Reggieshakeyinstructorsguide by FSU College of Medicine

Tobacco Literacy Module II Teacherâ&#x20AC;&#x2122;s Instructional Guide

Created by: Tammye E. Farmer, Florida State University

The Florida State University Health Literacy in Diverse Populations Advisory Committee Rhonda Cooper, Executive Director Literacy Volunteers of Leon County Guillermo Gonzalez, Instructor Panhandle Area Educational Consortium Literacy Program Jerry Lang, Consultant Florida Department of Health Alma Littles, M.D. Senior Associate Dean FSU College of Medicine Juliette L. McDonald, Ph.D Program Director and Instructor FSU Career Center Maria Pouncey, M.S. Migrant Coordinator Panhandle Area Educational Consortium Kalinda Pyles, Contract Manager Florida Department of Health Sharon Ross-Donaldson, LCSW Lecturer/Trainer FSU College of Social Work

Author: Illustrator:

Tammye Farmer, FSU Graduate Student Chuck McCann

Acknowledgments This endeavor would not have been feasible without the continuous assistance and support of Dr. Gail Bellamy, Director of the Blue Cross and Blue Shield of Florida Center for Rural Health Research and Policy, Dr. Penny A. Ralston, Director of the Center for Better Health & Life for Underserved Populations, and Mrs. AndrĂŠe Aubrey, Director of the Florida State University Area Health Education Center (AHEC) Program. Thanks to the remaining members of our Product Development and Research Team: Catherine Coccia, Javier Vasquez, and Iris YoungClark. Thanks to the members of the Florida State University Health Literacy in Diverse Populations Advisory Committee. Finally, a very special thanks to the instructor of Adult Basic Education, Shukree Cha-Jua; and the instructor of Adult and Community Education (ACE), Martha Del Moral; and to all their students who participated in this project. This project was funded by the Florida Department of Health and the Centers for Disease Control and Prevention.

Table of Contents This instructional guide is intended for use with the story Reggie and Shakey: Friends Forever. After the story has been read, at the instructor’s discretion, the following activities can be photocopied and distributed to the students. The purpose of these activities is to ensure that the students understand the health information in the story and to provide practice with the vocabulary introduced. 

Overview of Tobacco Smoking and Diabetes



Review of Vocabulary Words



Fill in the Blanks



Word Search



Discussion on Smoking, Diabetes & Quitting Smoking



Social Identification



Information on Diabetes and Smoking



Additional Resources for Instructors

Overview of Tobacco Smoking and Diabetes Tobacco use is the single greatest cause of preventable disease and death in the United States. Tobacco use causes more deaths than AIDS, alcohol, motor vehicles fatalities, homicides, illegal drugs, and suicide combined. About 7.8% of the United States population (23.6 million) has diabetes (sugar in the blood). In 2007, diabetes was the sixth leading cause of death. Diabetes-related complications include heart disease, stroke, high blood pressure, blindness, kidney disease, nervous system disease (neuropathy), and amputations. African American adults are twice as likely as non-Hispanic white adults to have diabetes. In addition, 26.1% of African American men and 18.5% of African American women smoke. People who smoke and have diabetes are: 1) more likely to get nerve damage and kidney disease 2) three times more likely than nonsmokers to die of cardiovascular disease 3) more likely to have elevated blood sugar levels, making it harder to control diabetes. This teacher’s instructional guide contains useful, practical and fun activities that can be used to further educate students about the damaging effects of tobacco and diabetes. Learning Objectives After completing the activities, the students will be able to:     

Identify the negative effects that smoking has on diabetes. Identify new health vocabulary words. Identify resources to assist themselves and/or others in quitting smoking. Identify people within their social environment who either have diabetes or smoke. Demonstrate basic literacy skills by identifying key events and main characters in the story.

Vocabulary: Vocabulary words are included to help students learn important health information while they are mastering basic literacy skills. Amputate

Accident

Diabetes

Diabetic

Doctor

Flow

Hospital

Medical

Smoking

Smoke

Sources: http://www.americanheart.org/print_presenter.jhtml?identifier=4559 http://www.omhrc.gov/templates/content.aspx?lvl=2&1v1ID=51&ID=3017

Epidemic

Review of Vocabulary Words Directions: Review the following words with the students to help enhance their understanding of the words and the story. a. Amputate – To cut off, especially by surgery. b. Accident – An unexpected and undesirable event. c. Diabetes – A disease caused by high levels of glucose (sugar) in the blood that can lead to other health complications. d. Diabetic – A person who has diabetes. e. Doctor – A medical health care provider who is trained and licensed to practice medicine. f. Epidemic – The wide existence of a disease within an area or group of people. g. Flow - Movement in a circle or circuit, especially the movement of blood through bodily vessels as a result of the heart's pumping action. h. Hospital – A medical institution that provides care and treatment to the sick or injured. i. Medical – Relating to the study or practice of medicine. j. Smoke – The act of smoking a form of tobacco. k. Smoking – The act of inhaling and exhaling smoke from the use of tobacco.

Source: http://www.thefreedictionary.com

Fill in the Blanks Directions: Complete the sentences by using the vocabulary words in the box below. 1. The doctor had to

amputate Shakey’s leg because of his diabetes.

2. The Doctor said that Shakey should stop smoking now before he has other medical problems.

3. Shakey learned while watching “Hope-rah” that there is an epidemic the United States.

4. Smoking made it harder for Shakey’s leg to heal after the car 5. Shakey decided to quit smoking because his diabetes.

doctor

6. Diabetes and smoking makes it hard for Shakey’s blood to

Amputate

Accident

Doctor

Epidemic

Flow

Medical

of diabetes in

accident

said it was bad for his

flow

Fill in the Blanks Directions: Complete the sentences by using the vocabulary words in the box below. 7. The doctor had to

Shakey’s leg because of his diabetes.

8. The Doctor said that Shakey should stop smoking now before he has other problems.

9. Shakey learned while watching “Hope-rah” that there is an the United States.

of diabetes in

10. Smoking made it harder for Shakey’s leg to heal after the car 11. Shakey decided to quit smoking because his diabetes.

said it was bad for his

12. Diabetes and smoking makes it hard for Shakey’s blood to

Amputate

Accident

Doctor

Epidemic

Flow

Medical

Word Search Directions: Using the words below, find and circle each word in the word search puzzle. Words may be vertical (up and down), horizontal (sideways) or diagonal.

M B G U K I

B Y H J T I

A D D R V E A T

D I R J G P R B U H

X A B K E I Z I V A Q U

V B N W T D F T S M N B T U

S E W A C E H O S P I T A L B E

Y T M S V M A Q F U M M E D I C A L

D I I O O I B M F T T F L O O C L A T Q

C O W R C K E Y A E I L H A Z P C X Z J

X C O S O I T X Q O O Q Q E C U Q L

D T G T E N O F M W M Z I K Q P

D O T N B G V C F D D M I U

H R D I A B E T E S J N

P S M O K E N I I L

E N V E T K N A

AMPUTATE

ACCIDENT

DIABETIC

DIABETES

DOCTOR

EPIDEMIC

FLOW

HOSPITAL

Source: http://tools.atozteacherstuff.com/word-search-maker/wordsearch.php

MEDICAL

SMOKE

SMOKING

T M L P P C

A Q M K M Z

Word Search (Answer Key) Directions: Using the words below, find and circle each word in the word search puzzle. Words may be vertical (up and down), horizontal (sideways) or diagonal.

M B G U K I

B Y H J T I

A D D R V E A T

D I R J G P R B U H

X A B K E I Z I V A Q U

V B N W T D F T S M N B T U

S E W A C E H O S P I T A L B E

Y T M S V M A Q F U M M E D I C A L

D I I O O I B M F T T F L O O C L A T Q

C O W R C K E Y A E I L H A Z P C X Z J

X C O S O I T X Q O O Q Q E C U Q L

D T G T E N O F M W M Z I K Q P

D O T N B G V C F D D M I U

H R D I A B E T E S J N

P S M O K E N I I L

AMPUTATE

ACCIDENT

DIABETIC

DIABETES

DOCTOR

EPIDEMIC

FLOW

HOSPITAL

MEDICAL

SMOKE

SMOKING

Source: http://tools.atozteacherstuff.com/word-search-maker/wordsearch.php

E N V E T K N A

T M L P P C

A Q M K M Z

Discussion on Smoking, Diabetes & Quitting Smoking Directions: The questions in this section can be used to initiate discussions between the students and the instructor. The discussion can be integrated with the social interaction activities.      

How many of you know someone who has diabetes? (Integrate with social identification activity). How many of you know someone who smokes? (Integrate with social identification activity). How do you feel about their smoking? Have you ever shared with someone the harmful effects of smoking? If you were a smoker and decided to quit smoking, would you go for help? If you or someone you know decides to quit smoking, do you know where to go for help?

Did you Know? People who get help quitting are twice as likely to quit.

Social Identification (FOR INSTRUCTOR ONLY) The social identification activity is designed to assist the students in identifying people within their social environment who smoke, have diabetes or smoke and have diabetes. Directions: Write your name in the center circle. Fill in the other circles with words that identify different people you know who smoke. Choose the social connection from the list provided. You may use the connection more than once, if necessary. Identify those who SMOKE

Aunt

Boyfriend

Classmate

Cousin

Coworker

Client

Friend

Girlfriend

Neighbor

Spouse

Teacher

Uncle

Other

Classmate

Friend

Cousin

Friend

ME Teacher

Uncle Coworker

Social Identification (Part I) Directions: Write your name in the center circle. Fill in the other circles with words that identify different people you know who smoke. Choose the social connection from the list provided. You may use the connection more than once, if necessary.

Identify those who SMOKE

Aunt

Boyfriend

Classmate

Cousin

Coworker

Client

Friend

Girlfriend

Neighbor

Spouse

Teacher

Uncle

Other

Social Identification (Part II) Directions: Write your name in the center circle. Fill in the other circles with words that identify different people you know who have diabetes. Choose the social connection from the list provided. You may use the connection more than once, if necessary.

Identify those who have DIABETES

Social Identification (Part III) 11

Aunt

Boyfriend

Classmate

Cousin

Coworker

Client

Friend

Girlfriend

Neighbor

Spouse

Teacher

Uncle

Other

Directions: Write your name in the center circle. Fill in the other circles with words that identify different people you know who smoke and have diabetes. Choose the social connection from the list provided. You may use the connection more than once, if necessary.

Identify those who SMOKE and have DIABETES

Aunt

Boyfriend

Classmate

Cousin

Coworker

Client

Friend

Girlfriend

Neighbor

Spouse

Teacher

Uncle

Other

Information on Smoking, Diabetes, and Quitting Directions: Share the following basic information on smoking and diabetes with the class. Links and additional information can be found under the “Additional Resources for Instructors” section that you may use to setup your lesson plan.

People who are diabetic are two to four times more likely to suffer a heart attack or stroke. If that person is a smoker, that risk is multiplied. People who have diabetes and are smokers are more likely to develop nerve damage and kidney disease. They are three times more likely than nonsmokers to die of cardiovascular disease. They are also more likely to have higher levels of blood sugar, which will make it harder to control their diabetes.

Tips to Quit Smoking http://www.americanheart.  Keep busy doing things that make it org/presenter.jhtml?identifi dishes and being more active. er=3044775

hard to smoke, like working in the yard, washing



Fight the urge to smoke by going to places where smoking isn't allowed and staying around people who don't smoke.



Avoid situations that tempt you to smoke, like drinking coffee or alcohol.



Find a substitute for smoking a cigarette. Try a sugarless hard candy or gum. Drink water.



Remind yourself that you're likely to feel better if you stop smoking.



Tell family members and friends that you need to quit smoking and need their support. If your husband, wife, son or daughter smokes, ask them to quit with you.

Source: http://www.americanheart.org/presenter.jhtml?identifier=3044775

Additional Resources for Instructors Listed are additional supplemental resources that can be used to gather more information about smoking and diabetes. 

American Diabetes Association http://www.diabetes.org



American Heart Association http://www.americanheart.org



American Lung Association http://www.lungusa.org



Florida Literacy Coalition http://www.floridaliteracy.org



Florida Healthy Kids https://www.healthykids.org



Nemours http://nemours.org



The Office of Minority Health http://minorityhealth.hhs.gov



Florida QuitLine http://www.doh.state.fl.us/tobacco/quitline.html

Community health centers provide medical care to all members of a community, regardless of ability to pay. To find a community health center in your local area, go to The Florida Association of Community Health Center website at www.fachc.org, or phone (800) 456-8263. In addition, The Florida Department of Health (DOH) strives to promote, protect and improve the health of all people in Florida. Local County health departments provide local health services. To find a local health department in your area, call (850) 245-4330, or go to www.doh.state.fl.us.