iv. phlegm – winter, water, melancholy old age

4. Average life span 25- 35 years

E. Dark Ages 400AD-800AD

The advancement of medicine stalled from the dark ages through the middle ages

1. Custodial care practiced in convents and monasteries by priests and monks as the study of medicine was prohibited

2. Prayer was the primary treatment

3. If medications were used they were plants and herbal mixtures

4. Average life span 20-30 years (reduced)

F. Middle Ages 800 AD – 1350AD

1. Bubonic plague, black death killed 60 million people

2. Medical universities were created

3. Barbers perform bloodletting, dental extractions and minor surgeries in addition to shaves and haircuts

4. Average life span 20-35 years (reduced)

G. Renaissance 1350-1650 – the rebirth of science and medicine – learning is embraced

1. Dissection of the human body is accepted

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NOTES 2. Development of printing press allowed for printing of medical books and shared information.

3. Average lifespan 30-40 years (gaining years)

Important figures and their contributions to the history of healthcare

1. Albert Sabin - live polio virus vaccine

2. Antonio van Leuwenhoek - invented the microscope 1666

3. Ben Carson - pioneer in separating conjoined twins and performing hemispherectomies (brain surgery to stop seizures)

4. Benjamin Franklin - bifocals

5. Christian Barnard - first successful heart transplant1969

6. Clara Barton - established American Red Cross 1881

7. Dorothea Dix - mental hospital reform 1850s

8. Edward Jenner - vaccine for smallpox 1796

9. Florence Nightingale 1860 - founder of Modern Nursing

10. Francis Crick and James Watson - molecular structure of DNA and how it replicated. Nobel Prize in Medicine for this discovery

11. Frederick Banting and Charles Best discover and use insulin to treat diabetes

12. Gregor Mendel – established the patterns of heredity

13. Hippocrates – the “Father of Medicine” – strict ethical code of behavior for physicians

14. Ignaz Semmelweiss - identified cause of childbirth fever - stressing importance of handwashing

15. Jonas Salk – developed polio vaccination from dead polio virus

16. Joseph Lister – introduced antiseptics in surgery

17. Leonardo da Vinci - recorded the anatomy of the body based on dissections

18. Louis Pasteur - Father of Microbiology, Pasteurization kills bacteria in milk, developed germ theory

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NOTES19. Marie Curie – isolated radium in 1910

20. Rene Laennec - invented the stethoscope

21. Sir Alexander Fleming - discovered Penicillin

22. Wilhelm Roentgen - discovered x-rays

23. William Harvey - described circulation of blood and pumping of the heart 1628

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NOTES CW101.1.3 Heath Care Through the Ages Student Guided Notes

Name ____________________________________________________

Date _____________________________________________________

Primitive health care held the following beliefs;

• ___________________ ____________ and ________________ were the cause of illness and disease

• Religious rites and _________________________were often used to rid the body of demons

• ___________________was a ____________ _______________ (boring a hole in the skull to release demons) used to treat mental illness, and nervous disorders like epilepsy.

a. Ancient _________________ were the first known people to keep accurate _________ __ ____________.

1. Inscribed on stone by priests who also performed the duties of physicians

2. Believed body was a system of_________________: blood, urine, air, tears, sperm and feces. They used magic, bloodletting, leeches and medicinal plants and herbs as treatment to open _______________ that may be blocked and the cause of disease/illness.

3. ________ were called upon to heal those with disease

4. Imhotep - Egyptian God of Learning and Medicine believed to be the _____ _________ ________________.

5. Imhotep was a ___________ ______ and not just a mythological figure

6. Average life span _____________ years

b. Ancient Chinese

1. Established ___________________________ (official list of medicinal drugs)

2. Belief body should be ______________ ____ _ ________. The spirit and body should both be nourished for balance.

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NOTES3. ________________________- pricking the skin or tissues with needles, used to alleviate pain and to treat various conditions.

4. ______________________-the burning of Moxa over _______________ points - often used in conjunction with acupuncture

5. ______________ - a therapy that uses cups to create a vacuum and suck skin into cup, thought to improve the flow of __________ and __________

6. Began the search for medical reasons for disease

7. Average lifespan ________________ years

c. Ancient Greece

1. Began to study the _______________ of disease

2. ______ ____ __________________ - symbol associated with medicine, a healing-single staff entwined by a single serpent. Caduceus - rod entwined with 2 serpents and adorned with two wings

3. Hippocrates – ___________ ____ ________________

a. Founded Hippocratic School of Medicine

b. Developed ______________________ ________ - a code of conduct for physicians based on ___________ ____________-a version is still used today

c. Began to study the causes of disease and determined that disease was caused by ________, _____________________and __________.

d. Since religion prohibited dissection of body he used ___________________of the external body to understand anatomy and physiology.

e. Kept detailed records of his observations of signs and symptoms.

4. Average lifespan _______________years

d. Ancient Romans

1. Recognized importance of ____________________ and ____________ ______

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NOTES 2. Created __________________ to carry clean water to cities and ________________________ to carry waste away from cities

3. Claudius Galen -- physician

a. Belief that when one of the ________ ________ ___________ (____________) were out of balance due to environment, diet and habits then illness occurred.

b. Each humor was associated with a season, personality trait, one of 4 basic elements and one of four age spans

i. blood – ____________, passion, air and childhood

ii. yellow bile – summer, __________, fire and youth

iii. __________ ________ – autumn, earth, sluggish personality, adulthood

iv. _____________ – winter, water, melancholy old age

4. Average life span ____________________________ years

e. Dark Ages 400AD-800AD

The advancement of medicine __________ from the dark ages through the middle ages

1. Custodial care practiced in ____________ and ______________________ by _____________ and monks as the study of medicine was ________________.

2. ______________was the primary treatment

3. If medications were used they were _____________ and ____________ ________________

4. Average life span ___________________________ years (reduced)

f. Middle Ages 800 AD – 1350AD

1. ______________ ____________, black death killed 60 million people

2. ______________universities were created

3. ______________ perform ___________________,

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NOTES___________ extractions and minor _____________ in addition to shaves and haircuts

4. average life span ______________________ years (reduced)

g. Renaissance 1350-1650 – the _______________ of ______________ and _______________ – learning is embraced

1. ________________________of the human body is accepted

2. Development of printing press allowed for printing of _________________________and shared information.

3. Average lifespan _________________________ years (gaining years)

h. Influential figures and their contributions to the history of healthcare

Albert Sabin - ____ ____ polio virus _____________

Antonio van Leuwenhoek - invented the ________________ 1666

Ben Carson - pioneer in separating __________________ __________ and performing hemispherectomies (brain surgery to stop seizures)

Benjamin Franklin - ___________________

Christian Barnard - first successful __________ ____________________ ________

Clara Barton - established _______________ ______ __________ 1881

_________________ ______ - mental hospital reform 1850s

______________ ___________ - vaccine for ______________ 1796

Florence Nightingale 1860 - founder of ___________ ____________

Francis __________ and James ____________ - molecular structure of ________ and how it replicated. __________ __________ in Medicine for this discovery

Frederick _______________ and Charles ________discover and use ____________ to treat diabetes

Gregor Mendel – established the patterns of ________________

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NOTES Hippocrates – the “____________ of ____________” – strict ethical code of behavior for physicians

Ignaz Semmelweiss - identified cause of childbirth fever - stressing importance of ___________________

Jonas Salk – developed __________ _________________ from ________ polio virus

Joseph _________ – introduced _______________ in surgery

Leonardo da Vinci - recorded the ________________ of the body based on ______________

Louis Pasteur - Father of Microbiology, ______________________kills bacteria in milk, developed ________ ____________

Marie Curie – isolated ___________ in 1910

Rene Laennec - invented the _________________

Sir Alexander Fleming – ___________________ ______________________

Wilhelm Roentgen - discovered _______________

William Harvey - described ______________________ of __________ and pumping of the heart 1628.

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Handout Note: students will need multiple copies throughout the year.

B I N G O

FREE SPACE

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NOTES CW101.1.3 Tends in Medicine Student Guided Notes

Guided notetaking Activity Sheet

Name____________________________

Date_____________________________

In 1987 OBRA designated 5 categories for health related/medical issues. What were the categories? ________________, _________________, ______________, ______________ and_________________.

2012 National Health Interview Survey depicting the most common complementary health approaches among adults. (nccih.nih)

Natural products: 17.7 percent Deep breathing: 10.9 percent Yoga, tai chi, or qi gong: 10.1 percent Chiropractic or osteopathic manipulation: 8.4 percent _____________________: 8.0 percent Massage: 6.9 percent Special diets: 3.0 percent _________________________: 2.2 percent Progressive relaxation: 2.1 percent Guided imagery: 1.7 percent

KEY Terms

________________________treatment of a condition using ________which produce ________________symptoms to those of the condition

________________________________-treatment of an illness using therapies such as ________________________ or _________________ which are not considered part of conventional Western medicine treatment

____________________________________ is a health care profession that focuses on the relationship between the ________________________________—mainly the spine—and its functioning. Although practitioners may use a variety of treatment approaches, they primarily perform adjustments _______________to the spine or other parts of the body with the goal of correcting alignment

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NOTESproblems, alleviating pain, improving function, and supporting the body's natural ability to heal itself. (nccih.nih.gov)______________________________the use of a non-mainstream practice together with conventional medicine_______________________________ is the driving force for many of the trends in medicine. Home health care options help control costs by providing individual care in the home setting by professionals versus keeping the patient in the hospital. Alternative and Complementary medicine are also trending in medicine.

_____________________-specialized care for the elderly

Genomic Medicine- A branch of medicine that studies a ____________________ which carries genetic information

_____________________________treatment of the whole person, including their __________________________ when treating a medical concern

________________________________________ Provided at home; Usually covered by Medicare and or private insurance; helps patients recuperate at home instead of lengthy hospital stay – cost much less than hospital stays; care is provided by visiting nurses, physical therapists, respiratory therapists and home health aides. May include administration of IV therapy.

HOSA – career and technology student organization for future health care professionals.

_______________________- the treatment of a condition by giving the patient very small quantities of a substance which, when give to a healthy person, would cause symptoms like those of the condition being treated.

A lot of the scientific research on massage therapy is __________________________or _________________________, but much of the evidence points toward beneficial effects on pain and other symptoms associated with a number of different conditions, often integrated into cancer treatment care plans. Much of the evidence suggests that these effects are short term and that people need to keep getting massages for the benefits to continue(nccih.nih.gov)

___________________________ - treatment of diseases and disorders which does not use medical or surgical means but ___________________________________, massage, eating natural foods and using _________________________.

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NOTES _______________________-surgical procedure ______________________an organ from one person to another

__________________________ is a practice in which different amounts of pressure are applied to specific points on the feet or hands. These points are believed to match up with certain other parts of the body.________________________ is claimed to cause _____________________and healing in those parts of the body, but this __________ ________________been proven (nccih.nih.gov)

Robotics and Electronics- Video cameras on _________________________, robotic arms controlled by a physician using a joy stick and tiny ________________ _______________ that assist in _________________________ are all growing trends and certainly a giant step from the medicine in the middle ages.

______________________-diagnosis and health care from a _______________ ________ ____ _ ________________ ______________ like interactive computer programs and/or off-site advisors

Vaccine: a suspension of _________________________ or killed microorganisms administered… to induce ___________________ _______________to infections disease (Mosby’s Medical Dictionary)

______________________________ - A program intended to improve and promote ___________________ and ______________ that's usually offered through the ___________ place, although insurance plans can offer them directly to their enrollees. (healthcare.gov)

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NOTESCW101.1.4 Trends in Medicine

Materials:

computer paper or butcher-block paper for timeline

colored pencils or markers

scissors

writing utensil

guided note sheets

internet accessible device

student notebook

PowerPoint: Trends in Medicine

copy for each student, “History of Medicine Matching Activity”

Learning Objectives

The student will:

1. Exhibit the ability to cooperate, contribute, and collaborate as a member of a team;

2. Research the historical significance of health care

DAILY AGENDA

1. Collect signed forms and check to see that notes on PowerPoint “Trends in Medicine” were completed.

2. Warm-up: instruct students to answer the following questions in the warm up section of their notebook. Who is known as the Father of Medicine and why?

3. Class Discussion: answer to warm-up and homework “Trends in Medicine”

Trends in Medicine - Teacher Notes

Key Terms:

Acupressure

Acupuncture

Allopathy

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NOTES Alternative Medicine

Chiropractic Care

Complementary therapy

Cost Containment

Geriatric care

Genomic Medicine

Holistic Health Care

Home Health care

Homeopathy

HOSA

Massage Therapy

Naturopathy

Organ Transplants

Reflexology

Telemedicine

Vaccine

Wellness Programs

Teacher PowerPoint Notes Answer Key (underlined items are answers to student guided note sheets)

In 1987 OBRA designated 5 categories for health related/medical issues. The categories were Medicare, Medicaid, Nursing Home Reform, Vaccine compensation and Rural health.

2012 National Health Interview Survey depicting the most common complementary health approaches among adults. (nccih.nih)

Natural products: 17.7 percent Deep breathing: 10.9 percent Yoga, tai chi, or qi gong: 10.1 percent Chiropractic or osteopathic manipulation: 8.4 percent Meditation: 8.0 percent

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NOTESMassage: 6.9 percent Special diets: 3.0 percent Homeopathy: 2.2 percent Progressive relaxation: 2.1 percent Guided imagery: 1.7 percent

Acupressure- pressure placed on nerve centers to relieve pain or treat a disorder

Acupuncture-a treatment based on fine needles inserted into the skin into nerve centers to relieve pain or treat a disorder

Allopathy - treatment of a condition using drugs which produce opposite symptoms to those of the condition

Alternative Medicine-treatment of an illness using therapies such as homeopathy or naturopathy which are not considered part of conventional Western medicine treatment

Chiropractic care-Chiropractic is a health care profession that focuses on the relationship between the body's structure—mainly the spine—and its functioning. Although practitioners may use a variety of treatment approaches, they primarily perform adjustments (manipulations) to the spine or other parts of the body with the goal of correcting alignment problems, alleviating pain, improving function, and supporting the body's natural ability to heal itself. (nccih.nih.gov)

Complementary therapy-the use of a non-mainstream practice together with conventional medicine

Cost containment is the driving force for many of the trends in medicine. Home health care options help control costs by providing individual care in the home setting by professionals versus keeping the patient in the hospital. Alternative and Complementary medicine are also trending in medicine.

Geriatric Care-specialized care for the elderly

Genomic Medicine- A branch of medicine that studies a person’s DNA which carries genetic information

Holistic Health Care-treatment of the whole person, including their environment when treating a medical concern

Home health care - Provided at home; usually covered by Medicare and or private insurance; helps patients recuperate at home instead of lengthy hospital stay – costs much less than hospital stays; care is

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NOTES provided by visiting nurses, physical therapists, respiratory therapists and home health aides. May include administration of IV therapy.

HOSA – career and technology student organization for future health care professionals.

Homeopathy - the treatment of a condition by giving the patient very small quantities of a substance which, when give to a healthy person, would cause symptoms like those of the condition being treated.

Massage therapy-A lot of the scientific research on massage therapy is preliminary or conflicting, but much of the evidence points toward beneficial effects on pain and other symptoms associated with a number of different conditions, often integrated into cancer treatment care plans. Much of the evidence suggests that these effects are short term and that people need to keep getting massages for the benefits to continue(nccih.nih.gov)

Naturopathy - treatment of diseases and disorders which does not use medical or surgical means but natural forces such as light, heat, massage, eating natural foods and using herbal remedies.

Organ Transplants-surgical procedure transferring an organ from one person to another

Reflexology – is a practice in which different amounts of pressure are applied to specific points on the feet or hands. These points are believed to match up with certain other parts of the body. Reflexology is claimed to cause relaxation and healing in those parts of the body, but this has not been proven (nccih.nih.gov)

Robotics and Electronics- Video cameras on endoscopes, robotic arms controlled by a physician using a joy stick and tiny robotic devices that assist in microsurgery are all growing trends and certainly a giant step from the medicine in the middle ages.

Telemedicine-diagnosis and health care from a distance using media technology like interactive computer programs and/or off-site advisors

Vaccine: a suspension of attenuated or killed microorganisms administered… to induce active immunity to infections disease (Mosby’s Medical Dictionary).

CDC 2017 Childhood Vaccine Recommended Schedule:

50 Doses of 14 different vaccines before age 6

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NOTES69 DOSES OF 16 DIFFERENT VACCINES BY AGE 18

• BIRTH (12 hours) Hepatitis B

• 2 MONTHS Diphtheria, Tetanus, Pertussis, Polio, Haemophilus Influenzae Type B (HIB), Rotavirus,

• Hepatitis B, Pneumococcal (PCV)

• 4 MONTHS Diphtheria, Tetanus, Pertussis, Polio, HIB, Rotavirus, PCV

• 6 MONTHS Diphtheria, Tetanus, Pertussis, Polio, HIB, Rotavirus, Hepatitis B, PCV Influenza 7 MONTHS Influenza

• 12 - 18 MONTHS Diphtheria, Tetanus, Pertussis, Measles, Mumps, Rubella HIB, PCV, Varicella, Hepatitis A (2)

• 2 - 6 YEARS Diphtheria, Tetanus, Pertussis, Polio, Measles, Mumps, Rubella, Varicella, Influenza (5 doses–1 each year)

• 7-18 YEARS Diphtheria, Tetanus, Pertussis, Influenza (12), Human Papillovirus [HPV] (2), Meningococcal (2)

Wellness Program - A program intended to improve and promote health and fitness that's usually offered through the work place, although insurance plans can offer them directly to their enrollees. (healthcare.gov)

4. Activity: Split class into groups of two or three and assign a time period in history. Students will research time period assigned and create a classroom timeline based on the healthcare related events that occurred. (see Time Line Directions).

5. Homework: Handout Health Care Matching Activity

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CW104.1.4 Handout Timeline

DIRECTIONS FOR USE OF TIMELINE TEMPLATE

PLACE DATES ASSIGNED IN ______T0 _______ AREA OF TEMPLATE

WRITE YEAR OF EVENT ABOVE THE LINE AND IMMEDIATELY BELOW THE LINE WRITE THE NAME OF THE EVENT AND DEPICT IT WITH A PICTURE.

EXAMPLE

1945 to 1970

1945 1968

Intravenous plastic catheter introduced First successful heart transplant by Christian Barnard

NOTE: Multiple events should occur on the timeline. They should be handwritten in and pictures should be drawn and colored or clipped

and pasted.

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HANDOUT TIMELINE PRESENTATION RUBRIC

Category 4 3 2 1Collaboration with peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause “waves” in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Historical accuracy

All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most historical information appeared to be accurate and in chronological order.

Very little historical information appeared to be accurate and in chronological order.

Required Elements

Student included more events than required.

Student included 3 events.


Student included 1 event

Props/Costumes

Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time

Volume often too soft to be heard by all audience members.

Presentation time

Presentation is at least 6-7 minutes long or longer

Presentation is less than 6 minutes long but at least 5 minutes in length


Presentation is less than 4 minutes in length

Total points each column

Total all columns to determine points received out of 28. Percentages are as follows:

28/28=100 21/28 = 75

27/28= 96 20/28 = 71

26/28=93 19/28=68

25/28=89 18/28=64

24/28=86 17/28=61

23/28=82 16/28=57

22/28=79 15/28=54

Grade: ___________ Comments:

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NOTES Student Matching People-Events

Handout: Make class copies for students

History of Medicine Matching Activity

NAME_____________________________________________________

Match the person(s) with their accomplishment by placing the letter next to the correct name.

1. _____Albert Sabin

2. _____Antonio van Leuwenhoek

3. _____Ben Carson

4. _____Benjamin Franklin

5. _____Chinese

6. _____Christian Barnard

7. _____Clara Barton

8. _____Dark Ages

9. _____Dorothea Dix

10. _____Edward Jenner

11. _____Egyptians

12. _____Florence Nightingale

13. _____Gregor Mendel

14. _____Hippocrates

15. _____Jonas Salk

16. _____Joseph Lister

17. _____Leonardo da Vinci

18. _____Louis Pasteur

19. _____Marie Curie

20. _____Rene Laennec

21. _____Robert Koch

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NOTES22. _____Romans

23. _____Sigmund Freud

24. _____Sir Alexander Fleming

25. _____Wilhelm Roentgen

26. _____William Harvey

a. Performed the first open heart surgery

b. Developed the polio vaccine with deal polio virus in 1952

c. Began using disinfectant and antiseptics during surgery

d. Founder of Modern Nursing

e. Earliest people known to maintain accurate health records

f. Used acupuncture and cupping to relieve pain

g. Developed the culture plate method to identify pathogens

h. Emphasis was placed on saving the soul and study of medicine was prohibited

i. Isolated radium in 1910

j. Discovered penicillin in 1928

k. Artist who used dissection observations to draw the human body

l. Established patterns of heredity

m. Developed a smallpox vaccine in 1796

n. The father of Medicine

o. Invented the stethoscope in 1819

p. Discovered x rays in 1895

q. Identified the circulation of blood in the body

r. Began sanitation systems

s. Worked to improve mental hospitals

t. Founded the American Red Cross

u. Developed polio vaccine with live virus

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NOTES v. Discovered Microscope

w. Neurosurgeon who separated conjoined twins and performed hemispherectomies to control seizures

x. Developed bifocals

y. Heat kills bacteria, germ theory

z. Handwashing prevents spread of germs

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NOTESMatching Activity Teacher Answer Key

1. U Albert Sabin

2. V Antonio van Leuwenhoek

3. W Ben Carson

4. X Benjamin Franklin

5. F Chinese

6. A Christian Barnard

7. T Clara Barton

8. H Dark Ages

9. S Dorothea Dix

10. M Edward Jenner

11. E Egyptians

12. D Florence Nightingale

13. L Gregor Mendel

14. N Hippocrates

15. Z Ignaz Semmelweiss

16. B Jonas Salk

17. C Joseph Lister

18. K Leonardo da Vinci

19. Y Louis Pasteur

20. I Marie Curie

21. O Rene Laennec

22. G Robert Koch

23. R Romans

24. J Sir Alexander Fleming

25. P Wilhelm Roentgen

26. Q William Harvey

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NOTES A. Performed the first open heart surgery

B. Developed the polio vaccine with dead polio virus in 1952

C. Began using disinfectant and antiseptics during surgery

D. Founder of Modern Nursing

E. Earliest people known to maintain accurate health records

F. Used acupuncture and cupping to relieve pain

G. Developed the culture plate method to identify pathogens

H. Emphasis was placed on saving the soul and study of medicine was prohibited

I. Isolated radium in 1910

J. Discovered penicillin in 1928

K. Artist who used dissection observations to draw the human body

L. Established patterns of heredity

M. Developed a smallpox vaccine in 1796

N. The father of Medicine

O. Invented the stethoscope in 1819

P. Discovered x rays in 1895

Q. Identified the circulation of blood in the body

R. Began sanitation systems

S. Worked to improve mental hospitals

T. Founded the American Red Cross

U. Developed polio vaccine with live virus

V. Discovered Microscope

W. Neurosurgeon who separated conjoined twins and performed hemispherectomies to control seizures

X. Developed bifocals

Y. Heat kills bacteria, germ theory

Z. Handwashing prevents spread of germs

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NOTESCW101.1.5 Timeline Presentations; Vaccines

Materials:

student notebooks

writing utensils


tape

scissors

internet access

smallpox video: http://ed.ted.com/lessons/how-we-conquered-the-deadly-smallpox-virus-simona-zompi


The student will:

1. Express ideas in a clear, concise, and effective manner

2. Identify significant historical events in healthcare

3. Plan and prepare an effective oral presentation

Daily Agenda:

1. Warm-Up in notebook: What is trepanation and why was it practiced?

2. Activity: Students assemble and mount timeline in classroom. Each group should present their portion of the timeline as a review of the history.

3. Discuss answer to warmup. Show video on “Edward Jenner and smallpox vaccine” - copy and paste the following to view: http://ed.ted.com/lessons/how-we-conquered-the-deadly-smallpox-virus-simona-zompi

4. Homework: What are “Anti-Vaxers” and do you agree with them? Why or why not? Do vaccinations cause harm?

5. Be prepared to debate either side of this statement (teachers assign side) during next class meeting: Vaccinations should be mandatory to enter public school.

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NOTES CW101.2.6 Vaccinations Class Debate

Materials:

student notebook

writing utensil

internet access

timer

student notes from homework on vaccine research

video on vaccines: https://www.youtube.com/watch?v=eMrFV2rnHlo


The student will:


2. Formulate responses using precise language to communicate ideas;

Daily Agenda:

1. Warm-Up students should answer this in their notebook: Which vaccines are required to enter school in your school district? Is there a waiver available for parents who do not want their children vaccinated?

2. Show video on pros and cons of vaccinations “Child vaccinations, The Doctors Debate.” Copy/paste the following URL to view video: https://www.youtube.com/watch?v=eMrFV2rnHlo

3. Activity: Class Debate- Set a timer so you do not go over class time! Split class into opposing teams, those for mandatory vaccination (Vaxers) and those against mandatory vaccination(Anti-Vaxers). Students that do not know how they feel can sit in the middle of the class. The goal is to persuade as many students in the center as possible to come to your side of the debate. Take turns going from side to side and allow students to express their opinions. As opinions are expressed, students may switch sides. The students sitting in the middle will be required to choose when they feel they have been persuaded to join either Vaxers or Anti-Vaxers. Teacher should keep track of the team that gains the most supporters and award appropriately!

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NOTES4. Follow up: Discuss the importance of education in health care matters. Students should be aware that informed choices are the only choices they should make; and as future health care workers they should always seek to educate their patients. It is not necessary to agree with the choice the patient makes; however, it is necessary to present all sides of a matter so an informed choice can be made.

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NOTES CW101.2.7 Changes in Healthcare Collaborative Tasks

Materials:

Student interactive notebook

writing utensil

internet accessible device

butcher block paper for props/costumes

copy of rubric for each team


tape

scissors


The student will:

1. Exhibit the ability to cooperate, contribute and collaborate as a member of a team.

2. Develop, plan and prepare an effective oral presentation on the changes in healthcare

Daily Agenda:

1. Warm Up: students should answer the following questions in their notebook: Who invented the microscope? Who identified DNA? (Leeuwenhoek; Watson and Crick)

2. Activity: Divide class into five groups - assign each group one of the following eras, hand out rubric for assignment to each team.

a. Ancient times

b. Dark Ages

c. 16th-18th century

d. 19th century

e. 20th century

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NOTES3. Assignment: students will collaborate and develop a skit, poem, song or video about the advances or changes in health care during the period assigned. Review rubric for project with students. Each student must participate in the presentation. Presentation must include at least three advances or changes, events and /or discoveries and must last at least 7 minutes. Allow students 10-15 minutes to brainstorm ideas. The remainder of class should be spent developing their presentation, making props, recording if necessary, and practicing presentation.

4. Homework: bring necessary materials for presentation.

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NOTES CW101.2.8 Changes in Healthcare Project

Materials:

student notebook

writing utensil

butcher block paper for props/costumes

scissors

tape

markers or colored pencils


The student will:

1. Exhibit the ability to cooperate, contribute and collaborate as a member of a team.

2. Identify “changes in healthcare” and

3. Develop a presentation describing “changes in healthcare”

Daily Agenda:

1. Warm Up: What contributions did Marie Curie and Dorothea Dix make to the advancement of health care through the ages? (Isolated Radium in 1910; reformed hospital mental health hospitals) Review answers with students.

2. Activity: Students will continue collaboration and development of presentation for remainder of class. When students complete their preparation, they should study key terms from Trends in Medicine PowerPoint.

3. Homework: Practice for presentation of project tomorrow

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NOTESCW101.2.9 Presentations Peer Review

Materials:

student notebook/paper

writing utensil

copy of rubric for each student

teacher copy of rubric for each group


The student will:

1. Present “changes in healthcare” project to class

2. Analyze and peer review classmate’s presentations

Daily Agenda:

1. Warm Up: In notebook, instruct students to answer the following, what advances in health care did Joseph Lister and Jonas Salk make? (use of antiseptics; polio vaccine) Review answers with students.

2. Activity: Begin student presentations. Students watching the presentation should complete a peer review of the presentation, based on the rubric.

3. Discussion: After each presentation allow classmates to ask questions and offer comments based on their peer review.

4. Homework: What is HOSA?

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CW101.2.9 Presentation Rubric

Category 4 3 2 1

Collaboration with peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Historical accuracy All historical information appeared to be accurate and in chronological order.

Almost all historical information appeared to be accurate and in chronological order.

Most historical information appeared to be accurate and in chronological order.

Very little historical information appeared to be accurate and in chronological order.

Required Elements Student included more events than required.



Student included 1 event

Props/Costumes Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Enthusiasm Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.

Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.

Very little use of facial expressions or body language. Did not generate much interest in topic being presented.

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Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time

Volume often too soft to be heard by all audience members.

Presentation time Presentation is at least 6-7 minutes long or longer



Presentation is less than 4 minutes in length

Total points each column

Total all columns to determine points received out of 28. Percentages are as follows:

28/28=100 21/28 = 75 Grade: ___________

27/28= 96 20/28 = 71 Comments:

26/28=93 19/28=68

25/28=89 18/28=64

24/28=86 17/28=61

23/28=82 16/28=57

22/28=79 15/28=54

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NOTES CW101.2.10 HOSA

Materials:

Student interactive notebook/paper

Writing utensil

Internet accessible device and internet

List of key terms

Bingo Cards for each student


The student will:

1. Examine the role of student professional organizations in thepreparation of career readiness

2. Identify competitive event that meets student needs

Daily Agenda:

1. Warm Up: In interactive notebook, students should write a completesentence for each of the key terms on key terms list. Stop after 5-10minutes and assign remaining terms/sentences for homework.

2. Class Discussion: HOSA-explain how to become a HOSAmember at your school.

3. Discuss local events in which you participate, scholarshipopportunities, dues, fundraising, and date of first meeting.

4. Activity: HOSA. org WebQuest:

��

��

��

��

��

Explore the HOSA website with students.

Discuss the HOSA mission-write in interactive notebook

Discuss the purpose of HOSA-write in interactive notebook

Discuss Competitive Events

Students take the quiz: what competitive event is right for you? (see HOSA website)

5. Review for quiz during next class meeting – play BINGO usingstudent made BINGO cards.

6. Homework: study for quiz

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NOTESCW101.3.11 Intro to It’s All About Me

Materials:

student interactive notebook/paper

writing utensil

internet accessible device and internet

computer paper or file folders for make class flash cards

markers or colored pencils

copy of “It’s All About Me” assignment and worksheet for each student

copy of Rubric for It’s all about me assignment for each student

Learning Objectives

The student will:

1. Demonstrate mastery of coursework material

2. Organize, compile, and write ideas into an essay

Daily Agenda:

1. Warm Up: study for quiz

2. Introduction of “It’s all about me” project. Assign a due date. (see project guidelines)

It’s All About Me - Project

Objective: Through a series of assignments, students will reflect on their personal history, explore future career goals, post-secondary education, assess life style expectations and form a plan as to how they will achieve their dream. Each unit will have a” Chapter” assignment for this Project. Each chapter is considered a major grade.

Due Date: last class meeting of week 3/last day of this coursework

Assignment for CW101:

Students are to follow the guidelines to create their portfolio/novella. All questions for each chapter must be answered. Each chapter requires a minimum of two pictures or photographs which exemplify what has been discussed in the chapter. The information in Chapter 1 should be provided in creative essay style. Students should not

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NOTES number the questions and answer them. Stress that the personal history assignment will only be shared with the teacher and is not something others will read, unless the student chooses to share. Additional chapters will be added throughout the year.

Chapter 1: The Past

1. Where are your ancestors from?

2. Where did you grow up?

3. What was it like where you grew up?

4. Do you have any brothers or sisters?

5. What was your birth order?

6. What are your earliest school day memories?

7. Who was your favorite teacher? Why?

8. What did you learn in those first years of school that you continue to use today?

9. Were or are you involved in sports, music, drama or other extra-curricular activities and what do or did you enjoy most about it?

10. Describe your most important friendships. Why do they mean so much to you?

11. Are there any particularly unique memories from childhood you would like to share? Describe them.

12. Have you had to overcome any obstacles to be who you are today?

13. What would you like to be doing ten years from now?

Student Directions:

After answering the questions on your worksheet, compile them into an essay. The essay should be typed, single- spaced with double spacing between paragraphs. Use the size and type font required by your teacher. Include at least two pictures or photographs within your essay. Place your essay in a small 3 ring binder. Be sure to add a cover page that includes the following for a professional paper submission for Foundations of Health Science.

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NOTESCover Page:

Title

Student Name

Name of High School

Instructor’s name

Class Period

20??-20??

1. Activity: Allow for a few minutes of questions and brief study time. Students log in to Kaduceus to take QUIZ 101.3, Health Care through the Ages.

2. Wrap it up: Students who finish ahead of others can make a set of classroom flashcards on 8x11 paper or a file folder with key terms on one side and definition on other side. A picture can also be added as a reminder as to the definition; or they can begin working on the It’s all about me project.

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NOTES HANDOUT IT’S ALL ABOUT ME - PROJECT

OBJECTIVE: Through a series of assignments, students will reflect on their personal history, explore future career goals, post-secondary education, assess life style expectations and form a plan as to how they will achieve their dream. Each unit will have a” Chapter” assignment for this Project. Each chapter is considered a major grade.

Due Date: Last class meeting of Week 3, Hour 15

CW101 Assignment:

Students are to follow the guidelines to create their portfolio/novella. All questions for each chapter must be answered. Each chapter requires a minimum of two pictures or photographs which exemplify what has been discussed in the chapter. The information in Chapter 1 should be provided in creative essay style. Students should not number the questions and answer them. Stress that the personal history assignment will only be shared with the teacher and is not something others will read, unless the student chooses to share. Additional chapters will be added throughout the year.

Chapter 1: The Past

1. Where are your ancestors from?

2. Where did you grow up?

3. What was it like where you grew up?

4. Do you have any brothers or sisters?

5. What was your birth order?

6. What are your earliest school day memories?

7. Who was your favorite teacher? Why?

8. What did you learn in those first years of school that you continue to use today?

9. Were or are you involved in sports, music, drama or other extra-curricular activities and what do or did you enjoy most about it?

10. Describe your most important friendships. Why do they mean so much to you?

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NOTES11. Are there any particularly unique memories from childhood you would like to share? Describe them.

12. Have you had to overcome any obstacles to be who you are today?

13. What would you like to be doing ten years from now?

Student Directions: After answering the questions in your handout, compile them to create an essay. The essay should be typed, single spaced with double spacing between paragraphs. Use the size and type font required by your teacher. Remember to include at least two pictures or photographs within your essay. Place your essay in a small 3 ring binder. Be sure to add a cover page that includes the following:

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NOTES Handout, It’s All About Me Instructions Sheet

DATE DUE _______________________

Name ______________________________________________

Date _______________________

Answer the following questions and compile the answers into a creative style essay. Do not number the answers in you essay. Use your answers as an outline to begin writing your creative essay. The essay should be typed, single spaced with double spacing between paragraphs. Use the size and type font required by your teacher. Remember to include at least two pictures or photographs within your essay. Place your essay in a small 3 ring binder. Be sure to add a cover page (sample cover page at end of questions)

1. Where are your ancestors from? ______________________________________________

2. Where did you grow up? _____________________________________________

3. What was it like where you grew up? ______________________________________________

4. Do you have any brothers or sisters? How old are they? ______________________________________________

5. What was your birth order? ______________________________________________

6. What are your earliest school day memories? ______________________________________________

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NOTES7. Who was your favorite teacher? Why? ______________________________________________

8. What did you learn in those first years of school that you continue to use today? ______________________________________________

9. Were or are you involved in sports, music, drama or other extra-curricular activities and what do or did you enjoy most about it? ______________________________________________

10. Describe you most important friendships. Why do they mean so much to you? ______________________________________________

11. Are there any particularly unique memories from childhood you would like to share? Describe them. ______________________________________________

12. Have you had to overcome any obstacles to be who you are today? Explain ______________________________________________

13. What would you like to be doing ten years from now? ______________________________________________

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A PROFESSIONAL PAPER SUBMISSION FOR FOUNDATIONS OF HEALTH SCIENCE

TITLE OF PAPER

STUDENT NAME

NAME OF HIGH SCHOOL

INSTRUCTOR NAME

CLASS PERIOD

2017-2018

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CW101.3.11 It’s All About Me Essay Rubric

STUDENT NAME:

CategoryWeight / Max

Points4 3 2 1

Title Page 2 / 8 Title page has the title, author's name, school name, teachers name, class period and the year.

Title page is missing one requirement.

Title page is missing 3 or more requirements.

Title page has fewer than 3 of the required elements.

Essential Elements

6 / 24 All 13 questions from instructions were answered completely and typing requirements were met.

Almost all (about 90%) of the written requirements were met.

Most (about 75%) of the written requirements were met, but several were not.

Many requirements were not met.

Focus 6 / 24 The entire essay is related to the assigned topic.

Most of the essay is related to the assigned topic.

Some of the essay is related to the assigned topic.

No attempt has been made to relate the story to the assigned topic.

Organization 3 / 12 The essay is very well organized. Clear transitions are used.

The essay is well organized. One idea or may seem out of place. Clear transitions are used.

The essay is a little hard to follow. The transitions are sometimes not clear.

The essay seems to be randomly arranged.

Spelling/ Punctuation/ Grammar

3 / 12 There are no spelling or punctuation errors. The essay is grammatically correct.

There are 2-3 spelling, punctuation, or grammar error.

There are 4-5 spelling, punctuation or grammar errors.

There are more than 5 spelling, punctuation or grammar errors.

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Neatness 3 / 12 The essay is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took immense pride in it.

The essay is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in the work.

The essay is readable. It looks like parts of it might have been done in a hurry.

The essay is not neat or attractive. It looks like the student just wanted to get it finished and didn't take pride in the work.

Images 2 / 8 Two or more pictures or photographs are included.

One picture or photograph is included.

No photos are included.

No photos are included.

TOTALs

COMMENTS GRAND TOTAL:

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NOTESCW101.3.12 Key Terms Review

Materials:

Student interactive notebook

Writing utensil

Class flash cards

Notebook with paper for It’s all about me project

List of Key Terms


The student will:

1. Explore trends in healthcare

2. Accurately interpret key terms in healthcare

Daily Agenda:

1. Warm Up: Instruct students to answer the following question in their interactive notebook: What trends do you see in the field of health care today?

2. Review quiz from last class period. Correct any misconceptions or misunderstandings of the material. Discuss warm up answer.

3. Activity: Review of Key Terms: Play around the world with classroom size flash cards.

Instructions for “Around the World”

Materials Needed: 8x11 size flash cards for appropriate information you are reviewing.

Determine which direction the “traveler” will go; up and down rows, moving from group table to group table or have students stand in a line or a circle. Choose one student to stand next to another student. Display a flash card. The first student who calls out the correct answer moves to stand beside the next student. The object of the game is to see how far one student can “travel” without making any mistakes.

Note: Before beginning, be sure to state the following rules.

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NOTES • Only the two participating students are eligible to call out an answer each time. If another student calls an answer out of turn, they will be out of the game.

• Be sure to set a predetermined time to answer the question. If a student answers the question incorrectly the other student will have 5 seconds to state the correct answer.

• If neither student can answer the question – review the correct answer with the class, and give the next two students a new flash card.

• If a student answers all questions and makes it “around the world”, determine their “reward”

(bragging rights, teacher awarded certificate, extra points on a test, free pass on a daily assignment, etc.)

4. Activity: Students will work on Chapter one of their project “It’s all about me” for remainder of class. Chapter one is due on Day 5 of Week 3.

5. Homework: work on Chapter one of “It’s all about me”

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NOTESCW101.3.13 Acupressure Points

Materials:

Student interactive notebook/paper

Writing utensil

Internet access

Computer paper for each student

Colored pencils

Video: http://www.newhealthadvisor.com/Acupressure-Points-in-Hand.html

Learning Objectives

The student will:

1. Explore alternative medicine/acupressure

2. Locate acupressure points

Daily Agenda:

1. Warm Up – what is your opinion on alternative medicine? Students write answer in interactive notebook warm-up section.

2. Class discussion on student opinions

3. Activity: Explore website, copy and paste URL into browser, explore acupressure points in hand with students and watch this video.

http://www.newhealthadvisor.com/Acupressure-Points-in-Hand.html

4. Activity: students trace their hand on a piece of paper, label acupressure points and color.

5. Homework: it’s all about me project

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NOTES CW101.3.14 Home Health Care

Materials:

Student Interactive notebook/paper

Writing utensil

Internet accessible device and internet

Index card for each student


The student will:

1. Describe the impact of health services on the economy;

2. Analyze the impact of local, state, and national government on the health science industry


4. Explore services provided by home health care

Daily Agenda:

1. Warm up: Instruct students to answer this questions in their interactive notebook: why is home health care a trend for the future? (cost containment)

2. Activity: Split class into 5 groups. Assign one of the following for each group to research.

�� nursing care at home

�� physical/occupational therapy at home

�� respiratory therapy at home

�� nutritional and food service at home

�� social services provided for home care

3. Allow the students 10-15 minutes to research what these services consist of, and whether Medicare covers the services(medicare.gov).

Students will then present their findings to the class. Follow with class discussion on how providing these services at home

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NOTEShelps contain health care costs. (cost of treatment at home vs. cost of a daily stay in a local hospital)

4. Exit ticket: Hand out an index card and have each student list 5 health care options that are costlier in a hospital than if done at home using home health care.

5. Homework: It’s all about me assignment

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NOTES CW101.3.15 Key Terms and Aging Lab

Materials:

Internet accessible device/internet

Aging lab reflection sheet – 1 per student

Student notebook/paper

Writing Utensil

Materials needed for lab:

Goggles or old glasses

Vaseline

Black construction Paper

Tape

List of words for students to copy

Cotton Balls

Book for students to read from

Work gloves or knit or leather gloves

Paper scraps, various coins

Ace wraps

Triangle bandages

Bottle of water

Container to pour water into

Funnel to pour water back into bottle

Masking tape


The student will:

1. demonstrate mastery of key terms

2. identify and experience simulated effects of aging on activities of daily living

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NOTES3. analyze effects of aging

Daily Agenda:

1. Collect It’s all about me assignment.

2. Warm up: Study for key terms quiz.

3. Activity: Quiz on Key Terms (Kaduceus Website).

4. Class discussion: “What might you find difficult to do as you age?”

5. Lab: Aging Simulation

a. Teacher Prep: Set up stations in the classroom using the above supplies and have students rotate to the different stations in pairs or small groups.

b. The following activities were developed to help students experience some of the sensory changes that older adults may experience. As a home health care worker, students will need to be aware of the changes that older adults may experience:

�� Changes in Sight Use goggles or old glasses, smear Vaseline on the lens to represent diminished vision. On a second pair, tape black paper on the lens and cut out a circle in the center to represent tunnel vision. Have student copy a list of words.

�� Changes in Hearing Have student place cotton balls in ears to dull the sound of people talking. Then have someone read a passage from a book to the student without facing the student. Ask the student to repeat what they heard.

�� Changes in Touch Give students heavy work gloves or thick knit gloves to wear and ask them to pick up several pieces of change or small slips of paper from the floor or table. You can also have them try activities of daily living while wearing the gloves – tying a shoe, buttoning and unbuttoning an item, taking something out of a wallet, buckling and unbuckling a belt.

�� Changes in Dexterity Use ace wraps or triangle bandages to wrap around joints

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NOTES of wrist, elbow, and shoulder to indicate limited function due to arthritis and tape several fingers together with masking tape. Ask students to open a water bottle and pour the contents into a container.

�� Changes in Mobility and Balance – use the wraps and bandages to reduce the function of knee and ankle joints. Have students put their shoes on the wrong foot. (many elderly people have poor fitting shoes) Place a line of tape on the floor, spin student around in a chair a few times and have them try to “walk the line”.

�� Aging lab reflection questions.

The following questions are on the student activity sheet at end of CW101. You may assign for homework or use as discussion questions in class.

�� Which sensory loss affected you the most? Why?

�� Describe things you can do to help the older adult who is experiencing sensory loss.

�� Would you like to have a career that works with the aging population? Why or why not?

�� What special qualities do you think a health care worker that works with the geriatric population might need to exhibit?

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NOTESCW101.3.15 Handout

Aging Lab Worksheet

Name: _______________________________________________

Date: ____________________

Reflections on Aging Lab

1. Which sensory loss affected you the most? Why?

2. Describe things you can do to help the older adult who is experiencing sensory loss.

3. Would you like to have a career that works with the aging population? Why or why not? What special qualities do you think a health care worker that works with the geriatric population might need to exhibit?

FOUNDATIONS OF HEALTH SCIENCE TEACHER GUIDE

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