Staying Healthy - Florida Literacy Coalition Files/CompleteTEBook.pdf · Teacher’s Guide Florida...

Teacher ’s G uide

Florida Literacy Coalition

Florida’s Adult and Family Literacy Resource Center

2008

This publication was made possible through an English Literacy and Civics State Leadership grant (# 764-1948A-8PL01) from the Florida Department of Education, Division of Workforce Education. Funding was provided through the Workforce

Investment Act, Title II, Adult and Family Literacy, Section 223.

Staying HealthyAn English Learner’s Guide to

Health Care and Healthy Living

Teacher’s Guide

Sabrina Kurtz-Rossi,

Martha A. Lane, Julie McKinney,

Jordana Frost, Gregory Smith

Credits

Pilot Programs

Orlando Tech – Dr. David Painter, Sonia Magarinos, Anevil Joselin, Myriam Oualit, and their students

United Methodist Cooperative Ministries – Jan Setzekorn, Tracey Tyber, Wynn Wargo, Virginia Melidiosan, and their students

GROWS Literacy Council – Marilina Viera, Nilda Loza-Evans, Hillary Smith, Beatrice Beardsworth, and their students

Invaluable Others

Phil Anderson, Adult ESOL Consultant, Florida Department of Education, Division of Workforce Education

Florida Hospital, Publix Supermarkets, and Orange County Health Department

Pamela Logsdon, Yari Payne, Tom Pattison, and Joe Pankowiecki

ACKNOWLEDGEMENTSWe would like to acknowledge and thank the following individuals and organizations for their support in the development of this publication.

Florida Department of Education, Division of Workforce Education

Development Team Sabrina Kurtz-Rossi, Martha A. Lane, Julie McKinney, Jordana Frost, Gregory Smith

Health Literacy Project Coordinator Jordana Frost

Graphic Design Kellie Warren-Underwood, Cory Knowlton

Expert Reviewers Edna Apostol, MPH; Clara Louise Augustine, Licensed Dietician; Bertha Bruner, RN

Volunteer Models Kerrie Perez, Mayra Sanchez, Mirna Chamorro, Desireé Perez, Samantha Sparks, Yari Payne, Gregory Smith, Alexza Pantoja, Sarah Feuer, Maucler Pierre, Irlande Lafalaise, Jean Baptiste Marie Farnette, Ismaelie Guerrier, Robert Saint Fleur, Marcelene Destinvil, Noel Poussely, Maureen Idrinski, Roland Thomson, Sandy Lang, Gladys Rondon, Angel Ramos

CREDITSExclusive photography by Tammy Middleton of Images-Company

Stock Photography and Illustrations by

Partnership for Clear Health Communication at the National Patient Safety Foundation, U.S. Food and Drug Administration, The United States Pharmacopeial Convention, Inc., ISTOCKPHOTO®, PHOTOS®, DREAMSTIME®

Yvanovich; Sampete; Tomas Hajek; Martijn Mulder; Sebastian Kaulitzki; Joe Belanger; Oguzaral; Peter Elvidge; Varyaphoto1000; Alex Staroseltsev; Niderlander; Paul Morley; Digieye; Heath Doman; Dušan Zidar; Scott Karcich; Jovan Nikolic; Teamarbeit; Rob Morrell; Billyfoto; Simon Krzic; Graça Victoria; Ron Chapple Studios; Terry Alexander; Nyul; Rmarmion; Madartists; Dwight Smith; Stephen Coburn; Eugene Bochkarev; Dannyphoto80; Noriko Cooper; Eugene Bochkarev; Boguslaw Mazur; Danijel Micka; Alain Juteau; Qwasyx; Nikola Hristovski; Richard Nelson; Lisa F. Young; Photong; Stuart Miles; Raja RC; Sandy Jones; Bonnie Schupp; Ferran Traite Soler; Brandon Laufenberg; Wilie B. Smith; Jeffrey Smith; Michael Krinke; Rebecca Grabill; Eliza Snow; Aldo Murillo; Aaron L. Frost, Sean Locke, Noriko Cooper

Copies of Staying Healthy: An English Learner’s Guide to Health Care and Healthy Living - Teacher’s Guide may be ordered by contacting the Florida Literacy Coalition, Inc., (407) 246-7110. This publication and the corresponding Student Manual can be downloaded for free at http://www.floridaliteracy.org

The opinions expressed herein do not necessarily represent the positions or policies of the Florida Department of Education.

ISBN: 978-0-615-22015-4

Teacher ’s G uide

Dear Teachers,

This guide is designed to be used with Staying Healthy: an English Learner’s Guide to Health Care and Healthy Living. Used together, the teacher’s guide and student book will enhance students’ understanding of the health information, while at the same time improving their English language and literacy skills. The teacher’s guide includes ideas for lessons, and activities, as well as suggestions for presenting health information that will hopefully help facilitate learning.

Please be assured that you do not need to be a health expert or even a health educator to incorporate health content into your English for speakers of other languages (ESOL) class. Your role as an ESOL teacher is to give students the language, literacy, and communication skills they need to find information about their health and connect with local health resources available to them. Another role is to provide a forum for discussion about what your students already know, their cultural practices around health, and what they feel they need to do in order to take care of their health and their family’s health. This said, it is important for the students to understand that you are not asking them to share their specific private health information, but rather, that you are asking them to discuss health issues in more general terms. By providing this forum, you will accomplish many goals. You will improve their English skills by encouraging free discussion about a meaningful and motivating topic. You will also address issues of cultural differences related to health and health care. You will convey important information about health and nutrition, as well as increase their ability to communicate about health issues and to access health care services.

There are two main goals in processing the health information in the student book. The first is to help students understand how important it is to connect with the health care system here in the United States and to give them the necessary tools to find and access affordable primary care. This means, among other things, getting checkups and not waiting until they end up in the emergency room! The second is to encourage students to ask questions so they get the answers they need about their health and the health care they receive.

I ntro duc tion

For many families, access to health insurance and affordable health care is very difficult. However, Florida does have many excellent resources to help individuals and families find a way to get preventive care. The health of individuals and families with access to preventive health care is much better than those without. So it is worth the effort to learn about these resources for low-cost health insurance and free care.

There is a standard format for both the student book and the teacher’s guide.

Each chapter in the student book includes:

• Athemepicturetouseasadiscussionstarter

•Thehealthinformation,anda“picturedictionary”presentationofrelated

key words in the margin

•Chartsandtables

•Asectionexplaininghowthehealthsystemcanhelp,whichisintendedtoreinforcethe

importance of having a doctor and health center to call one’s own

•Adialogtopracticethelanguageneededtoconnectwiththehealthcaresystem

•Resourcestolearnmoreorfindlocalprogramsinyourcounty

Each chapter in the teacher’s guide includes:

• Learningobjectives

•CASAScompetenciesaddressed

•Section1:ReadingAbouttheTopic

o Suggestions for using the theme picture to start discussion

o Suggestions for teaching key vocabulary

o Suggestions for teaching the health content, including points to emphasize

and common misconceptions to address

•Section2:Activities

o Pronunciation

o Grammar

o Math

o Hands-on learning

o Comprehension

o Technology

Teacher ’s G uide

•Section3:Dialog.Thisincludes3dialogsatdifferentlevelsofdifficulty

•Section4:CheckYourLearning.Thereisaquiztocheckforunderstandingandideasfor

sharing new information with others

•Section5:AdditionalResources

o Websites to find more information

o Sources for finding local resources in Florida

o A section where you can write in resources your students recommend or that you

found useful

•Section6:StudentWorksheets

As you go through the teacher’s guide and student book, we strongly recommend that you find ways to collaborate with local health agencies. This could mean getting a guest speaker from a local free clinic or regional Medicaid office, bringing your class on a field trip to the nearest community health center or hospital, or having a nurse or nursing students come to your program to do health screenings. There are many ways to collaborate with health care providers and many benefits for your students. It gives students an opportunity to practice communicating with health professionals, it reinforces the material they are learning, and it connects them with important local resources that they may need.

It is important that you explain to your students that the information contained in their book is not meant to replace the advice of their doctor. They should therefore avoid using the book to diagnose or treat a health problem or disease without consulting a doctor.

Family health is a motivating factor for many students, and using health as a content area for literacy and ESOL instruction motivates learning and improves the acquisition of literacy and language skills. We hope you and your students find these materials helpful.

Sincerely,

Sabrina Kurtz-RossiMartha A. Lane Julie McKinney

Florida ESOL Course Standards - Health and Nutrition

Foundations Low Beginning High Beginning Low Intermediate

1.05.01 Identify several parts of the body. g Ch. 2: Your Doctor

2.05.01 Describe basic problems/injuries to parts of the body. g Ch.2: Your Doctor

3.05.01Describeaccidentsandinjuries,including: names of parts of the body and descriptionsofinjuries.

4.05.01Describesymptoms related to illness,injuries,ordentalhealth problems.

1.05.02 Recognize symptoms of common illnesses. g Ch. 2: Your Doctor; Ch. 5: Chronic Diseases

2.05.02 Describe symptoms related to common illnesses. g Ch. 2: Your Doctor; Ch. 5: Chronic Diseases

3.05.02 Identify healthful habits that prevent common illness. g Ch. 6: Staying Healthy

4.05.02 Compare healthful and unhealthful behaviors and practices. g Ch. 6: Staying Healthy

1.05.03 Recognize basic health care providers and facilities, including: doctor, nurse, dentist, emergency room, and hospital. g Ch. 1: Health Care

2.05.03 Identify health care providers and facilities in your community. g Ch. 1: Health Care

3.05.03 Make a sample doctor’s/dentist appointment card, using the following terms: first time, routine, follow-up, and checkup. g Ch.2: Your Doctor

4.05.03 Simulatethesteps to reschedule and/or cancel a doctor’s appointment.

1.05.04 Identify common medications and their usage. gCh. 3: Medicines

2.05.04 Read/interpret instructions on medicine labels, including over-the-counter (OTC) and prescription medications. g Ch. 3: Medicines

3.05.04Simulatestepsto follow a sample set of written doctor’s orders.

4.05.04 Identify the difference between prescription and over the counter (OTC) medications. g Ch. 3: Medicines

1.05.05Identifyproductsused for personal grooming.

2.05.05Listpersonalgrooming and hygiene habits.

3.05.05Identifypracticesthat promote good dental health.

4.05.05Recognizeandinterpret requirements for immunizations.

1.05.06 Recognize basic food items. g Ch. 4: Nutrition

2.05.06 Chooseprepared foods from a simple menu.

3.05.06 Categorize foods and food groups according to current US Department of Agriculture guidelines. g Ch. 4: Nutrition

4.05.06 Read/interpret nutritional and related information listed on food labels. g Ch. 4: Nutrition

The following chart illustrates areas in which the content from this curriculum addresses healthandnutritionrelatedstandardsfoundinthe2008FloridaAdultESOLCourseStandards.The items in bold correlate to the referenced chapters in the student book.

Teacher ’s G uide

Table of Contents

Chapter 1 Health Care Page 1

Chapter 2 Your Doctor Page 23

Chapter 3 Medicines Page 39

Chapter 4 Nutrition Page 55

Chapter 5 Chronic Diseases Page 79

Chapter 6 Staying Healthy Page 99

01Teacher ’s G uide

Chapter 1: Health Care

Chapter 1: Health Care02

Chapter 1: Health Care Teacher’s Guide

Learning Objectives: •Studentswilllistthreereasonsforvisitingadoctorfor

acheckup

•Studentswillrecognizeemergencyhealthcaresituations

andwhentocall911

•Studentswillbeabletoasktheirdoctorquestionsabouttheir

healthcare

•Studentswillknowwheretheycanfindlocalprogramsthey

cancontactforhelppayingforhealthcare

CASAS Competencies: 2.1.2 Identifyemergencynumbersandplaceemergencycalls

2.5.1 Locateandutilizeservicesofagenciesthatprovideemergencyhelp

2.5.3 Locatemedicalandhealthfacilitiesinthecommunity

2.5.4 Read,interpret,andfollowdirectionsfoundonpublicsignsanddirectories

3.1.3 Identifyandutilizeappropriatehealthcareservicesandfacilities,includinginteracting

withlocalproviders

4.9.3 Identifysourcesofinformationandassistance,andaccessresourceswithinasystem

7.4.4 Identifyorutilizeappropriateinformationalresources,includingtheInternet

Section 1: Discussing & Reading About Health Care

Suggestions for discussing the Theme Picture

1.Showthemepicturetointroducetopic. “Whatdoyousee?” “Wherearethey?” “Whataretheydoing?” “Why?”

2. Askquestionstostimulatediscussion. “Describeahospitalyouhavebeenin.” “HowareFloridahospitalsdifferentfromhospitalsinyourcountry?” “Whatkindofhelpcanyougetatahospital?”

ThischapterisanintroductiontotheU.S.healthcaresystem.Itemphasizestheconceptofgoingtothedoctorforcheckups.Whereandwhentoseekcarewhenyouaresickandinanemergencyarealsodiscussed.Finally,thechapterprovidesinformationabouthowtogetgoodhealthcarenomatteraperson’sneedsorabilitytopay.

Teacher ’s G uide 03

Suggestions for Teaching Key Vocabulary

Keyvocabularywordsareboldedinthetext.Mostarelistedwithsomevisualclueinvocabularyboxes,andlistedagainwithmoredetailintheglossary.Helpstudentslocateandpronouncethekeyvocabularybeforereadingthetext.

Suggestions for Teaching Health Content

•Beforereading,discussthepicturesonthepage. •Havestudentstaketurnsreadingselectparagraphsoutloud. •Discussvocabulary.Havestudentsusecontextcluestodefine keywords.

•Moreadvancedstudentsmaywanttounderlineorhighlight newinformation.

•Manyimmigrantsdonotgoforcheckupsorgetprimarycare. Itmaynotbepartofthewayhealthcareisdeliveredintheir country.Explorethisissuewithyourstudents.Askhowthings aredoneintheirhomecountryandwhattheirhabitsarehere intermsofusingthehealthcaresystem.Thismayhelpelicit discussionaboutdifferentculturalbeliefsandpractices relatedtoaccessinghealthcare.

•AskingstudentswhattheyalreadyknowabouttheU.S. healthcaresystemwillhelpthemintegratewhattheyknow aboutthetopicwiththenewinformationtheyencounter.

Issues to Address

•EmphasizethatthecustomhereintheU.S.istohaveadoctor andtoseethatdoctorregularlyevenwhenyouarenotsick. Explainthatiftheygoforregularcheckupstheyarelesslikely tohavetogototheemergencyroomforsomethingserious.

Key VocabularyClinicsCommunity Health CentersEmergencyCheckupWell VisitsHealth HistoryMedical HistoryScreeningsPap TestsCervical CancerExerciseImmunizationsPreventSymptomsAppointmentsAmbulanceRightResponsibilityInformation DeskLobby

Studentbookpage6

•Explainthathospitalsandhealthcentershavemanywaystohelppeoplethroughthesystem.AnyhealthcenterorhospitalthatreceivesFederalfundsisrequiredbylawtohavemedicalinterpretersandtomakethemavailabletopeoplewhoneedthem.

•Encouragestudentstoaskquestionsattheinformationdesk.Theinformationdeskcanhelpstudentsfindtheirwayaroundahospitalorhealthcenter.Theycanalsoaskifthereisadepartmentthatcanhelpthemfindhealthinsurance,applyforMedicaid,andotherservices.

•Manydepartmentsinhospitalsarenamedafterfamouspeople,andthesignsleadingtothemhavetheperson’snameinlargeletters,andthetypeofdepartmentseemslikeanafterthought.(Forexample:theSUSANG.KOMENBreastHealthCenter.)Besurestudentslookoutforthis.

•Emphasizethatitismuchbettertohavehealthinsurancethantopayforhealthcareoutofpocket.Explainhowifsomeonegetsverysickorneedsanoperationorlong-termtreatment,itwillcostalotofmoneyiftheydonothaveinsurance.Explaintheconceptthat,whilepayingforhealthinsurancemayseemexpensiveifyouarenotsick,itmaybelessexpensiveinthelongrun.

•Onpage14ofthestudentbook,youwillfindbasicinformationabouthealthinsuranceandrelatedterms.Studentswhoareeligibleforemployer-sponsoredinsuranceplans,orwhocanaffordtopurchasetheirowninsuranceindividuallyshouldunderstandthatnotallinsuranceplansareequal.Theythereforeshouldfamiliarizethemselveswiththesetermsandmakesuretheyunderstandallaspectsoftheirinsurancepolicybeforesigningupforit.Shouldtheyneedhelpunderstandingtheinsuranceoptionsavailabletothem,theymaywishtomeetwithaninsuranceagentoraHumanResourcesrepresentativefromtheirworkplace.

04

Studentbookpage10

Studentbookpage16



Studentbookpage12

•InMay2008,GovernorCharlieCristsignedanewbillintolawthatallowsthesaleoflow-cost,bare-boneshealthinsurancepolicieseffectiveJanuary2009.Underthe“CoverFlorida”plan,residentsages19to64areabletopurchaselimitedhealthcoverageforaslittleas$150permonth.Insurersofferingsuchplansareexemptfromstatemandatesrequiringcoverageforarangeofitemsandprocedures.However,theplansarerequiredtoincludecoverageforsomeconditions,suchasdiabetes.Thepoliciescoverpreventivecareandofficevisitsbutnotcarefromspecialistsorlong-termhospitalizations.

•Emphasizethatstudentsneedtoadvocateforthemselves,andaskforhelpinfindingahealthinsuranceprogramtheycanafford.ReferyourstudentstotheFreeorLowCostServicessectiononpage17intheirstudentbooksforresourcesonfindingaffordablehealthinsurance.Studentscanalsocall211inmanyareastofindotherresources.ItwouldbehelpfultogetaMedicaidoutreachworkertocomeinandtalktoyourclass.SeethelistofAdditionalResourcesforhowtocontactaMedicaidoutreachworkerinyourarea.

•ExplaintostudentsthatCountyHealthDepartmentsoftenoperatefreeclinicsforuninsuredorunder-insuredpatientslivingintheircounties.Itmightbeusefulforyouand/oryourstudentstocontactyourlocalCountyHealthDepartmentdirectlytoobtaininformationaboutthefreeclinicsinyourarea.Inaddition,youmightbeabletoresearchnon-profitorganizationsthatprovidefreemedicalreferrals,organizeperiodichealthfairs,andprovidehealtheducationservicesinyourarea.Lastly,localhospitalsmightalsobeabletoprovideyouwithdirectionastowhereyouruninsuredstudentscangotoreceivefreeorlowcostmedicalcare.Refertopage32ofthestudentbookformoreonlineresourcesaboutwheretofindlocalfreeclinics.

Studentbookpage14


Programs to Help Florida Residents Pay for Health Care

Thischartisinthestudentbookonpage15.ItbrieflydescribesprogramstohelpFloridaresidentspayforhealthcare.Youcanusethischarttohelpstudentslearntoreadcharts,butalsofortheinformationandguidelinestheyprovide.ManyFloridaguidelinesandapplicationsareavailableinatleastthreelanguages:English,Spanish,andHaitianCreole.Findandprintoutinformationfromthesewebsitesbeforeyourclass.SeetheInternetlistingsattheendofthisteachingunitformoreresources.

Programs to Help Florida Residents Pay for Health Care

Program Purpose Who Is Eligible Things to Know For More Information

Florida KidCare

Fourhealthinsuranceprogramsforchildrenfrombirthto18yrs

• MediKids:1-4years• Healthy Kids:5-18years• Children’s Medical

Services Network:kidswithspecial&ongoinghealthproblems

• Medicaid:birth-18years

• ParentsareNOTrequiredtogive theirlegalstatus

• Child’slegalstatusdocumentsARErequired

• 1-888-540-5437• onlineinEnglish, Spanish,orHaitianCreole www.floridakidcare.org

Florida WIC Anutritionprogramforwomen,infantsandchildren

• WICusesincomeguidelines,basedonmonthlyincome/

• mustbeaFLresidentbutyouareNOTrequiredtogiveyourlegalstatus

• mustprovechild’sage

• Provideshealthyfoods,counseling,breastfeeding support,referralsforhealthcare,immunizations, othercommunityservices

• 1-800-342-3556• onlineinEnglish,Spanish,or HaitianCreole www.doh.state.fl.us/family/wic

Florida Discount

Drug Card

Helpstopayforprescriptiondrugs

• 60&olderwithnoprescriptiondrugcoverage(PartD)or

• under60withlowyearlyfamilyincome

• Coversnearlyallprescriptiondrugs

• 1-866-341-8894• online www.floridadiscountdrugcard.com

MedicareAnational healthinsuranceprogram

• 65&olderor• under65withcertaindisabilities

• personsofanyagewithpermanentkidneyfailurerequiringdialysisoratransplant

• SomeofMedicare isfree

• Somepartsyoupay formonthly

• 1-800-633-4227• onlineinseverallanguages www.medicare.gov

• IfyouarenotaU.S.citizenoralawfullyadmittedalienwhohaslivedintheU.S.continuouslyforafive-yearperiod,contactSocialSecurityat1-800-772-1213foryourMedicareenrollmentandeligibility.

MedicaidProvidesmedicalcoveragetolowincomeindividualsandfamilies

• Lowincomefamilieswithchildren

• Children• Pregnantwomen• Non-citizenswithmedicalemergencies

• Agedand/ordisabledindividualsnotreceivingSupplementalSecurityIncome(SSI)

• Familyincomeis keytoeligibility

• Childrenunder12 andpregnantwomenwithhigherincomesmayalso beeligible

• 1-866-762-2237• www.dcf.state.fl.us/ESS/ medicaid.shtml

• Informationavailableonline inseverallanguages


Section 2: Activities Pickanduseasneededtodevelopskills.

Pronunciation Activity: Tap the Stress (X = LOUD tap, x = softer tap)

Teaching Steps: 1. You tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftly forasmallx.Forexample,taptherhythmX x likethis:TAP tap, TAP tap, TAP tap.Once youhavesettherhythm,havestudentsjoinyouintappingtherhythm.Keeptapping withoutsayinganythinguntileveryoneistappinginunison.Then:

2. You say each word in time to the tapping.Havestudentscontinuethebeatasthey repeateachwordinunisonafteryou.Repeateachworduntilstudents’rhythmand pronunciationareacceptable.Donotdrag:keepupthetempo.

X xhealthcare

systemclinic

doctorchronicflushot

checkupsymptomsentrance

lobbyX-ray

x X xinsuranceassistanceexpensesimportantpreventivecontagiousdiseases

departmentinfectiousobstetricsinternal

expensive

X x xmedicalhistory

hospitalnursinghome

heartattackmedicineaccident

ambulanceprimary

waitingroom

x x X xinformationvaccinationdiabetes

orthopedicspediatrics

x x x X ximmunizationstuberculosis

Whatismyproblem?Whereistheclinic?

Howcanthishelpme?Howcanthishurtme?

x x X x xradiologycardiology

dermatologygynecology

opthamology


GRAMMAR

Grammar Activity: Direction Words

Thisactivitywillhelpbeginningstudentsgainpracticeandconfidenceinaskingandgivingdirections.

Askstudentstolookatthehospitalfloorplanonpage11intheirstudentbooks.Thenaskthemdirections,suchas:“I am in the lobby. How do I get to the radiology department?”

Where is the ?

Left Right Straight ahead Up Down


MATH

Math Activity: All About the Florida Discount Drug Card

Thesemathactivitieswillgivestudentspracticereadingcharts,locatingamounts,andmakingcomparisons.Itwillalsogivethempracticeinunderstandingeligibilityrulesandcomparingprices.EmphasizethattheFloridaDiscountDrugCardisforprescriptiondrugs,only.

Havestudentsreadthecharttoanswerthefollowingquestions.Seestudentworksheetattheendofthisteachingunit.

1. Albertis64yearsold.Hehasprescriptiondrugcoverageunderhismedicalplan. Isheeligible? NO

2. Janelivesaloneandis37yearsold.Shedoesnothaveprescriptiondrugcoverage. Shemakes$31,000ayear.Issheeligible? NO

3. Juanhasawifeand2youngchildren.Hedoesnothaveprescriptiondrugcoverage. Theirtotalfamilyincomeforayearis$35,112. Isheeligible? YES Ishiswifeeligible? YES

4. AreyoueligiblefortheFloridaDrugDiscountCard?

Chart 1: Who is Eligible for the Florida Discount Drug Card?Welcome to the Florida Discount Drug Card Program

TheFloridaDiscountDrugCardisdesignedtolowerthecostofprescriptionsforFloridaresidentswhoare:

•Age60andolderAND without prescription drug coverage ORwhofallintotheMedicare

PrescriptionDrugCoveragegap;OR

•Underage60,without prescription drug coverage,ANDwithanannualfamilyincomeofless

than300%oftheFederalPovertyLevel.Qualifyingincomesincludethosebelowthefollowing:

• $30,636(foranindividual)

• $41,076(forafamilyoftwo)

• $61,956(forafamilyoffour)


Chart 2: How Much Does It Cost?

Retail Price - without Florida Discount Drug Card

Drug Name Qty Days PriceHYDROCHLOROTHIAZIDETAB25MG 30 30 $5.25

Mail Order Price - Florida Discount Drug Card


1. Howmuchdoesitcosttobuy30pillsattheretailprice–withoutthecard? $5.25

2. Howmuchwoulditcosttobuy90pillsattheretailprice–withoutthecard?$15.75

3. Howmuchdoesitcosttobuy90pillsatthemailorderprice–withthecard? $4.38

4. Howmuchmoneydoesitsaveyoutobuy90pillswiththecard? $11.37

Comprehension Activity :

Places-in-the-hospital Bingo Makebingocardswithpictogramsand/orkeywordsforcertainhospitaldepartments.Theteacherasks“Wherewillyougoifyourchildissick?(Answer:Pediatrics)“Putapennyonthecorrectcard.”andthendiscuss:“Whatareothernamesforthis?”(Answer:PediatricClinic,pediatriccenter,children’sclinic)


Places-in-the-hospital ConcentrationHaveonesetofcardswithwordsonlyandanothersetwithpictograms/universalsymbols.Inpairsorteams,studentsplayconcentration,matchingthevisualwiththeword.Example:

TE

CHNOLOGY Technology Activity: All About the Florida Discount Drug Card

ThechartsusedintheMathActivity:AllAbouttheFloridaDiscountDrugCardarefrom http://www.floridadiscountdrugcard.comsothisactivitycanalsobedoneasanInternetexercise.Tocompletethe“HowMuchDoesItCost”exercisestudentswillneedtoclickon“DrugPricing”,findthenameofthedrug,andthenclickon“GetPrices”.

INFORMATION

EMERGENCY

RADIOLOGY


TE

CHNOLOGY

Technology Activity: Phone Call to 2-1-1

2-1-1isatoll-freephonenumbertogiveFloridianseasyaccesstolocalandcommunityhumanserviceinformation.Itisavailableinmost,butnotall,areasinFlorida.Call2-1-1yourselfbeforeclasstogetfamiliarwiththeprocess.Havestudentspracticetheirquestionsanddosomedialogstoprepare.Useaclassroomphoneifavailable,oracellphone.Putitonspeakerphoneandasksomestudentstovolunteertocallandaskforacertainkindofresource(suchaslow-costhealthinsuranceinformation,localfreeclinics,etc.)Asaclass, listentothecallthendiscussandmakenotesafterwards.

Seethissiteformoreinformation: http://www.flairs.org


TE

CHNOLOGY

Technology Activity: Web Search on 2-1-1 site

Ifyouhaveaccesstooneormorecomputers,gotothe2-1-1websitemaptofindfreeclinicsandotherservicesinyourcounty.

http://www.flairs.org/211%20map.htm

YoucanclickonthenameofyourcountyoritsoutlineontheFloridamap.Clickonthe“FindHelp”box,andwalkstudentsthrougha“BasicSearch”.Usethekeyword“MedicalCare”tofindlocalhealthservicesincludingfreeclinics.

Web Tip: What If You Don’t Have Computers for Your Students

Anythingyouseeonthecomputercanbeprintedoutandusedasahandout.Youcanprintouttables,partsofonlinegames,factsheets,brochures,etc.


Operator:911.Whatisyouremergency?Parent: Myboyfelloutofthetree.Operator:Isheconscious?Parent: Yes. Operator:Ishehurt?Parent: Ithinkhebrokehisleg.Operator: Anambulanceisonitsway.

Information Desk: MayIhelpyou?Patient: Yes,wheredoIgoforanX-Ray?Information Desk: Doyouhaveanappointment?Patient: Yes.Information Desk: That’sinRadiology.Gopastthegiftshopandturnright.LookfortheX-Raysign.You’llneedtosigninatthedesk.Patient: OK.Thanks.

Section 3: Dialog

Suggestions for Teaching the Dialog

Helpstudentsreadthedialog.Thenhavethempracticetherolesinpairs.Tochangethedialog,substituteotherappropriatewordsfortheunderlinedwords.Finally,encouragechaindrillsandfreeconversationsonthetopic.Thedialogsarelistedbydegreeofdifficulty.BeginningESLstudentsmayonlybeabletodoDialog1,buttheywillbenefitfromlisteningtoclassmatespracticetheothers.

Dialog 1

Dialog 2


Section 4: Check Your Learning

Suggestions for Checking Learning

Quiz:Havestudentslookattheposterandanswer thequestions.Seestudentworksheetattheendof thisteachingunit.

1. Whoissaying“Stayinghealthyisimportanttome.” m the man m theboy m theirdoctor m theman’swife

2. Whatdidhedotostayhealthy? m gotaprescriptionfilled m got a flu shot m gotanewkite m gotanX-ray

3. Howdoeshefeelabouthisfamily? m helovesthem m hewantstoprotectthem m he wants to protect himself and his family m helovestoflykiteswithhisgrandson


Sharing with Others: Havingstudentssharewhattheyhavelearnedwithothershelpsthemcheckandreinforcetheirlearning.Oneideaistohavestudentsbrainstormalistofgoodhealthcareresourcestheyhaveusedintheircommunity.Thenhavethemputtogetherabookletentitled“Health Care Resources That Worked For Us.”tosharewithothersintheirprogram.

Section 5: Additional Resources

Visitthesewebsitesformoreinformationonhealthcare.

Information Managed Care and Youhttp://www.women.state.vt.us/pdfs/guide.pdfCenter for Medicaid and Medicare Services http://www.cms.hhs.gov/apps/contacts/Florida Department of Health http://www.doh.state.fl.us/Floridians.htmlFlorida Healthfinderhttp://www.floridahealthfinder.gov/medical-help-resources/medical-resources.shtmlFlorida Alliance for Information and Referral Serviceshttp://www.flairs.org

ActivitiesPicture Story about Emergencyhttp://www.cal.org/caela/esl_resources/Health/healthindex.html#EmergencyHealthy Roads Mediahttp://www.healthyroadsmedia.org/index.htm


Free or Low Cost Services County Health Departments (for local free clinics contact information)http://www.doh.state.fl.us/chdsitelist.htmHealth Resources and Services Administration (to find low-cost health insurance)http://ask.hrsa.gov/pc/Insure Kids Now (to find free and low-cost health insurance for kids) http://www.insurekidsnow.gov/Access Florida (information about food stamps, Temporary Cash Assistance, and other programs)http://www.dcf.state.fl.us/ess/orcall1-866-762-2237211 Service (Referrals to local human services)http://www.211.org/referweb/mainform.aspxorcall211Florida SHINE (information about state insurance programs for elders) http://www.floridashine.orgorcall1-800-963-5337

Asyouworkthroughthetopicofhealthcarewithyourstudents,keepalistofotherresourcesyoufindhelpful.

OtherResources

•

•

•

•

•

•


Section 6:

Student Worksheets

Teacher ’s G uide

Student Worksheet: Check Your Learning

Look at the poster and answer the questions.1. Whoissaying“Stayinghealthyisimportant tome.”

m theman m theboy m theirdoctor m theman’swife

2. Whatdidhedotostayhealthy? m gotaprescriptionfilled m gotaflushot m gotanewkite m gotanX-ray

3. Howdoeshefeelabouthisfamily? m helovesthem m hewantstoprotectthem m hewantstoprotecthimselfandhisfamily m helovestoflykiteswithhisgrandson

19


Student Worksheet: All About the Florida Discount Drug Card

Read the chart then answer the questions that follow.

1. Albertis64yearsold.Hehasprescriptiondrugcoverageunderhismedicalplan. Isheeligible?

2. Janelivesaloneandis37yearsold.Shedoesnothaveprescriptiondrugcoverage. Shemakes$31,000ayear.Issheeligible?

3. Juanhasawifeand2youngchildren.Hedoesnothaveprescriptiondrugcoverage. Theirtotalfamilyincomeforayearis$35,112. Isheeligible? Ishiswifeeligible?

4. AreyoueligiblefortheFloridaDrugDiscountCard?

Chart 1: Who is Eligible for the Florida Discount Drug Card?Welcome to the Florida Discount Drug Card Program

TheFloridaDiscountDrugCardisdesignedtolowerthecostofprescriptionsforFloridaresidentswhoare:

•Age60andolderAND without prescription drug coverage ORwhofallintotheMedicare

PrescriptionDrugCoveragegap;OR

•Underage60,without prescription drug coverage,ANDwithanannualfamilyincomeofless

than300%oftheFederalPovertyLevel.Qualifyingincomesincludethosebelowthefollowing:

• $30,636(foranindividual)

• $41,076(forafamilyoftwo)

• $61,956(forafamilyoffour)

20

Teacher ’s G uide

Student Worksheet: All About the Florida Discount Drug Card

Read the chart then answer the questions that follow.

1. Howmuchdoesitcosttobuy30pillsattheretailprice–withoutthecard?

2. Howmuchwoulditcosttobuy90pillsattheretailprice–withoutthecard?

3. Howmuchdoesitcosttobuy90pillsatthemailorderprice–withthecard?

4. Howmuchmoneydoesitsaveyoutobuy90pillswiththecard?

Chart 2: How Much Does It Cost?

Retail Price - without Florida Discount Drug Card


Mail Order Price - Florida Discount Drug Card


21



Chapter 2: Your Doctor

Chapter 2 Your Doc tor24

Chapter 2: Your Doctor Teacher’s Guide

Learning Objectives •Studentswillidentifytwohelpfulwaystoprepareforadoctor’sappointment

•Studentswillknowthreeimportantquestionstoasktheirdoctorornurse

•Studentswillknowhowtoasktheirdoctorornursetoclarifyinformation

thattheydidnotunderstand

•Studentswilldescribeeightcommonsymptomsclearly

•Studentswillfilloutahealthhistoryform,andaskforhelponpartsthatthey

donotunderstand

CASAS Competencies 3.1.2 Identifyandutilizeappropriatehealthcareservicesandfacilities,including

interactingwithproviders

3.2.1 Filloutmedicalhistoryforms

3.6.1 Identifypartsofthebody

3.6.2 Identifymedical-relatedvocabulary

3.6.4 Communicatewithadoctororothermedicalstaffregardingconditiondiagnosis,treatment,

concerns,etc.includingclarifyinginstructions


7.4.4 Identifyandutilizeappropriateinformationalresources,includingtheInternet

Section 1: Discussing & Reading About Your Doctor

Suggestions for Discussing the Theme Picture


2. Askquestionstostimulatediscussion. “Whatkindsofquestionsdodoctorsaskpatients?” “Whatkindsofquestionsdopatientsaskdoctors?” “Howdoyoufeelaboutseeingadoctorandaskingthedoctorquestions?”

OnecommonfearamongESLstudentsisthefearofnotknowingwhattoexpectwhentheyhavetoseeadoctor.Thischapterwillintroducestudentstowhathappensatadoctor’sappointment.Hopefullyitwillalleviatetheirfears,plusgivethemsomeverypracticalwaystoprepareforseeingandtalkingwithadoctor.







•Askstudentsaboutdoctor’sappointmentsintheirown countries.Howdodoctorspassoninformation?Dotheyuse writtenmaterials?

•Howdoesthedoctor-patientrelationshipdifferintheUS fromtheirexperienceintheirnativecountry?

•Whatdotheydotounderstandandrememberwhatthe doctorsays?

•Askingstudentshowtheycommunicatewithdoctorswill helpthemintegratetheirpresentstrategieswiththenewstrategies theylearninthischapter.

Key Vocabularycheckupssymptomsfollow-upreferralhealth history formexamining roomgownmedicinespicture dictionarybilingual phrase bookmedical interpreterappointmentprescriptionrightresponsibilitymedical history form


Issues to Address

Preparing for a visit to a doctor

•Explainthatbringingafriendcanhelpwithmoralsupport,confidencetomakesuretoaskquestions,andunderstandingandrememberingwhatthedoctorsays.

•Encouragestudentstotaperecordanappointment,withthedoctor’spermission--mostdoctorswillnotmind.Thisway,studentscanplaybackeverythingthedoctortoldthem.

•Whenstudentswritedowninformationtoprepareforavisit,theycanwriteitintheirownlanguage.ButtheyshouldalsopracticesayingitinEnglish.

•Remindstudentsthatiftheyneedaninterpretertheyshouldaskforonewhentheymaketheappointment,andthenremindthereceptionistattheofficewhentheyfirstarrive.

•Letstudentsknowthatiftheydonotfeelcomfortablewithortrustadoctor,theyhavetherighttofindanotherone.

Understanding the doctor

•Explaintostudentsthathealthwordscanbeeitherveryformalorslang.Forexample:feces/stool/bowelmovement/BM/Number2/poop.Teachthewordsthatyouthinkwillbebest.Perhapsstoolandurinearetheeasiestonestousewithdoctors.Alsonotethedoublemeaningofsomewordslikestoolandchair.

Studentbookpage22

Studentbookpage25


x X x xthermometer

atreatmentplan

mymedicine

myfamily

it’shigherthan…

it’slowerthan…

x X x x Xapaininmyback

apaininmychest

apaininmyear

I don’tunderstand.

Howlonghasithurt?

Describehowitfeels.

X x x X xWhatareyoursymptoms?

Whereisithurting?

Ihaveaquestion.

Whatareyourproblems?

X xoffice

normal

clinic

doctor

chronic

flushot

checkup

symptoms

signin

elbow

shoulder

stomach

better

fever

feeling

x X xappointment

insurance

askquestions

important

preventive

Myheadhurts.

Myleghurts.

Mybackaches.

Mychestaches.

prescription

atriskof

ahighrisk

alowrisk

correctly

completely

examines

remember

X x xmedicalhistory

bloodpressurefamily

taperecordmedicinedizziness

waitingroomtranslator

heartdiseaseWhendoI…?WheredoI…?

HowdoI…?WhatdoI…?

everything

x x X xdiabetes

inthemorning

everyevening

inthedrugstore

What’sthematter?

Ifeeldizzy.

inmystomach

inmyshoulder

inmyelbow

hypertension

medication

Ifeelawful.

Iamnervous.

Idon’tthinkso.



Teaching Steps: 1. You tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftly forasmallx.Onceyouhavesettherhythm,havestudentsjoinyouintappingtherhythm.

2. You say each word in time to the tapping.Havestudentscontinuethebeatastheyrepeat eachwordinunisonafteryou.Repeateachworduntilstudents’rhythmandpronunciation areacceptable.Donotdrag:keepupthetempo.


MATH

Math Activity: Understanding Blood Pressure Numbers

Doctorsencouragepeopletokeeptrackoftheirbloodpressure.Moreandmorepeoplearebuyingbloodpressurecuffsorusethecuffsprovidedinmanydrugstores.Bloodpressureisalsosomethingtheyalwayscheckwhenyougotothedoctor.Forthisactivityyoumaywanttoinvitealocalhealtheducatorornursetocometoyourclasstohelptakestudents’bloodpressure.Thisactivityprovidesanopportunityforstudentstogettheirbloodpressureread.Thentheycanapplytheirnumberstothebloodpressurechart.Thehealtheducatorornursecanhelpanswerstudents’questionsabouttheirbloodpressure.

Blood Pressure (Hypertension) Levels

= normal, no risk

= borderline, some risk

= stage 1 hypertension or high risk

= not good, high risk

12080

120-13980-89

140-15990-99

160+100+

GRAMMAR

Grammar Activity: Feel and Have; When and After

Thisactivityhelpsstudentsconstructsentencestoexplainhowtheyarefeeling.

I feel tired all the time. I have a sore .


Beforeusingthefollowingchart,explainthedifferencebetweenwhenorwhile (during)andafter.

I feel when I .while I am .

after I .immediately after I .

GRAMMAR

Grammar Activity: Practice Describing Symptoms

Thisactivitygivesstudentspracticeinmakingupsentencesandshortanswersinresponsetoquestionsthedoctormayaskthem.Thechartssuggestarangeofanswers,dependingonhowtheyfeelandtheirsymptoms.Youwillbethe“doctor”andaskthequestions.Studentswillpracticegivinganswersfromthecharts.Adjustthechartsandquestionsaccordingtoyourstudents’needsandEnglishlevels.

How are you feeling?

Fine! Great! Nocomplaints!

OK. Good.

Notsogood. Tired. Rundown.

Awful. Sick.

What are your symptoms?

Notveryhungry. Ihavealittlecough. IthinkIhaveafever. Mybackaches.

Upsetstomach. Coughingalot. Hotandsweaty. Backachesandhead-aches

Can’teatanything. Can’tstopcoughing. Ahighfever. Headachesanddizzyallthetime.

How long have you felt this way?

Justonceinawhile. Foracoupleofdays.

Aboutaweek Maybeamonthormore


GRAMMAR Grammar Activity: Have You Ever & Common Responses

Thisactivitywillhelpstudentsunderstandtheverbtenseofquestionsaskedbydoctorsand onhealthhistoryformsandhelpthemanswercorrectlyabouttheirownhealthhistory.

Havestudentsworkinpairstopracticequestionsandanswers,usingwords,phrases,andsentencepatternsfromthechart.Seestudentworksheetattheendofthisteacher’sunit.

Question Item Asked About Appropriate Answers

Haveyoueverhad

aheadache?atoothache?aheartattack?amammogram?anoperation?

-----------------------tuberculosis?

measles?smallpox?poisonivy?

Yes.No.

Idon’tknow.

Haveyoueverbeen

admittedtoahospital?diagnosedwithTB?

toldyourcholesterolis toohigh?

givenaprescriptionforhighbloodpressure?

NeverOnce

AfewtimesSometimes

OftenAllthetimeEverydayHaveyoueverfelt

sicktoyourstomach?dizzy?

paininyourback?alumpinyourbreast?tiredfornoreason?


H

ANDS-ON Hands-on Activities: Describing Symptoms

Havestudentslookatpages25and26intheirstudentbooks.Thenhavethempracticedescribingtheirsymptomstoadoctorusingthelistasa“cheatsheet”inarole-play.Havethe“doctor”intherole-playprobebysaying“Tellmemoreaboutyoursymptom,whatkindofpainareyouhaving?Studentscanmakeacopyofthelisttouseatarealdoctor’sappointment.

H

ANDS-ON Hands-on Activities: Fill Out a Health History Form

Havestudentslookatpage30intheirstudentbookandmaketheirown“MyHealthHistory”chart.Usethesameformatandquestionsasthechartinthestudentbook.Orgotoorcallalocalhealthcenterordoctor’sofficeandaskforacopyofarealhealthhistoryformandhavestudentspracticefillingitoutinclass.

Note:Studentsshouldnotfeeltheyhavetosharehealthinformationinclass.Theycanstartfillingoutthehealthhistorychartinclassandcompleteitathome.Theyshouldthenkeepitforfutureuse.

Studentbookpage26

My Health History Chart

MedicinesItake

HealthproblemsIhave,orhadbefore(includeallergiesto medications)

Familyhealthhistory,health problemsmyfamilyhashad

SurgeriesIhavehad,ortimesIhavestayedinthehospital

QuestionsIwanttoask


3 Good Questions

1. Whatismymainproblem?

2. WhatdoIneedtodo?

3. Whyisitimportantformetodothis?

Seewww.askme3.orgformoretipsforhelpingstudentscommunicatewiththeirdoctor.

H

ANDS-ON

Hands-on Activity:

AskMe3™ Mix and Match PutupAskMe3™questionsonlargesignsaroundtheroom.HandoutindexcardswithsimpleanswerstotheAskeMe3™questionsthatadoctormightsay.Thenhavestudentsgostandunderthesignwiththequestionthatmatchestheiranswer.Youcanlaterusethesecardstocreatedialogsandrole-playvisitstothedoctororpharmacy.

TE

CHNOLOGY Technology Activity: Describing Symptoms to Your Doctor

Gotothewebsitehttp://www.eslpod.com/website/show_podcast.php?issue_id=328andlistentotheESLPodcastofaconversationwithadoctor,andaccompanyingaudioactivities.Yourstudentscanlistenastheyreadalongwiththeconversation.Thenyoucandiscussit,ordowritingactivitiesafterwards.Ifyoucannotfindthewebsite,gotothehomepage www.eslpod.comandsearchintheHealth/MedicineCategoryfor“DescribingSymptomstoYourDoctor.”


Nurse: Mr.GeorgeMarshall?Mr.Marshall.Parent: Yes?

Nurse: Rightthisway.Thedoctorwillbewithyoushortly.Patient: OK.

Doctor:I’mDr.Robbins.Howareyoutoday?Patient: OK,thanks.

Doctor: Haveyouhadanyhealthproblems?Patient: Yes,Ifeeldizzy.

Patient:What’smymainproblem?Doctor: Youhaveaninfection.ThemedicineIgiveyouwillkilltheinfection.Patient: WhatdoIneedtodo?Doctor: Starttakingthemedicinerightaway.Takeitfortheentire14days,evenifyouthinktheinfectionisgonebeforethen.Patient: Whyisitimportantformetodothat?Doctor: Themedicineisanantibiotic.Youneedtotakeitall,sotheinfectionwillnotreturn.

Section 3: Dialog



Dialog 1

Dialog 2

Dialog 3




Quiz:Havestudentsreadthedialogandanswerthequestions.Seestudentworksheetattheendofthisteachingunit.

Doctor: You have some mild hypertension. I’m going to write you a script for some medication.

Patient: Excuse me, but I don’t understand.

Doctor: Hypertension means high blood pressure. Your blood pressure is a little too high, so I want you to take some medicine.

Patient: Oh, OK. And what is a script?

Doctor: A script is another way of saying prescription.

Patient: OK, thank you for explaining that.

Doctor: No problem. I’m glad you asked!

1. Whatkindofhealthproblemdoesthepatienthave? m Highbloodsugar m High blood pressure m Theflu m Asthma

2. Whatdoesthepatientsaythefirsttimehedoesnotunderstandthedoctor? m Pleasesaythatagain. m Pleasetellmeonemoretime. m Excuse me, but I don’t understand. m Whatdoesthatmean?

3. Whatdoesthedoctorgivethepatienttohelp? m A script m Ashot m Areferral m Atest

4. Whatisascript? m Areferral m Atest m Ashot m A prescription


Sharing with Others:Havingstudentssharewhatthey’velearnedwithothershelpsthemcheckandreinforcetheirlearning.Someideasforthischaptermightbetohavestudentsgotoadoctor’sappointmentwitharelativeorfriendtohelpthembetterunderstandtheirdoctor.Orsuggestthatstudentsinterviewfamilymembersabouttheirmedicalhistoryandcreateafamilyhealthhistorytreetosharewithotherfamilymembers.


Visitthesewebsitesformoreinformationabouttalkingwithdoctors.

Information Ask Me 3http://www.npsf.org/askme3How To Talk to Your Doctor or Nursehttp://www.4women.gov/Tools/HowToTalk.pdfQuick Tips When Talking to Your Doctorhttp://www.ahcpr.gov/consumer/quicktips/doctalk.pdf

ActivitiesReep Health Vocabulary Practicehttp://www.reepworld.org/englishpractice/index.htmDescribing Symptoms to Your Doctor – ESOL Podcasthttp://www.eslpod.com/website/show_podcast.php?issue_id=328Visiting the Doctor: Lessons in Language and CultureDialogues, readings, puzzles and other activities. http://literacynet.org/vtd

Free or Low Cost ServicesCounty Health Department (for local free clinics)http://www.doh.state.fl.us/chdsitelist.htmGo Local (to find local services)http://www.nlm.nih.gov/medlineplus/golocal/index.html


Asyouworkthroughthetopicoftalkingwithyourdoctorwithyourstudents,keepalistofotherresourcesyoufindhelpful.

OtherResources

•

•

•

•

•

•

Teacher ’s G uide

Section 6:

Student Worksheets

37



Read the dialogue and answer the questions.

1. What kind of health problem does the patient have? m Highbloodsugar m Highbloodpressure m Theflu m Asthma

2. What does the patient say the first time he does not understand the doctor? m Pleasesaythatagain. m Pleasetellmeonemoretime. m Excuseme,butIdon’tunderstand. m Whatdoesthatmean?

3. What does the doctor give the patient to help? m Aprescription m Ashot m Areferral m Atest

4. What is a script? m Areferral m Atest m Ashot m Aprescription

Doctor: You have some mild hypertension. I’m going to write you a script for some medication.

Patient: Excuse me, but I don’t understand.

Doctor: Hypertension means high blood pressure. Your blood pressure is a little too high, so I want you to take some medicine.

Patient: Oh, OK. And what is a script?

Doctor: A script is another way of saying prescription.

Patient: OK, thank you for explaining that.

Doctor: No problem. I’m glad you asked!

Teacher ’s G uide

Chapter 3: Medicines

39

Chapter 3: M edicines40

Chapter 3: Medicines Teacher’s Guide

Learning Objectives: •Studentswillunderstandthedifferencebetween

over-the-countermedicinesandprescriptionmedicines

•Studentswillknowhowtofindandunderstandsixpieces

ofinformationonaprescriptionlabel

•Studentswillexplainhowtotakemedicinesfromreading

thedirectionsonthelabel

•Studentswillgiveexamplesoffiveimportantquestions

abouttheirmedicinestoasktheirdoctororpharmacist

CASAS Competencies: 3.3.2. Interpretmedicinelabels

3.3.3. Identifythedifferencebetweenprescription,over-the-counter,andgenericmedicines

3.4.1. Interpretproductlabeldirectionsandsafetywarnings

3.1.3. Identifyandutilizeappropriatehealthcareservicesandfacilities,includinginteracting

withproviders

4.9.3. Identifysourcesofinformationandassistance,andaccessresourceswithinasystem

7.4.4. Identifyandutilizeappropriateinformationalresources,includingtheInternet

Section 1: Discussing & Reading About Medicines

Suggestions for Discussing Theme Picture


2. Askquestionstostimulatediscussion. “Whydopeopleusemedicines?” “Whyisitimportanttousemedicinescorrectly?” “Whatdoesapharmacistdo?

Studentsneedtheskillstoreadandunderstandmedicinelabels.Keyissuesinthischapterarehowtoread medicinelabelsandtalkingwithdoctorsandpharmacistsabouthowtotakemedicinescorrectly.Studentsalsoneedthevocabularypracticeandtheconfidencetoasktheirdoctororpharmacistquestionsabouttheirmedicines.



Keyvocabularywordsareinboldthroughoutthetext.Readeachvocabularywordhavingstudentsrepeatthemafteryou.Havestudentsconsiderthemeaningofeachword.Havethemlookattheglossaryatthebackoftheirstudentbookfordefinitions.

Suggestions for Teaching the Health Content



•Askstudentsabouthowmedicinesareusedintheircountry. Forexampleinsomeplacestheytakeantibioticsfor everything,whereasinothercountriestheyuseherbal medicinesandhomeremedies.Thismayelicitadiscussion aboutdifferentculturalbeliefsandpracticesrelatedto medicines.

•Askingstudentswhattheyalreadyknowaboutmedicineswill helpthemintegratewhattheyknowaboutthetopicwiththe newinformationtheyencounter.

Issues to Address

•Explainthattheworddrugsandmedicinesareused interchangeably.Drugstoreandpharmacyarealsoused interchangeably.

•Demonstratehowdifferentspoonsaredifferentsizes.Aspoon fromhomemaybemoreorlessthan“oneteaspoon.”The mostaccuratewaytomeasureliquidsiswithanoralmedicine syringe.Thesyringemeasuresmilliliters(ml),5ml=1teaspoon. Apharmacistwillgivetheseoutforfree,ifasked.

Key Vocabularymedicinesdrugover-the-counter (OTC)drugstorepharmacyprescription (Rx)pharmacisttabletscapsulessyruplabelside effectsexpiration datepatientwarning labelsdoserefillmeasureinteract withgeneric drug

Studentbookpage42


•Showstudentshowtoreadthedosagecups,thoselittleplasticcupsthatcomeontopofchildren’scoldandcoughmedicines.Itisveryhardtoreadthe5ml=1tspmarkonthesideofthecup!Sometimespeopledonotevenlookforthewritingbutassumetheyshouldfillthewholecup.

•Onecommonmisunderstandingaboutmedicinesisthatwhenthelabelsays,“takeonepillthreetimesaday”peoplethinktheycantakethreepillsinthemorningandbedonewithit.Studentsneedtounderstandtheconceptoftimespacingandwhentotakethecorrectdoseofmedicinethroughouttheday.

•Warninglabelsoftenuseveryhighlevellanguage,anduseverytinywriting.Readsomerealonesinclassandbringinamagnifier.

•Explainthatgenericbrandsareavailableformanymedicinesandarecheaperthanbrandnamemedicines.ShowstudentsexamplesofOTCmedicinesinbrandnameandgenericversions.Thegenericbrandmedicinescontainthesameactiveingredientsasthewellknownbrandmedicines.Studentcanlookattheingredients listedonthelabelandcompare.

•Discusshowitisthepharmacist’sjobtohelpcustomersunderstandhowtotakemedicinestherightway.Studentsneedtobeabletoaskquestionstomakesuretheyunderstandtheirmedicine.

•PharmacistscanhelpwithOTCmedicinesaswellasprescriptionmedicines.Eventhoughtheyarebehindthatcounter,theywillcomeouttotheshelves,ifasked.Forexample,theycanhelpstudentsfindagoodallergymedicine,therightkindofcoughmedicineforachild,orageneric(cheaper)brandofsomethingyouuse.

Studentbookpage43

Studentbookpage44

Studentbookpage47




Teaching Steps: 1. Tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftlyforasmallx.Forexample,taptherhythmX x likethis:TAP tap, TAP tap, TAP tap.Onceyouhavesettherhythm,havestudentsjoinyouintappingtherhythm.Keeptappingwithoutsayinganythinguntileveryoneistappinginunison:

2. Say each word in time to the tapping.Havestudentscontinuethebeatastheyrepeateachwordinunisonafteryou.Repeateachworduntilstudents’rhythmandpronunciationareacceptable.Donotdrag,keepupthetempo.

X xtablet

capsuledosage

teaspoonlabelliquid

measurewarningdropper

x Xavoidbegin

bymouthsyringeatnoonatnightwithfoodcorrectexact

x X xadoctorcorrectly

directionsexactly

importantinhalantinjection

prescriptionthebottle

X x xdangerous

dosagesmedicine

pharmacistpharmacy

sideeffectstablespoon

vitaminssafetycap

x x X xasdirected

askyourdoctordiabetes

discontinueexpirationforexample

everyeveningeverymorninginformationinteractions

x x x X xantibiotics

antidepressantHowareyoufeeling?HowcanIlearnmore?HowmayIhelpyou?Ihaveabackache.Ihaveaheadache.Ihaveaquestion.

Ineedaprescription.over-the-counter

Chapter 3: M edicines

Teacher:7tablets Class/Individuals:Howmany?

Teacher:onceaweek Class/Individuals:Howoften?

Teacher:$4.15 Class/Individuals:Howmuch?

44

GRAMMAR

Grammar Activity: How Much, How Many, How Often

Thisisananswer/questionsactivity.Youstatetheanswerandstudentsgivetheappropriatequestionphrase.

H

ANDS-ON

Hands On Activity: Reading a Medicine Label

Havestudentsbringinover-the-counter(OTC)medicinesfromtheirhomes,orbringin examplesyourself.Havestudentsrefertopage39intheirstudentbookstoidentifythe differentpartsofamedicinelabel.Thenhavethemworkinpairstofindthesame informationontheOTCmedicinebottlesinclass.

MATH

Math Activity: Measuring Liquid Medicines

Havestudentsrefertopage42intheirstudentbooksforthisactivity.

Havestudentslookatthe4waysofmeasuringliquids Askquestionsaboutthevariousdosagetools’scales, suchas:

a) Howmanyteaspoonscantheoralsyringehold?b)Howmanymilliliterscantheoralsyringehold?c) Howmanyteaspoonsequal10milliliters?d)Fillthedropperandask,“Howmuchmedicineisinthe dropper?”e) Howmuchmedicineisinthemedicinespoon?Studentbookpage42


MATH

Math Activity: What is a Teaspoon?Havestudentsbringinteaspoonsfromhome.Aspoonthatyoueatwithmaybemoreorlessthan“oneteaspoon.”Themostaccuratewaytomeasureliquidsiswithanoralmedicinesyringeordosagecup.Theoralmedicinesyringeanddosingcupmeasuresmilliliters(ml)5ml=1teaspoon.Havestudentsworkingroupswithanoralmedicinesyringeordosagecupandfilltheirspoonswith5mlofliquidtotesthowaccuratetheyare.Apharmacistwillgivetheseoutforfree,ifasked.

MATH

Math Activity: Liquid Equivalencies

Havestudentsstudythetableofliquidamountsandthenwritethecorrectnumberineachblank.Seestudentworksheetattheendofthisteachingunit.

1. 3teaspoons=1tablespoon

2. 15millilitersisthesameas3teaspoons

3. 5milliliters=1teaspoon

4. 10milliliters=2teaspoons

MATH

Math Activity: Match the Words and AbbreviationsHavestudentsdrawalinefromeachwordtoitsabbreviation.Somewordsmayhavemorethan1abbreviation.Seestudenthandoutattheendofthisteachingunit.

Words Abbreviationsteaspoon tablespoon pound liter milliliter ounce

3teaspoons=1tablespoon

5milliliters=1teaspoon

15milliliters=1tablespoon

ml

TBS

OZ

l

lb

L

TSP

tsp

mL


Internet Activity: Learning More About Medicines

IfyourfacilityhascomputersthatareconnectedtotheInternet,havestudentstrysomeoftheonlineactivities.Havestudentsworkinpairswithmoreexperiencedcomputerusershelpingthosewithlessexperience.Studentscanrefertopage48intheirstudentbookforalistofsuggestedwebsites.

Web Tip: If a Link Doesn’t Work - Backtrack Forexample,ifthislinkdoesnotwork:http://www.reepworld.org/englishpractice/health/medicine/index.htmErasetheendpartandtrythis:http://www.reepworld.org/englishpractice/health/

Onceyougetalinkthatworks,searchfromtherefortheresourceyouwant.

Section 3: Dialog


Helpstudentsreadthedialog.Thenhavethempracticetherolesinpairs.Tochangethedialog,substituteotherappropriatewordsfortheunderlinedwords.Finally,encouragechaindrillsandfreeconversationsonthetopic.Thedialogsarelistedbydegreeofdifficulty.BeginningESLstudentsmayonlybeabletodoDialog1.Buttheywillbenefitfromlisteningtoclassmatespracticetheothers.

Doctor: Howoftendoyougetaheadache?Patient: Almosteveryday.Doctor: Doyoutakeanymedicineforit?Patient: Someaspirin.Doctor: Doestheaspirinhelpyou?Patient: Yes.

Dialog 1


Pharmacist: HowmayIhelpyou?Patient: Ineedtofillthisprescription,please.Pharmacist: OK.[Fillsprescription.]Hereyouare.Doyouhaveanyquestions?Patient: Yes. HowdoItakethismedicine?Pharmacist: Take2capsulestwiceaday.Patient: WhenshouldItakethem?Pharmacist: Taketwocapsulesinthemorningandtwointheevening.Patient: OK.Thankyou.

Doctor: Here’syourprescription.Takeittoapharmacytohaveitfilled.Doyouhaveanyquestions?Patient: Yes. HowdoItakethemedicine?Doctor: Withwater,beforeluncheveryday.Patient:Arethereanysideeffects?Doctor:Itmayupsetyourstomachforafewdays.Ifthathappens, callme.Patient: OK.Thankyou.



Quiz:Havestudentsreadthelabelandanswerthequestions.Seestudentworksheetattheendofthisteachingunit.

1. Whatkindofmedicineisthis? m OTC(over-the-counter) m prescription m ahomeremedy m alloftheabove

2. Howmuchmedicineisthe persontotake?

m 1 capsule m 2tablets m 3teaspoons m 2tablespoons

Dialog 2

Dialog 3


3. Howandwhenisthepersontotakethemedicine? m by mouth three times a day m bymoutheveryevening m withaglassofwaterbeforeameal m onceaday

4. Whatistheprescriptionnumber? m 234567 m 55370-0885-08 m 22000187-00 m 431-8586

5. Howmanytimescanthepersonrefillthismedicine? m onetime m twotimes m sixtimes m no times

Sharing with Others: Havingstudentssharewhattheyhavelearnedwithothershelpsthemcheckandreinforcetheirlearning.Forexample,havestudentsgowithafriendorrelativetothepharmacytohelpthemaskthepharmacistquestions.Ortheycanhelpafriendorrelativedevelopavisualchartshowingexactlyhowtotaketheirmedicinecorrectly.SeeEXAMPLEfrompage43inthestudentbook.

How to Take Your Medicine CorrectlyHow Often When to take itEverysixhours Every6hours

Takethemedicineevery 6hours. Example: 6 AM and 12 noon and 6 PM and 12 midnight



Visitthesewebsitesformoreinformationonmedicines.

Information Use Medicine Safelyhttp://www.fda.gov/opacom/lowlit/medsafe.pdfHow to Give Medicine to Childrenhttp://www.fda.gov/opacom/lowlit/medchld_brochure.pdfSafe Use of Medicines for Older Adultshttp://www.niapublications.org/tipsheets/pdf/Safe_Use_of_Medicines.pdfMedicines and Older Adultshttp://www.fda.gov/opacom/lowlit/medold.htmlYour Medicine: Play It Safe.http://www.ahrq.gov/consumer/safemeds/safemeds.htmHerbal Products Plus Prescription Medications: Dangerous Combinations http://www.poisoncentertampa.org/informational/herbs.htmlConsumer Education: Ensuring Safe Use of Medicinehttp://www.fda.gov/Cder/consumerinfo/ensuring_safe_use_all_resources.htmMedline Plus: Drugs, Supplements and Herbal Informationhttp://www.nlm.nih.gov/medlineplus/druginformation.html

ActivitiesLaRue Medical Literacy Exercises http://www.mcedservices.com/medex/medex.htmTaking Medicines Responsibly http://www.tv411.org/lessons/cfm/learning.cfm?str=learning&num=12&act=1REEP’s English Practice Homepage http://www.reepworld.org/englishpractice/index.htmMedicine Vocabulary Practicehttp://www.reepworld.org/englishpractice/health/medicine/index.htm

Free or Low Cost Services Florida Discount Drug Card (helps pay for prescription drugs)http://www.floridadiscountdrugcard.comorcall1-866-341-8894


Asyouworkthroughthetopicofmedicineswithyourstudents,keepalistofotherresourcesyoufindhelpful.

OtherResources

•

•

•

•

•

•

Teacher ’s G uide

Section 6:

Student Worksheets

51

Chapter 3: M edicines

Student Worksheet: How to Use Medicines

Liquid Equivalencies

Study the table of liquid amounts and then write the correct number in each blank.

1. teaspoons=1tablespoon

2. 15millilitersisthesameas teaspoons

3. 5milliliters= teaspoon

4. milliliters=2teaspoons

Match the Words and Abbreviations

Draw a line from each word to its abbreviation. Some words may have more than 1 abbreviation.

3teaspoons=1tablespoon

5milliliters=1teaspoon

15milliliters=1tablespoon

Words Abbreviationsteaspoon tablespoon pound liter milliliter ounce

ml

TBS

OZ

l

lb

L

TSP

tsp

mL

52

Teacher ’s G uide


Read the label and answer the questions.

1. What kind of medicine is this? m OTC(over-the-counter) m prescription m ahomeremedy m alloftheabove

2. How much medicine is the person to take?

m 1capsule m 2tablets m 3teaspoons m 2tablespoons

3. How and when is the person to take the medicine? m bymouththreetimesaday m bymoutheveryevening m withaglassofwaterbeforeameal m onceaday

4. What is the prescription number? m 234567 m 55370-0885-08 m 22000187-00 m 431-8586

5. How many times can the person refill this medicine? m onetime m twotimes m sixtimes m notimes

53


Teacher ’s G uide

Chapter 4: Nutrition

55

Chapter 4: Nutr i t ion56

Chapter 4: Nutrition Teacher’s Guide

Learning Objectives •Studentswillexplaintwowaysthatnutritionaffectshealth

•Studentswilldescribethefunctionof5importantnutrients,

andnamefoodsthatcontainthem

•Studentswillnamefourrulesforhealthyeating

•Studentswillidentifyfourimportantpiecesofinformation

onafoodlabel

CASAS Competencies 3.5.1 Interpretnutritionalandrelatedinformationlistedonfoodlabels

3.5.2 Selectabalanceddiet

3.1.3 Identifyandutilizeappropriatehealthcareservicesandfacilities,including

interactingwithproviders


7.4.4. Identifyandutilizeappropriateinformationalresources,includingtheInternet

Section 1: Discussing & Reading About Nutrition

Suggestions for Discussing the Theme Picture


2. Askquestionstostimulatediscussion. “Whatareyourfavoritefruits? “Whatareyourfavoritevegetables?” “Doyoubuyallofyourfreshfood,or doyougrowsomeathome?”

Akeypointofthischapteristhatgoodfoodcankeepyouhealthyandpreventdiseases.Studentsare encouragedtoeatmorefruitsandvegetablesandlessfatandsugar.Theylearnaboutcarbohydrates,proteins,andfatsandhowtoreadafoodlabel.



Keyvocabularywordsareboldedinthetext.Mostarelistedwithsomevisualclueinvocabularyboxes,(exampleatright),andlistedagainwithmoredetailintheglossary.Helpstudentslocateandpronouncethekeyvocabularybeforereadingthetext.


•Beforereading,discussthepicturesonthepage. •Havestudentstaketurnsreadingselectparagraphsoutloud. •Discussvocabulary.Havestudentsusecontextcluesto definekeywords.


•Askstudentswhatkindsoffoodstheyateintheirhome country,andhowtheyboughtandcookedfoodthere. Askhowtheythinkthesehabitsdiffernowthattheyarein theU.S.andhowthesechangesaffecttheirnutrition?

•Askingstudentswhattheyalreadyknowaboutnutritionand eatinghealthywillhelpthemintegratewhattheyknow aboutthetopicwiththenewinformationtheyencounter.

Issues to Address

•Therearenofoodsthathaveallthenutrientsweneed.Each foodhasdifferentcombinationsofnutrients.Thisiswhywe needavarietyoffood.

•Thereistoomuchfastfood,sugar,salt,andfatinpeople’s dietshereintheU.S.Talktostudentsabouttheirtraditional waysofeatingandcooking.Itislikelytobehealthierthan howtheyeathere.Encouragethemtokeepthehealthyparts oftheirtraditionalwaysofeatingandcookingintheirlives.

•Ifstudentsarenotgettingenoughvitaminsandminerals throughthefoodstheyeat,theymightwanttotakeavitamin supplement.Agoodmultivitaminprovidesmanyofthe vitaminsandmineralsthatarerecommendedforeveryday consumption.

Key Vocabularynutritionnutrientobesitynutrition factssodiumchronic disease

Studentbookpage52


•Thelogisticsofhealthyeatingarealsohardwhenbothparentswork.Talkaboutsolutionstothis.

•IntheU.S.manypeopleareoverweightorobese.Obesemeansveryoverweight,andisdefinedas30%higherthanahealthyweight.Beingoverweightisunhealthyandcanleadtohealthproblemssuchasdiabetes,heartdiseaseandhighbloodpressure.

•Studentsmayaskaboutgoodvs.badfats.Wedidnotgointothatinthestudentbook.Saturatedfats(bad)areinanimalproductssuchasmeat,milk,cheese,andeggs.Vegetableoilsareunsaturatedfatsand(exceptforcoconutandpalmoil)shouldbeusedforcookingpurposesasopposedtootherfats(suchasbutterandlard).Transfatsareakindofprocessedfatthatisalsobad.Allfats(saturated,transfat,andvegetableoil)arehighincalories.SeetheWebforresourcesformoreinformationaboutfats,butthemessageforthischapterislessfatisbetter!

•Carbohydratescomeintwokinds:simpleandcomplex.Complexcarbohydratesaregrains(starches)likebread,pasta,rice,andcereals.Thesegivelastingenergyandalsooftenhaveagoodamountoffiberandvitamins.Simplecarbohydratesaresugarsandgivequickenergythatburnsofffast.TheseincludecandyandsweetfoodsbutALSOfruitsandfruitjuices.Ifsomeoneistryingtocutdownonsugar,eatingtoomuchfruit(andespeciallyjuice)isnotgreat.

•TellstudentsabouttheWICprogram,whichhelpswomenandchildrengetandeathealthyfood.WIC=Women,InfantsandChildren.Explainthatiftheymeetcertainincomeguidelines,theycangetcouponsforfreehealthyfood,andhelpwithnutrition,breastfeedingandhealthcare.SeethelistofWebresourcesformoreinformationontheWICprogram.

Studentbookpage59

Studentbookpage58

Studentbookpage53



Pronunciation Activity: Tap the Stress (X = LOUD tap, x = softer tap)Teaching Steps: 1. Tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftlyfor asmallx.Forexample,taptherhythmX x likethis:TAP tap, TAP tap, TAP tap.Onceyouhave settherhythm,havestudentsjoinyouintappingtherhythm.Keeptappingwithoutsaying anythinguntileveryoneistappinginunison:

2. Say each word in time to the tapping.Havestudentscontinuethebeatastheyrepeat eachwordinunisonafteryou.Repeateachworduntilstudents’rhythmandpronunciationare acceptable.Donotdrag,keepupthetempo.

X x xhealthier

underweightoverweight

estimateexercise

easilyserious

x x X xcarbohydratesAskyourdoctor.

forexampleinformationdailyvalue

percontainerdiabetes

x X x xcholesterol

varietyactivity

especiallyanemia

x Xpreventdisease controlbecauseatleastperdaypercentavoid

amountcontainanounceagramexact

X xmanagechronicproteins

fiberlessthan

morethanmuscleshealthyservings

labelstotal

cancerounces

x X xnutrition

Stayhealthy.importantinfectionsyourdiet

forbreakfastfordinneralotof

Weneedit.digestive

moreveggiesmorewaterlesscandy

X x xnutrients

energydifferentvitaminsmineralscalciumsodium

vegetablesservingsize

caloriescalculateestimate

measuring

Chapter 4: Nutr i t ion

MATH

Math Activity: Comparing Labels to Chose Healthier Foods

Havestudentsreadthelabelsthenanswerthequestions.Seestudentworksheetattheendofthisteachingunit.

1. Ifyouaretryingtoeatlessfat,whichmilkisbestforyou?

m LabelA

m LabelB

m LabelC

60

Milk label A Milk label B Milk label C

2. Ifyouaretryingtoeatmorefiber,whichcerealisbestforyou?

m LabelA

m LabelB

m LabelC

3. Whichcerealhaslesssalt?

m LabelA

m LabelB

m LabelC

Cereal label A Cereal label B Cereal label C


MATH

Math Activity: 1/3 of Calories From Fat?

Bringinavarietyoffoodswithlabels.Studentsworkaloneorinpairsandfillinthechartbelowusingafewofthefoods.Explainthatthroughoutthedayweshouldgetlessthan1/3ofourcaloriesfromfat.Ifthefoodhaslessthan1/3ofitscaloriesfromfatthenitishealthierthanfoodsthathavemorefat.Showthemhowtofigurethisoutbymultiplyingthefatcaloriesby3,andcomparingthatwiththetotalcalories.Ortheycandividethetotalcaloriesby3,andcomparethatwiththefatcalories.Seestudentworksheetattheendofthisteachingunit.

fatcalories

Nameoffood:

OneServing:

Totalcaloriesinoneserving: TotalCalories÷3=

TotalFatcaloriesinoneserving:

X3=

Isthisfoodhighinfat?qyesq no

fatcalories

Nameoffood:

OneServing:



X3=



GRAMMAR Grammar Activity: Common Phrases for Comparing Amounts and Frequencies

Thisactivitywillhelpstudentsunderstandanduseavarietyofphrasesdealingwithamounts.Studentsreadthechartthenfillintheblanksbelow.Seestudents’handoutattheendofthisteachingunit.

1. Theoppositeofnoneis many or a lot .

2. Theoppositeofless thanis more than .

3. Theoppositeofa lotis a little .

4. Theoppositeofmanyis none .

Important Opposites

none less than 3 exactly 3 more than 3 many or a lot


GRAMMAR

Grammar Activity: Words that Mean the Same Thing

Studentsreadthechartthenfillintheblanksbelow.Seestudenthandoutatthe endofthisteachingunit.

1. Milkisa good source ofcalcium.

2. Nearlyeveryoneneedstocut down onfatsandsalt.

3. Howmanyservingsoffruitsandvegetablesshouldyoueateachday? 5-9servingsper day

4. Meatishigh inprotein.

5. It’sagoodideatogetacheckup yearly .(howoften)

6. Orangejuicehas a lot ofvitaminC.

7. Forhealthyteethyoushouldcut down oncandy.

Words & Phrases That Mean the Same Thingdaily everyday

weekly everyweek

monthly everymonth

yearly everyyear

perday eachday

highin hasalotof

lowin hasalittleof

cutdownon eatlessof

agoodsource agoodwaytoget,agoodplacetofind

obese veryoverweight

underweight toothin


GRAMMAR

Grammar Activity: Abbreviations for Amounts

Studentsdrawalinefromtheabbreviationtoitsword.Seestudentworksheetattheendofthisteachingunit.

H

ANDS-ON Hands-On Activity: Looking at Food Labels and Grouping

Bringinavarietyoffoodswithlabelstoclass.Alsobringinmeasuringcupsandother“servingsizeobjects”suchasbaseballs,fists,oradeckofcards.Foradescriptionofservingsizeobjects,seepage62inthestudentbookorgotohttp://hp2010.nhlbihin.net/portion/servingcard7.pdf.Haveeachstudentpickafood.Studentscanworkinpairsorgroupstolearnwhatnutrientstheirfoodshave.Theyshouldusethemeasuringcupsorservingsizeobjectstofindoutwhatoneservinglookslike.Thentheyshouldlookatthelabelstofindouttheamountsoffat,fiber,andvitaminsinoneserving.Asktheclasswhichfoodsarehighinfatandhavestudentswithfoodshighinfatcometothefrontoftheclassandreadtheirlabelandsayhowmuchfatisinoneserving.Theyshouldalsoshowwhatoneservinglookslike.Repeatactivitywithfoodslowinfat,foodshighinfiber,foodshighincalcium(20%DVormore),foodshighiniron(20%DVormore),andfoodslowinsodium(lessthan200mg).

Abbreviation Wordg lessthan

calendaroz magnet

percentcal grain

morethanmg cholesterol

ounce% gram

out< group

milligram> calories

once= equals,isthesameas


TE

CHNOLOGY

Technology Activity: How Much Should I Weigh?

Thisexercisewillhelpstudentschecktheirweight–andgivethemanothereasy-to-usehealthresourcetosharewiththeirfamilyandfriends.

Explaintostudentsthatthereisaneasywaytoseeiftheyaretooheavy,toothin,orjustright.ItiscalledBMI or Body Mass Index.BMIisanumberthatiscalculatedusingheight(howtallyouare)andweight(howheavyyouare).Studentsshouldalsocheckwithadoctorregardingtheirweight.Seestudentsworksheetattheendofthisteachingunit.

StepstofindyourBMI:

1. Measureyourheightandweight.Youcanuseinches andpoundsorcentimetersandkilograms.

2. Gotowww.nhlbisupport.com/bmi.

3. Enteryourheightandweight.

4. ReadyourBMIintheheart.

5. FindyourBMIonthechart.Areyou:underweight, normalweight,overweight,orobese?

YoucanfindasimilarBMIcalculatorat http://www.healthyfloridians.com/obesityPrev.html

If your BMI is... You are... What to do...Lessthan18.5 Underweight(toothin) Eatmorecalories18.5–24.9 Normalweight(good!) Keepeatinghealthy!

25–29.9 Overweight(tooheavy) Eatlesscaloriesandlessfat Exercisemore

Morethan30 Obese(dangerouslyheavy) Askyourdoctorforhelplosingweight

NOTE: < means less than and > means more than


Section 3: Dialog



Person 1: Aren’tyougoingtoeatyourFrenchfries?Person 2: No.Person 1: Whynot?Person 2:I’mtryingtoloseweight.

Customer: Doyouhaveanylowcalorieitems?Waiter: Yes,onthelastpageofthemenu.Customer: OK.I’llhavethebroiledfishandmixedvegetables.Waiter: Anythingelse?Customer: Nottoday,thankyou.

Doctor: Youareoverweightandneedtoloseweight.Itwillhelpifyouchangeyourdiet.Patient: HowdoIchangemydiet?Doctor: Eatlesscaloriesfromfat.Eatlessmeat,dairyproductsandeggs.Canyoueatlessofthesefoods?Patient: Ihavetriedtoeatlessfat,butIamnotsurewhattoeatinstead.HowcanIgethelptochangemydiet?Doctor: Icanreferyoutoadietician.Thedieticiancanmeetwithyouafewtimesandhelpyouchangeyourdiet.

Dialog 1

Dialog 2

Dialog 3




Quiz:Havestudentslookatthefoodlabelonpage61oftheirbook,andanswerthesequestions.Seestudentworksheetattheendofthisteachingunit.

1. Howmanycaloriesarein2servings? m 110 m 250 m 220 m 500 m 470

2. Isthisitemhighinfiber? m Yes m No m Thelabeldoesn’tsay

3. Isthisitemlowinsalt? m Yes m No m Thelabeldoesn’tsay

4. What%DVofcalciumwill3servingsgiveyou? m 10% m 50% m 60% m 75%

5. Whatistheservingsize? m 1 cup m 2cups m 1/5cup m 1/5package m 1package


Sharing with Others:StudentscanhelpfriendsandfamilyfigureouttheirBMI,usingthewebsite.Oryoucanprintoutachartforthem(fromthesamelink)andtheycanusethat.Studentscanfindafriendwhohassimilargoalsasthem,likelosingweightoreatingmorefiber.Together,theycandecideonthreeeatinghabitstochange,andfindthreerecipestotrytohelpwiththeirgoal.Asktheminamonthhowtheirgoalsaregoing,oraskthemtokeepajournal.

Section 5: Additional ResourcesVisitthesewebsitesformoreinformationonnutrition.

Information Fruit and Vegetable Encyclopedia http://www.dole5aday.com/HTML/Kids/Nutrition%20Database/Encyclopedia.htmlBe Heart Smart! Eating Less Fat and Cholesterol (in English and Spanish)http://www.nhlbi.nih.gov/health/public/heart/other/chdblack/smart.pdfBetter Health and You: Tips and Information on Healthy Eatinghttp://www.win.niddk.nih.gov/publications/better_health.htm#tipsCut Down on Fat Not on Taste (in English and Spanish)http://www.nhlbi.nih.gov/health/public/heart/other/sp_fat.pdfFood and Diet Information (in English and Spanish)http://www.4women.gov/tools/Vitamins and Other Nutrientshttp://www.girlshealth.gov/nutrition/eating_essentials.htm

ActivitiesFruits and Veggies Matter http://www.fruitsandveggiesmatter.gov Aim for a Healthy Weight (click on BMI Calculator)http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/index.htm

Free or Low Cost Services Florida WIC Nutrition Services for Women, Infants and Children (in English, Spanish, or Haitian Creole)http://www.doh.state.fl.us/family/wicorcall1-800-343-3556


Asyouworkthroughthetopicofnutritionwithyourstudents,keepalistofother resourcesyoufindhelpful.

OtherResources

•

•

•

•

•

•


Section 6:

Student Worksheets

70

Teacher ’s G uide

Student Worksheet: 1/3 of Calories From Fat?

•Findthetotalcaloriesandthefatcalories.

•Multiplythefatcaloriesby3

•Ifthisnumberismorethanthetotalcalories,thefoodishighinfat

fatcalories

Nameoffood:

OneServing:



X3=


fatcalories

Nameoffood:

OneServing:



X3=


71


Student Worksheet: Comparing Labels

Read the labels then answer the questions

1. Ifyouaretryingtoeatlessfat,whichmilkisbestforyou?

m LabelA

m LabelB

m LabelC

2. Ifyouaretryingtoeatmorefiber,whichcerealisbestforyou?

m LabelA

m LabelB

m LabelC

3. Whichcerealhaslesssalt?

m LabelA

m LabelB

m LabelC

72

Milk label A Milk label B Milk label C

Cereal label A Cereal label B Cereal label C

Teacher ’s G uide

Student Worksheet: Comparing Amounts and Frequencies

Read the chart and fill in the blanks below.

1. Theoppositeofnoneis or .

2. Theoppositeofless thanis .

3. Theoppositeofa lotis .

4. Theoppositeofmanyis .

Important Opposites

none less than 3 exactly 3 more than 3 many or a lot

73


Student Worksheet: Words That Mean the Same Thing

Read the chart and fill in the blanks below.

1. Milkis calcium.

2. Nearlyeveryoneneedsto fatsandsalt.

3. Howmanyservingsoffruitsandvegetablesshouldyoueateachday? 5-9servings

4. Meatis protein.

5. It’sagoodideatogetacheckup .(howoften)

6. Orangejuice vitaminC.

7. Forhealthyteethyoushould candy.

Words & Phrases That Mean the Same Thingdaily everyday

weekly everyweek

monthly everymonth

yearly everyyear

perday eachday

highin hasalotof

lowin hasalittleof

cutdownon eatlessof

agoodsourceof agoodwaytoget,agoodplacetofind

obese veryoverweight

underweight toothin

74

Teacher ’s G uide

Student Worksheet: Abbreviations for Amounts

Draw a line from the abbreviation to its word.

Abbreviation Wordg lessthan

calendaroz magnet

percentcal grain

morethanmg cholesterol

ounce% gram

out< group

milligram> calories

once= equals,isthesameas

75


Student Worksheet: How Much Should I Weigh?

BMI or Body Mass Indexisaneasywaytoseeifyouaretooheavy,toothink,orjustright.BMIisanumberthatyoucalculateusingyourheight(howtallyouare)andyourweight(howheavyyouare).Youshouldalsocheckwithadoctoraboutyourweight.

StepstofindyourBMI:

1. Measureyourheightandweight.Youcanuseinches andpoundsorcentimetersandkilograms.

2. Gotowww.nhlbisupport.com/bmi

3. Enteryourheightandweight.

4. ReadyourBMIintheheart.

5. FindyourBMIonthechart.Areyou:underweight, normalweight,overweight,orobese?

YoucanfindasimilarBMIcalculatorat http://www.healthyfloridians.com/obesityPrev.html

If your BMI is... You are... What to do...Lessthan18.5 Underweight(toothin) Eatmorecalories18.5–24.9 Normalweight(good!) Keepeatinghealthy!

25–29.9 Overweight(tooheavy) Eatlesscaloriesandlessfat Exercisemore

Morethan30 Obese(dangerouslyheavy) Askyourdoctorforhelplosingweight

NOTE: < means less than and > means more than

76

Teacher ’s G uide


Read the food label and answer the questions.1. How many calories are in 2 servings? m 110 m 250 m 220 m 500 m 470

2. Is this item high in fiber? m Yes m No m Thelabeldoesn’tsay

3. Is this item low in salt? m Yes m No m Thelabeldoesn’tsay

4. What % DV of calcium will 3 servings give you? m 10% m 50% m 60% m 75%

5. What is the serving size? m 1cup m 2cups m 1/5cup m 1/5package m 1package

77



Chapter 5: Chronic Diseases

Chapter 5: Chronic Diseases80

Chapter 5: Chronic Diseases Teacher’s Guide

Learning Objectives: •Studentswillbeabletodefinechronicdisease

•Studentswillbeabletoexplainwhyregularcheckupsare

importantinidentifyingchronicdiseases

•Studentswillbeabletodescribethefollowingchronic

diseases:asthma,diabetes,andheartdisease

•Studentswillbeabletoidentifysignsthatachronicdisease

isworseningandapersonshouldcallthedoctor

CASAS Competencies: 3.1.3 Identifyandutilizeappropriatehealthcareservicesandfacilities,

includinginteractingwithproviders



Section 1: Discussing & Reading About Chronic Diseases

Suggestions for Discussing Theme Picture

1.Showthemepicturetointroducetopic. “Whatdoyousee?” “Whatisshedoing?” “Whyisshedoingthis?” “Why?”

2. Askquestionstostimulatediscussion. “Doesanyoneyouknowhavediabetes?” “Whatdotheydototakecareoftheir diabetes?”

Thischapterisaboutchronicdiseasesingeneral,althoughthreecommonchronicdiseases(asthma,diabetesandheartdisease)areusedasexamples.Itemphasizestheimportanceofhealthyhabitsandseeingadoctortokeepachronicdiseasefromgettingworse.







•Askwhatchronicdiseasespeopletendtohavemostoftenin thestudents’homecountries.Howdotheyfindoutifthey havethem?Howdoeshavingthediseaseaffecttheirlife? Dotheyknowanyonewhohasasthma,diabetesorheart disease?Whataretheissuesthatthepeopletheyknowmust dealwith?Whatkindsofthingsdotheydotomanagetheir disease?

Issues to Address

Asthma

•Asthmaisbecomingmorecommonamongchildren intheU.S.

•Poorairqualitymaycontributetoasthma. •Differentpeoplewithasthmahavedifferent“triggers”, whicharethingsintheairthatcauseanasthmaattack (likedust,pethair,chemicals).Learninghowtoavoid theseispartofthetreatmentplan.

Key Vocabulary heart diseasecancerdiabeteshigh blood pressureasthmaacute diseasearteriesrisk factorstreatment planchronic disease

Studentbookpage71

82

Diabetes•Apersonwithdiabetesreallymustunderstandhowfoodandactivityaffecttheirbloodsugar.Eachdaytheyhavetokeeptrackoftheirbloodsugar,diet,andactivitylevel.Itisveryintensediseasemanagement!

•DiabetesisquicklygettingwidespreadintheU.S.Itisnotuncommonforimmigrantswhoalreadyhaveriskfactorstobecomediabeticbecauseofachangeineatinghabits,oncetheyswitchtoanAmericandiet.

•Eatinglotsofsugaryfoodandbeingoverweightmakeapersonmorelikelytogetdiabetes.Encouragepeopletosticktothehealthypartsoftheirtraditionaldiet.

Heart Disease•HeartdiseaseisthebiggestcauseofdeathintheU.S. Itisoftencausedbyagradualblockageofthearteries thatbringbloodtotheheart.Riskfactorsthatcontributetoheartdiseaseinclude:familyhistory,levelofexercise,diet,andsmoking.

•Familyhistorymakesapersonmorelikelytogetheart disease,butapersoncanhelppreventheartdiseasebykeepingcholesterolandbloodpressureundercontrol,andkeepingtheheartworkingefficientlybyexercising.

•Aheartattackisusuallycausedwhenanarterytotheheartmusclesgetssoblockedthatnotenoughbloodgetstotheheart.Thiscausesapartoftheheartmuscletodie,whichisaheartattack.Thiscanbeveryminor,orbigenoughtokillaperson.

•Aheartattackoftenfeelslikeacrushing,suffocatingpressureonthechest.Thepersonmayalsofeeloutofbreath.Theremightalsobetinglingorpaininonearm,moreoftentheleftarm.Butasmallheartattackmightfeelasminorasheartburnorindigestion.Ifstudentsnoticesymptomslikethis,theyshouldcall911.

Chapter 5 Chronic Diseases

Studentbookpage72

Studentbookpage76



Pronunciation Activity: Tap the Stress (X = LOUD tap, x = softer tap)Teaching Steps: 1. Tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftlyfora smallx.Havestudentsjoinyouintappingtherhythm.


x Xaboutabove acuteappearagainattackaway

becausebeforecannotdiseaseenoughexactobese

increased

X xalmostactive

answerasthmabetterbody

breathingcancer

checkupchildrenchronicclearly

damagednormal

greater

x x X xdiabetes

indigestionforexampleinformationconversation

x X xappointment

exampleimportantinfections

inhalerpollution

toomuchofa lotof

We needit.digestive

more veggiesmore waterlesscandyor greateris lessthan

X x xanimalarteries

chemicalsexercise

healthierhistory

managingmedical

medicinerecognize

regularenergy

translatorveryhighequalto

x X x xemergency

obesityactivity

especiallyanemia

extremelyhigh


GRAMMAR Grammar Activity: Low, Medium, High, Very High, Extremly High

Thisactivityreviewstermsneededinthemathactivitiessuggestedbelow.Putthisorasimilarchartontheboardtoteachlow,medium,high,veryhigh,andextremelyhigh.

GRAMMARGrammar Activity: Equals, Less Than, Greater Than

TeachthissimilarlytohowyoutaughtGrammarActivity1:

1+2=3 50isgreaterthan3 50islessthan134

25+25=50 50>3 50<134

Checkcomprehensionbyaskingquestionssuchas:

•Whatnumbersaregreaterthan134?

•Whatnumbersarelessthan555?

Thenputnumbersontheboardthatalsoillustratetheconcepts.

350134555987


MATH

Math Activity: Know Your Body Mass Numbers

Thisactivitywillmodelself-checkingofthreeimportanthealthfactors--height,weight,andwaistmeasurement--whilegivingstudentspracticeinsaying,reading,andunderstandingnumbersinEnglish.Bemindfulthatmanystudentsmighthavedifficultywiththisactivity,astheyhaveusedthemetricsystemmostoftheirlives.

Youwillneedascale,atapemeasure,andaBMIchartforeveryoneintheclass.Usethetworelatedchartsthatcanbedownloadedfromwww.consumer.gov/weightloss/bmi.html becauseitincludesthewaistmeasurementfactorandhowitaffectstheriskfactor.

CAUTION:Sharingpersonalinformationsuchasweightcarriessomeculturaltaboos.Considerusingyourselfasthepersontobeweighedandmeasured.

Step 1: Help students find and write down their

•Height

•Weight

•Waistmeasure


Step 2: Help students find their BMI on the Determining Your Body Mass Index (BMI) chart.

Step 3: Help students study the Risk of Associated Disease According to BMI and Waist Size chart.

•Reviewthemeaningoflessthan,equalto,andgreaterthan.

•Pointoutthatmenandwomenusedifferentwaistmeasures.

•ShowhowtofindthecorrectBMIrangeontheRiskchart.

•Emphasizethatpersonswithahigh,veryhigh,orextremelyhighriskfactorneedtoshare thisinformationwiththeirdoctor,sothedoctorcanhelpthemworktolowertheirrisk.

Here’sanotherBMICharttouse:http://www.nhlbisupport.com/bmi


MATH

Math Activity: Know Your Blood Sugar Numbers

Mostpeopleprobablydonotknowtheircholesterolandbloodsugarnumbers,unlesstheyhavehadarecentcheckuporsufferfromachronicdisease.Forthisactivity,therefore,studentswillrefertoatableofrangesofnumberstodeterminethehealthstatusofsomehypotheticalpeople,asindicatedbytheirbloodsugarlevel.Beforedoingtheexercise,besurestudentsknowwhatthewordbetweenmeans.

PuttheBloodSugarchartontheboardthenreadthefollowingtoyourclass.Foreachperson, theclasstellswhatthenumbermeans(ie,normal,pre-diabetes,diabetes).

Alexhasabloodsugarlevelof232.

Barbarahasabloodsugarlevelof73.

Charleshasabloodsugarlevelof102.

Donnahasabloodsugarlevelof115.

Eduardohasabloodsugarlevelof126.

Feliciahasabloodsugarlevelof111.

Blood Sugar (Glucose) Levels

70to110=LoworNormal(OK)

110to125=BorderlineorPre-Diabetes(eatlesssugar)

126&higher=Diabetes(dangerous–needstreatment)


H

ANDS-ON

Hands-on Activity: Family History and Family Tree

Showanexampleofafamilytreeordrawabriefversionofyourownontheboard.Explaineachperson:“Thisisme.Ihavethreesistersandtwobrothers.MymotherisLouiseandmyfatherisFranklin.”

Discusstheterm“familytree;”pointoutthatfamiliesaredefineddifferentlyindifferentculturesandthepurposeofthisactivityistoidentify“blood-related”familymembers.

Explainthatafamilytreeisawaytohelpyoulearnaboutyourfamilyhealthhistory.Havestudentsmaketheirfamilytrees.Thiscouldtakevariousformats,suchas:

• Onpaperwithboxesandlines--handoutblankfamilytrees.

• Amorehands-onversionwithindexcards,plasticstrawsandtape--usestickersorthe iconsprovidedtocutoutandpasteontheirtreesnexttothenamesofrelativeswho havehadthesediseases.

• Orhavestudentsdotheirfamilyhealthhistorytreeonlineat http://www.familyhistory.hhs.gov/.AvailableinSpanishandEnglish.

Sample Family Health History Trees

TakesometimeexploringthefollowingwebsitesandfamiliarizingyourselfwiththedifferentkindsofFamilyHealthHistoryFormsyoucouldcreatewithyourstudents.

Sample 1 Source:http://www.familyhistory.hhs.gov


Sample 2

Source: http://www.oprah.com/presents/lluminari/medhistory/llum_medhistory_tree.jhtml

Me

Mother

Grandmother Grandfather

Father

Grandmother Grandfather


Sample 3

Source: http://www.cancerbackup.org.uk/Aboutcancer/Genetics/Cancergenetics/Geneticconsultationgeneticcounselling


TE

CHNOLOGY

Technology Activity: Chronic Disease Research Online

IfyouhaveanESLclassthatspeaksSpanishastheirfirstlanguageandtheyhavestrongliteracyskillsinSpanish,havethemgotohttp://medlineplus.gov/spanishandlookupinformationonachronicdiseaseintheirownlanguage.ForinformationinlanguagesotherthanSpanishtryhttp://www.healthyroadsmedia.org.Theymaywanttopickachronicdiseasethataffectsthemorsomeoneclosetothem.Studentsshouldpartnerwithaclassmatewhospeaksthesamelanguage.Askstudentstoreadaboutthediseaseandmakenotesintheirownlanguage.ThenhavethemanswerthequestionsonthehandoutinEnglish.Theyshouldalsobepreparedtotelltheclasswhattheylearned.Seestudentworksheetattheendofthisteachingunit.

Asafollow-up,youcancombinetheinformationthateveryonecollectstomakeabigchartanddisplayitinyourclassroom.

Name of Chronic Disease

What is happening inside the

body

Symptoms or warning signs

Health habits to manage the disease

Treatment plan to

manage the disease


Section 3: Dialogs

Suggestions for Teaching the Dialogs


Doctor: Yourbloodpressureistoohigh.Patient: WhatcanIdoaboutit?Doctor: Eatlesssalt,exercise,andtakeyourmedicine.

Doctor: It’agoodthingyoucameinforacheckup.Patient: Why?Doctor: Becauseyouhavediabetes. Yourbloodsugaristoohigh.That’sverydangerous.Patient: Whatnow?WhatmustIdo?Doctor: Youmustdevelopatreatmentplanfordiabetes.

Doctor: I’mgladyoumadethisappointment.Wefoundoutaboutyourheartdiseasebeforeitgottoobad.Patient: HowcanIkeepitfromgettingworse?Doctor: Don’tsmoke,eathealthyfoods,exercise,anddon’tforgettotakeyourmedicine. Patient: OK.AndwhendoIneedtoseeyouagain?Doctor: Nextmonth.Makeanappointment.Thenwecanseehowthetreatmentplanisworking.Patient: OK,thanks.I’llmakeanappointmentonmywayout.

Dialog 1

Dialog 2

Dialog 3




Quiz:Havestudentslookatthetableonpage76oftheirstudentbooksandanswerthequestions.Seestudentworksheetattheendofthisteachingunit.

1. Whatisawarningsignforasthma? m Wheezing sound when you breathe m Thirstyallthetime m Squeezingpaininyourchestorarm m Alloftheabove

2. Takinginsulinwhenneededisatreatmentfor whatchronicdisease?

m Asthma m Diabetes m Heartdisease m Highbloodpressure

3. Takingmedicationstocontrolbloodpressureisa treatmentforwhatchronicdisease?

m Asthma m Diabetes m Heart disease m Highbloodsugar

4. Whyisheartdiseasesometimescalledthesilentkiller? m Youcannotspeakwhenyouhavethisdisease. m You may not have any symptoms when you have this disease. m Youcannotbesilentwhenyouhavethisdisease. m Youalwayshavesymptomswhenyouhavethisdisease.

5. Whatshouldyoudoifyouhaveanyofthewarningsignsforasthma,diabetes, orheartdisease?

m Waittoseeifthewarningsignslast. m Donothinguntilyouhaveasevereproblem. m Callyourdoctorthenextday. m Call your doctor right away.

Studentbookpage76


Sharing with Others:Havingstudentssharewhatthey’velearnedwithothershelpsthemcheckandreinforcetheirlearning.Oneideaistohavestudentsinterviewtheirrelativestofindoutifanyonehashadachronicdiseaseortheycouldinterviewafriendwhohasachronicdiseaseandsharewiththeclasswhattheylearned.


Visitthesewebsitesformoreinformationonchronicdiseases.

Information American Heart Association http://www.americanheart.orgNational Heart, Lung, and Blood Institute (in English, Spanish, Vietnamese, and Filipino)http://www.nhlbi.nih.gov/health/pubs/pub_gen.htmEasy-to-Read English/Spanish Booklets on Heart Healthhttp://www.nhlbi.nih.gov/health/public/heart/other/sp-page.htmDiabetes Easy-to-Read Publications in English and Spanishhttp://www.diabetes.niddk.nih.gov/dm/ez.aspKidsHealth (Health information for kids, parents, and teenagers)http://www.kidshealth.orgNational Cancer Institute (in English and Spanish)http://www.cancer.govCancer Information Service (in English and Spanish)http://cis.nci.nih.govorcall1-800-4-CANCER(1-800-422-6237)

ActivitiesThe Asthma Wizard (in English and Spanish)http://asthma.nationaljewish.org/disease-info/diseases/asthma/kids/wizard-index.aspxAsthma - Tutorial with Pictures and Sound. http://www.healthsystem.virginia.edu/internet/pediatrics/patients/Tutorials/asthma/home.cfmCanadian Lung Association: Especially For Kidshttp://www.lung.ca/childrenHypertension (High Blood Pressure) - (in English and Spanish)http://www.nlm.nih.gov/medlineplus/tutorials/hypertension/htm/index.htm


Free or Low Cost Services Florida Department of Health Chronic Disease Resourceshttp://www.doh.state.fl.us/Family/chronicdisease/

Asyouworkthroughthechapterwithyourstudents,keepalistofotherresourcesyou findarehelpful.

OtherResources

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Section 6:

Student Worksheets


Student Worksheet: Chronic Disease Research Online

Gotohttp://www.nlm.nih.gov/medlineplus/languages/languages.htmlandlookupinformationonachronicdiseaseinyourlanguage.ReadaboutthediseaseandthenanswerthequestionsbelowinEnglish.

1.Iamlookingforinformationabout .

2.Inmylanguagethediseaseiscalled .

Answer these questions in English: 3.Whathappenstoyourbodywhenyouhavethisdisease?

4.Whatarethesymptoms?

5.Ifyouhavethisdisease,howmustyouchangeyourhealthhabits?

6.Whatkindoftreatmenthelpsthisdisease?

(nameofchronicdiseaseinEnglish)

(nameofchronicdiseaseinyourlanguage)



Read the chart on page 76 in your student book and answer the questions.

1. Whatisawarningsignforasthma? m Wheezingsoundwhenyoubreathe m Thirstyallthetime m Squeezingpaininyourchestorarm m Alloftheabove

2. Takinginsulinwhenneededisatreatmentforwhat chronicdisease?

m Asthma m Diabetes m Heartdisease m Highbloodpressure

3. Takingmedicationstocontrolbloodpressureisa treatmentforwhatchronicdisease?

m Asthma m Diabetes m Heartdisease m Highbloodsugar

4. Whyisheartdiseasesometimescalledthesilentkiller? m Youcannotspeakwhenyouhavethisdisease. m Youmaynothaveanysymptomswhenyouhavethisdisease. m Youcannotbesilentwhenyouhavethisdisease. m Youalwayshavesymptomswhenyouhavethischronicdisease.

5. Whatshouldyoudoifyouhaveanyofthewarningsignsforasthma,diabetes, orheartdisease?

m Waittoseeifthewarningsignslast. m Donothinguntilyouhaveasevereproblem. m Callyourdoctorthenextday. m Callyourdoctorrightaway.

Studentbookpage76


Chapter 6: Staying Healthy

Chapter 6: Staying Healthy100

Chapter 6: Staying Healthly Teacher’s Guide

Learning Objectives: •Studentswillreflecton,thenshareinEnglishwiththeclass,theirownwisdomand

experiencesconcerningpreventionofsicknessanddisease

•Studentswillsummarizetheirexperiencesintofiverulesforhealthyliving

•StudentswillcomparetheirruleswiththerulespresentedinChapter6

•Studentswillidentifytwosourcesofadditionalinformationonhealth

•Studentswillnameoneactionoractivitytoimprovetheirhealthand/orthehealthoftheirfamilies

CASAS Competencies: 3.5.9 Identifypracticesthathelpmaintaingoodhealth,suchasregularcheckups,exercise,anddisease

preventionmeasures



Insteadofbeginningwiththethemepictureinthestudentbook,studentsbeginwithaclosedbookdiscussionof“healthy”and“unhealthy.”Thislessonwillbeginwithwhatthestudentsalreadyknowaboutstayinghealthy.Theywillhaveanopportunitytosharehealthknowledgefromtheirownlivesbeforereviewingtherulesforhealthylivingpresentedinthischapter.

Closed Book Discussion

Suggestions for Facilitating Discussion

1. Putthewords“healthy”and“unhealthy”ontheboard.Askstudentstoexplainthe difference.Clarifyasneeded.

2. Askquestionstostimulatediscussion.Asstudentsanswer,summarizewhattheysay inphrasesandlistthemunderthewords“healthy”and“unhealthy”ontheboard. Ifnecessary,giveoneexampleundereachheadingtogetthediscussionstarted.

“Whatmakespeoplehealthy? “Whatmakespeopleunhealthy–nothealthy? 3. Oncestudentsarefinishedgivingideas,readthelistsbacktothem,havingthem repeateachitemafteryou.

4. Lookoverthelistsandmakeanewlistbygroupingeachitembytopic,forexample, food,exercise,etc.Moreadvancedstudentsmaybeabletoworkinsmallgroupsto accomplishthistaskontheirown.


5. Oncethelistsarecomplete,askstudentstocomeupwithoneruleoronethingto teachtheirfamilyabouteachtopic.Forexample,forfoodtheymightsay“eathealthy foods.”Writethestudents’rulesontheboard.Thisdiscussionispreparingthemto bettercomparewhattheyknowandhavelearnedaboutstayinghealthywithwhat theyareabouttoreadinthisfinalchapter.

6. Whenoneruleforeachgroupingortopichasbeenelicited,havestudentsopentheir bookstoreadChapter6.Explainthatthethemepictureshowssixrulesforhealthy living.Thenhavestudentscomparetheirlistwiththebook’slist.Howarethetwo listssimilar?Howaretheydifferent?Avoidsuggestingthatthebookrulesareright andtheirrulesarewrong.Instead,focusonhowthetwolistsaresimilaranddifferent. Lookforthedifferencesthatarecultural,notonlybetweentheircultureandAmerican culturebutbetweentheirownculturesandfamilies.


Inthislesson,theprimaryvocabularywillcomedirectlyfromthestudents.Ifyouareworkingwithbeginningstudents,encouragethemtorefertoapicturedictionaryasadiscussionaid.OxfordPictureDictionary,forexample,hasanentiresectiononHealthCare,includingexercise,checkups,medicine,andhospitals.Studentscouldalsousetheirpersonalbilingualdictionariesorgethelpfromothersintheclass.


•Beforereading,discussthepicturesonthepage. •Havestudentstaketurnsreadingselectparagraphsoutloud. •Discussvocabulary.Onekeyvocabularywordassociatedwiththischapteristheword prevent.Itisboldedinthetextandlistedagain,withmoredetail,intheglossary. Helpstudentslocateandpronounceandunderstandthiskeyvocabularywordand conceptbeforecontinuing.

•Moreadvancedstudentsmaywanttounderlineorhighlightnewinformation. •Again,besuretohighlightanddiscussculturaldifferences,forexample,differentfoods, differentwaystorelax,differentideasforhowtogetexercise,theprevalenceofsmoking intheircommunity,andtheconceptofgettingregularcheckups.

102

Activities


The Teaching Steps: 1. Tap or clap the rhythm of the group being studied.TaploudlyforabigXandsoftlyfora smallx.Onceyouhavesettherhythm,havestudentsjoinyouintappingtherhythm.


X xcancer

healthycheckups

livinghappy

smokingsoonerbetter

x Xpreventdiseaseattack

amountreduceafford

X x xexercise

chemicalsdangerous

regulartranslatorhealthiermedicine

x X xtogetherinsurance

Askquestions.diseases

prescription

Group Language Activity: Things I do to Relax

Whenstudentshavefinishedreadingaboutthesixrulesforhealthyliving,dothisorasimilargrouplanguageexperienceactivity.

PutthetitleThings You Can Do to Relaxontheboard.Explainthattogetheryouwillwritesometipsforrelaxing,whichisagreatwaytomanagestress.Askeachstudenttogiveonesentence.Eachsentenceneedstobeunique.

Teaching Steps1. Callonastudenttogiveasentence.2. Writethesentenceontheboard,correctinggrammar,asneeded.3. Aftereachstudenthascontributed,readthecompositionbacktotheclass.Readone sentenceatatime,havingtheclassreaditafteryouinunison.

4. Inviteastudentortwotoreadtheentirecomposition.5. Askstudentstocopythecompositionintotheirnotebook(giveplentyoftimeforthis).6. Invitestudentstosharetheclasscompositionwithfamilyandfriends.7. Besurethatyou,also,copythecomposition.

Chapter 6: Staying Healthy


Sharing with Others.Havingstudentssharewhatthey’velearnedwithothershelpsthemcheckandreinforcetheirlearning.Ifyouhaveaschoolorclassnewspaperorwebsite,considerincludingthecompositiononhowtorelax.Orhavetheclasswriteacompositionforeachruleandthenturnthecompositionsintoabooklet,addingillustrations,andmakingcopiestodistributetoothers.

Local Resources

Asyouworkthroughthetopicofstayinghealthywithyourstudents,keepalistofthelocalresourcesforstayinghealthy.Thismightincludelocalparks,localYMCA,orsmokingcessationprograms.

LocalResources

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