LWS Institute for Learning
Insert Outline
2012 Planning 10 Modification Insert
LWS Institute for Learning
Insert Outline
2012 Planning 10 Modification Insert
Insert Rationale
Text from The Ministry of Education - British Columbia. Modified by the LWS Institute for Learning. Š 2011 LWS Institute for Learning Printed by INP Inc.
Table of Contents 7 Preface 9 Introduction 11 Prescribed Learning Outcomes 13 Resources
Preface This insert for the Integrated Resource Package (IRP) provides basic information teachers will require in order to implement a modified section of Planning 10.
The information contained in this document is also available on the Internet at www.bced.gov.bc.ca/irp/irp.htm
The following paragraphs provide brief descriptions of the components of the insert.
Introduction The Introduction provides general information about the insert. Included in this section are • A rationale for the modification • The modification goals • An overview of the modification content
Prescribed Learning Outcomes This section contains the Prescribed Learning Outcomes, the legally required content standards for the provincial education system. The learning outcomes define the required knowledge, skills, and attitudes. They are statements of what students are expected to know and be able to do through the implementation of this modification.
Resources This section contains resources on how to integrate this modification.
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Introduction This insert for the Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for Planning 10. The development of this insert has been guided by the principles of learning: • Learning requires the active participation of the student. • People learn in a variety of ways and at different rates. • Learning is both an individual and a group process. In addition to these three principles, this document recognizes that British Columbia’s schools include young people of varied backgrounds, interests, abilities, and needs. Wherever appropriate for this curriculum, ways to meet these needs and to ensure equity and access for all learners have been integrated as much as possible into this insert.
Rationale A key concern of BC Children’s Hospital is youths with chronic conditions transitioning from juvenile health care to adult health care. After reaching the age of majority, many neglect previously made appointments, do not know how to deal with their conditions, and worsened health as a result of that. The tools that exist to aid with this transition are print-based material, charts and tables that need to be completed. Other initiatives are online-based, but both have had only partial interest from youth.
Planning 10 provides relevant and experiential learning opportunities, helping students relate their learning in school to the demands of the working world and the expectations of society. It also provides opportunities for students to develop those skills, attitudes, and behaviours that will allow them to manage their lives more purposefully and effectively, enhance their personal well-being, and realize their full potential. Students with chronic conditions, many have hidden or ‘invisible’ chronic conditions, do not want awareness drawn to them because of their condition. By educating the student entire population, the students with chronic conditions better are equipped tools to better care for themselves. Further, the students without chronic conditions are also better able to maintain their health.
Goals for this Insert The following broad goals reflect and are represented in the Prescribed Learning Outcomes for this insert: • Students will become better informed about their health, better able to understand decisions made in regards to their health. • Students with chronic conditions will be treated equally without special attention to them, resulting that through this experience these students will be better equipped with transitioning from juvenile health care to adult health care.
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Curriculum Organizers
A curriculum organizer consists of a set of Prescribed Learning Outcomes that share a common focus. The Prescribed Learning Outcomes for this insert are as follows: • Health Information • Health Decisions After addressing the Prescribed Learning Outcomes in this insert, it is expected that students will be able to understand the importance of assuming personal responsibility for, and making informed decisions about, their lifelong health, with specific concentration towards being informed about their personal health condition, if any.
Suggested Timeframe Provincial curricula are developed in accordance with the amount of instructional time recommended by the Ministry of Education for each subject area. Teachers may choose to combine various curricula to enable students to integrate ideas and make meaningful connections. The average number of hours suggested to deliver the Prescribed Learning Outcomes in this insert is approximately 2-3 hours, or two classes.
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Students in Grade 10 are beginning to assume greater independence from adult decision-makers who have guided them throughout their early years. In this insert, students learn the decision-making skills required to take increasing responsibility for developing and maintaining a healthy lifestyle. They learn to assess the shortterm and long-term consequences of their health decisions for themselves.
Prescribed Learning Outcomes Prescribed Learning Outcomes (PLOs) are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, learning outcomes set out the required knowledge, skills, and attitudes – what students are expected to know and be able to do – by the end of the insert.
Understanding the PLOs It is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.
Wording of PLOs All learning outcomes complete the stem, “It is expected that students will….” When used in a Prescribed Learning Outcome, the word “including” indicates that any ensuing item must be addressed. Lists of items introduced by the word “including” represent a set of minimum requirements associated with the general requirement set out by the outcome. The lists are not necessarily exhaustive, however, and teachers may choose to address additional items that also fall under the general requirement set out by the outcome.
more of the three domains of learning: cognitive, psychomotor, and affective. The following definitions of the three domains are based on Bloom’s taxonomy. The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities. The cognitive domain can be further specified as including three cognitive levels: knowledge, understanding and application, and higher mental processes. These levels are determined by the verb used in the learning outcome, and illustrate how student learning develops over time. • Knowledge includes those behaviours that emphasize the recognition or recall of ideas, material, or phenomena. • Understanding and application represents a comprehension of the literal message contained in a communication, and the ability to apply an appropriate theory, principle, idea, or method to a new situation. • Higher mental processes include analysis, synthesis, and evaluation. The higher mental processes level subsumes both the knowledge and the understanding and application levels.
Domains Of Learning Prescribed Learning Outcomes in BC curricula identify required learning in relation to one or
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The affective domain concerns attitudes, beliefs, and the spectrum of values and value systems. The psychomotor domain includes those aspects of learning associated with movement and skill demonstration, and integrates the cognitive and affective consequences with physical performances.
• Health Information • keep record of personal health information and be able to com municate such information to health care professionals when required • analyze health information for validity and personal relevance • Health Decisions • evaluate the potential effects of an individual’s health-related decisions on self • evaluate the long-term and short-term implications of a range of health issues for self with a particular emphasis on • medical decision making • situational response • evaluate the physical, social, mental, and financial implications of health decision • explore decision making to promote health and reduce risks and injuries in relation to various issues
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Note: Some of the Prescribed Learning Outcomes in this Health insert organizer address topics that may be sensitive for some students or parents/guardians. Refer to ministry policy regarding opting for alternative delivery of sensitive topics: www.bced.gov.bc.ca/policy/
Resources This section contains general information on learning resources and provides an Internet link to the titles and descriptions for the recommended learning resources in this insert.
What Are Recommended Learning Resources?
Recommended learning resources are resources that have undergone a provincial evaluation process using teacher evaluators and have Minister’s Order granting them provincially recommended status. These resources may include print, video, software and CD-ROMs, games and manipulatives, and other multimedia formats. They are generally materials suitable for student use, but may also include information aimed primarily at teachers.
The manual included guides teachers through the steps necessarily for utilizing the game resource that has been designed to achieve the Prescribed Learning Outcomes as outlined earlier. The CD-ROM included contains extra resources for teachers in regards to the game activity.
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Teacher’s Instructional and Resource Guide
Table of Contents 19 Introduction 21 Quick Start Guide 22 Intro to Cards 24 How to Play 27 Class Schedule 29 Materials
Introduction Having healthy eating and exercise habits are no longer enough. It is crucial that youths also keep up with their medical history and learn how to communicate to health care professional their needs. With the realization that many students don’t retain the information given to them in class, we have designed an activity that places them on the spot. This is a role-play game apply for high school students in their Planning 10 course; the teacher plays the role of doctor who asks the general questions. And students play the role of patient who needs to answer the questions based on the condition card they are assigned. The goal of the activity is to make youths aware that if they don’t care of their health, it leads to consequences.
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Quick Start Guide
This guide provides you with the general information you need to start using the card game. For more detailed information, which can be see from the following blog: http://core310.wordpress.com/
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Intro to the cards General Condition Card Front
Back Ate a bar of chocolate had traces of peanuts
ALLERGY
3
4
1
to PEANUTS
Throat swollen
5
Feel bloated 2
Diarrhea
1
Name of Condition
2
Icon represent Condition
3
A cause of Condition
4
Symptom Icon
5
Brief of symptom
1
Name of Condition
2
Icon represent Condition
3
Symptom Icon
4
Brief of symptom
Advanced Condition Card Front
Back 3
ASTHMA
1
Extreme physical excursion
2
Have my inhaler everyday
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4
Intro to the cards General Condition Q&A Card
Advanced Condition Q&A Card
Front
Front
Q & A Cards for teachers
1
Q & A Cards for teachers
Back
5
Back
Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
ALLERGY
2
ASTHMA
6
1. What was your allergy that triggered the attack?
3
1. Do you know what are the causes of asthma? Extreme physical excursion
7
A bar of chocolate that had traces of PEANUTS
2. Is any part of your body swollen? THROAT swollen
2. Do you regulary keep your inhaler on you? Yes
4
8
3. Have you taken anything to ease your condition? No
3. Have you had any bloating, diarrhea or vomiting? BLOATING & DIARRHEA
1
Title of the card
5
Title of the card
2
Name of Condition
6
Name of Condition
3
Question
7
Question
4
Answer
8
Answer
23
How to Play Step 1
The teacher divides students into teams of 5.
Teacher
Teacher Student
Team 1
Team 2
Step 2
Team 4
Team 3
Team 5
The teacher issues 5 same General Condition Card for each team, each student should pick one card and they will have 5 minutes to remember the information on the card.
Teacher
Teacher Student Condition Card
ALLERGY to PEANUTS
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BREAK
to PEANUTS
your ARM
Ligament torn
Throat swollen
your ARM
BREAK Diarrhea
ALLERGY
Feel bloated
Lower arm bone broken
Diarrhea
ALLERGY
BREAK
to PEANUTS
your ARM
Ligament torn
Throat swollen
your ARM
Feel bloated
BREAK
Throat swollen
Lower arm bone broken
Feel bloated
Lower arm bone broken
Diarrhea
ALLERGY
BREAK
to PEANUTS
your ARM
Team 5 Fell from the stairs
Ate a bar of chocolate had traces of peanuts
Ligament torn
Throat swollen
your ARM
Ligament torn
BREAK
your ARM
Fell from the stairs
Ate a bar of chocolate had traces of peanuts
Feel bloated
Lower arm bone broken
Diarrhea
ALLERGY
BREAK
to PEANUTS
your ARM
Ate a bar of chocolate had traces of peanuts
Ligament torn
Throat swollen
your ARM
BREAK
to PEANUTS
Fell from the stairs
Ate a bar of chocolate had traces of peanuts
BREAK
ALLERGY
Fell from the stairs
Ate a bar of chocolate had traces of peanuts
Team 4
Team 3
Feel bloated
your ARM
Fell from the stairs
Team 2
BREAK
Team 1
Lower arm bone broken
Diarrhea
How to Play Step 3
The teacher will pick one student from each team who holds the same general condition card and ask them one question related to their conditions. The first person who answer the question right, gets a point for the team. This continues for 10 rounds and the team with the most points wins.
Teacher
Teacher Student Condition Card
ALLERGY to PEANUTS
Team 1
+
Team 2 BREAK your ARM
+
Team 4
Team 3 BREAK your ARM
+
BREAK your ARM
+
Team 5 BREAK your ARM
+
BREAK your ARM
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Class Schedule 75 minutes per class ~30 students Class One
Class Two
10 minutes
10 minutes
• Teacher divides the class into groups of 5.
15 minutes • Teacher writes down the 5 basic conditions on the board and have students discuss them in the groups. Students have to write down notes of what they know about those conditions and hand them in as a group.
5 minutes • Teacher goes over all the conditions, and gives a more detailed overview of these conditions. Teacher hands out the cards to the groups.
10 minutes
• Teacher talks about and checks homework. Teacher divides the class into different groups of 5.
15 minutes • Teacher write the 5 advanced conditions on the board and let students discuss them. Again, students have to write down notes of what they know about those conditions and hand them in as a group.
5 minutes • Teacher goes over all the conditions, and gives a more detailed overview of these conditions. Teacher hands out the cards to the groups.
• Teacher explains the rules of the game.
5 minutes
5 minutes
• Teacher explains the difference between this time and last time in terms of the game.
• Students remembers the information on the cards.
5 minutes
15-20 minutes
• Students remembers the information on the cards
• Game play. The group with the most points win a prize (bonus marks etc).
15-20 minutes
10 minutes
• Game play. The group with the most points win a prize (bonus marks etc).
• Teacher explains the homework and hands out homework sheets. Teacher talks about what to expect for next class.
10 minutes Teacher gives a conclusion of these 2 classes.
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Materials A Y
K
10 types of health conditions (5 for each level)
Basic LLERG to PEANUTS
Ate a bar of chocolate had traces of peanuts
BREA
CUT wit
EAR
FOO
your ARM
RUSTY METAL
INFECTION
POISONING
Fell from the stairs
Ligament torn
Get stabbed by a rusty nail
Sweating a lot
Did not dry ears after swimming
Right ear rings
Had rotten milk
Throat swollen
Feel feverish
Feel bloated Lower arm bone broken Throat swollen / hard to swallow
Pain increases during night time
Diarrhea
Diarrhea
Advanced ASTHMA
MINOR
CONCUSSION
Hit by a baseball
ANEMIA
Take iron supplements
FROSTBITE
APPEN DICITIS
Got frostbitten last night Fever
Extreme physical excursion
Experience ringing in my ears
Have my inhaler everyday
Sweating
Skin gets red and itchy
Right abdomen hurts / press hurts
Headache
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Materials
10 types of Q & A cards (5 for each level)
Basic Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
ALLERGY
BROKEN ARM
CUT WITH RUSTY METAL
1. What was your allergy that triggered the attack?
1. How did you break your arm?
1. What is it that stabbed you?
2. Is any part of your body swollen?
2. Which part of your arm did you break?
2. Have you excessively sweat?
3. Have you had any bloating, diarrhea or vomiting?
3. Do you feel pain in any other parts of your arm?
A bar of chocolate that had traces of PEANUTS
THROAT swollen
Fell from the STAIRS
LOWER arm
BLOATING & DIARRHEA
Yes
UPPER arm / LIGAMENT torn
Yes
Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
EAR INFECTION
FOOD POISONING
1. Do you know what causes this condition?
1. What did you eat?
2. Do your ears ring?
2. Have you experienced any diarrhea or vomiting?
3. Does the pain increase at night?
3. Do you feel feverish?
Did not dry ears after SWIMMING
Only the RIGHT one rings
Q & A Cards for teachers
A rusty metal NAIL
Yes
Rotten MILK
DIARRHEA
A little bit
Advanced Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
ASTHMA
MINOR CONCUSSION
ANEMIA
1. Do you know what are the causes of asthma? Extreme physical EXCURSION
1. Have you been in an accident recently? Hit by a BASEBALL
1. Do you take iron supplements? Yes
2. Do you regularly keep your inhaler on you? Yes
2. Have you experienced any headaches? Yes
2. Have you had swelling in the legs or arms? No
3. Have you taken anything to ease your condition? No
3. Do you experience ringing in your ears? Yes
3. Have you experienced vomiting, increased sweating, or blood in stool? SWEATING
Q & A Cards for teachers (pick 2 to ask)
Q & A Cards for teachers (pick 2 to ask)
FROSTBITE
APPENDICTIS
1. When did you get frostbitten? Last night
1. Which area of your abdomen hurts? RIGHT
2. Have you experienced itching or pain? ITCHING
2. Have you experienced vomiting, fever, or nausea? FEVER
3. What colour are your hands when frostbitten? RED
3. Does it hurt after I press down on your abdomen? Yes
Q & A Cards f r
30
h r
Q & A Cards for teachers (pick 2 to ask)
Materials 2 Sheets
Homework sheet
Evaluation sheet
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Extra Cards
ALLERGY
BREAK
to PEANUTS
your ARM
CUT with
EAR
RUSTY METAL
INFECTION
35
Fell from the stairs
Ate a bar of chocolate had traces of peanuts
Ligament torn
Throat swollen
Feel bloated Lower arm bone broken
Diarrhea
Did not dry ears after swimming
Right ear rings
Pain increases during night time
36
Get stabbed by a rusty nail
Sweating a lot
Throat swollen / hard to swallow
FOOD
ASTHMA
POISONING
MINOR
CONCUSSION
ANEMIA
37
Had rotten milk
Extreme physical excursion
Feel feverish
Have my inhaler everyday
Take iron supplements
Diarrhea
Hit by a baseball
Experience ringing in my ears
Sweating Headache
38
FROSTBITE
APPEN DICITIS
Q & A Cards for teachers (pick 2 to ask)
ALLERGY 1. What was your allergy that triggered the attack? A bar of chocolate that had traces of PEANUTS
2. Is any part of your body swollen? THROAT swollen
3. Have you had any bloating, diarrhea or vomiting? BLOATING & DIARRHEA
39
Got frostbitten last night Fever
Right abdomen hurts / press hurts
Skin gets red and itchy
Q & A Cards for teachers
40
Q & A Cards for teachers (pick 2 to ask)
BROKEN ARM 1. How did you break your arm?
Fell from the STAIRS
2. Which part of your arm did you break?
LOWER arm
3. Do you feel pain in any other parts of your arm?
UPPER arm / LIGAMENT torn
Q & A Cards for teachers (pick 2 to ask)
CUT WITH RUSTY METAL 1. What is it that stabbed you? A rusty metal NAIL
2. Have you excessively sweat? Yes
Yes
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Q & A Cards for teachers
Q & A Cards for teachers
42
Q & A Cards for teachers (pick 2 to ask)
EAR INFECTION 1. Do you know what causes this condition? Did not dry ears after SWIMMING
2. Do your ears ring?
Only the RIGHT one rings
3. Does the pain increase at night? Yes
Q & A Cards for teachers (pick 2 to ask)
FOOD POISONING 1. What did you eat? Rotten MILK
2. Have you experienced any diarrhea or vomiting? DIARRHEA
3. Do you feel feverish? A little bit
43
Q & A Cards for teachers
Q & A Cards for teachers
44
Q & A Cards for teachers (pick 2 to ask)
ASTHMA 1. Do you know what are the causes of asthma? Extreme physical EXCURSION 2. Do you regularly keep your inhaler on you? Yes 3. Have you taken anything to ease your condition? No
Q & A Cards for teachers (pick 2 to ask)
MINOR CONCUSSION 1. Have you been in an accident recently? Hit by a BASEBALL 2. Have you experienced any headaches? Yes 3. Do you experience ringing in your ears? Yes
45
Q & A Cards for teachers
Q & A Cards for teachers
46
Q & A Cards for teachers (pick 2 to ask)
ANEMIA 1. Do you take iron supplements? Yes 2. Have you had swelling in the legs or arms? No 3. Have you experienced vomiting, increased sweating, or blood in stool? SWEATING
Q & A Cards for teachers (pick 2 to ask)
FROSTBITE 1. When did you get frostbitten? Last night 2. Have you experienced itching or pain? ITCHING 3. What colour are your hands when frostbitten? RED
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Q & A Cards for teachers
Q & A Cards for teachers
48
Q & A Cards for teachers (pick 2 to ask)
APPENDICTIS 1. Which area of your abdomen hurts? RIGHT 2. Have you experienced vomiting, fever, or nausea? FEVER 3. Does it hurt after I press down on your abdomen? Yes
49
Q & A Cards for teachers
50
Homework and Evaluation
Homework To be handed out after Class One Here is a list of things about your personal health care you may need to know. You can ask your parents and your family doctor to get the answers. When you finish the list, you can keep it, and try to remember all the information.
• What is your blood type?
• What is your care card number?
• Do you have your family doctor’s contact information?
• When was your last tetanus shot?
• Are you allergic to any medications?
• Are you up to date on your vaccinations?
• Do you have any other allergies apart from medications?
Evaluation For Planning 10 Modification Insert Name: Date: Teacher: Mark:
Class Participation
/3
Understanding of knowledge introduced in class (How well students did in the game? )
/5
Research skills to find information about common illnesses
/5
Co-operation with other students
/5
Homework for class one
/5
Bonus points
/2
Total
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