chapter 5: chronic diseases files/chapter 5 te_79-98web.pdf84 chapter 5: chronic diseases g r a m m...

Teacher ’s G uide 79

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

4.9.3 Identifysourcesofinformationandassistance,andaccessresourceswithinasystem

7.4.4 Identifyandutilizeappropriateinformationalresources,includingtheInternet

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.


Suggestions for Teaching Key Vocabulary

Keyvocabularywordsareboldedinthetext.Mostarelistedwithsomevisualclueinvocabularyboxes,andlistedagainwithmoredetailintheglossary.Helpstudentslocateandpronouncethekeyvocabularybeforereadingthetext.

Suggestions for Teaching Health Content

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

•Moreadvancedstudentsmaywanttounderlineorhighlight newinformation.

•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


Section 2: Activities Pickanduseasneededtodevelopskills.

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.

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

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

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

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


Section 4: Check Your Learning

Suggestions for Checking Learning

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.

Section 5: Additional Resources

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)


Student Worksheet: Check Your Learning

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 5: chronic diseases files/chapter 5 te_79-98web.pdf84 chapter 5: chronic diseases g r a m m...

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